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Relevant bibliographies by topics / Raven's Coloured Progressive Matrices

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Academic literature on the topic 'Raven's Coloured Progressive Matrices'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Raven's Coloured Progressive Matrices"

1

Muniz, Monalisa, Cristiano Mauro Assis Gomes, and Sonia Regina Pasian. "Factor structure of Raven's Coloured Progressive Matrices." Psico-USF 21, no. 2 (August 2016): 259–72. http://dx.doi.org/10.1590/1413-82712016210204.

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Abstract This study's objective was to verify the factor structure of Raven's Coloured Progressive Matrices (CPM). The database used included the responses of 1,279 children, 50.2% of which were males with an average age of 8.48 years old and a standard deviation of 1.49 yrs. Confirmatory factor analyses were run to test seven models based on CPM theory and on a Brazilian study addressing the test's structure. The results did not confirm the CPM theoretical proposition concerning the scales but indicated that the test can be interpreted by one general factor and one specific factor or one general factor and three specific factors; both are bi-dimensional models. The three-factor model is, however, more interpretable, suggesting that the factors can be used as a means of screening children's cognitive developmental stage.

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2

Costenbader, Virginia, and Stephen Mbugua Ngari. "A Kenya Standardization of the Raven's Coloured Progressive Matrices." School Psychology International 22, no. 3 (August 2001): 258–68. http://dx.doi.org/10.1177/0143034301223003.

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3

Khaleefa, Omar, and Richard Lynn. "Normative Data for Raven's Coloured Progressive Matrices Scale in Yemen." Psychological Reports 103, no. 1 (August 2008): 170–72. http://dx.doi.org/10.2466/pr0.103.1.170-172.

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Results are reported for a standardization sample of 986 6- to 11-yr.-olds for the Coloured Progressive Matrices in Yemen. Younger children performed better than older children relative to British norms, and there was no significant sex difference in means or variability. In relation to a British IQ of 100 ( SD=15), the sample obtained an average IQ of approximately 81.

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KHALEEFA, OMAR. "NORMATIVE DATA FOR RAVEN'S COLOURED PROGRESSIVE MATRICES SCALE IN YEMEN." Psychological Reports 103, no. 5 (2008): 170. http://dx.doi.org/10.2466/pr0.103.5.170-172.

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5

Pickering, D. M., and Judith A. Bowey. "Psycholinguistic Performance of Children Varying in Socioeconomic Status and Home-Language Background." Perceptual and Motor Skills 61, no. 3_suppl (December 1985): 1143–46. http://dx.doi.org/10.2466/pms.1985.61.3f.1143.

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60 second-grade children varying in socioeconomic status and home-language background (30 Greek, 30 English) were administered Raven's Coloured Progressive Matrices, the Peabody Picture Vocabulary Test, the Illinois Test of Psycholinguistic Abilities, and the Neale Analysis of Reading Ability. English verbal deficits were associated with delayed reading achievement only for native English speakers.

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Van Herwegen, Jo, Emily Farran, and Dagmara Annaz. "Item and error analysis on Raven's Coloured Progressive Matrices in Williams Syndrome." Research in Developmental Disabilities 32, no. 1 (January 2011): 93–99. http://dx.doi.org/10.1016/j.ridd.2010.09.005.

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7

Smits, Carolien H. M., Johannes H. Smit, Nelleke van den Heuvel, and Cees Jonker. "Norms for an abbreviated Raven's Coloured Progressive Matrices in an older sample." Journal of Clinical Psychology 53, no. 7 (November 1997): 687–97. http://dx.doi.org/10.1002/(sici)1097-4679(199711)53:7<687::aid-jclp6>3.0.co;2-f.

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8

Green, Kathy E., and Raymond C. Kluever. "Structural Properties of Raven's Coloured Progressive Matrices for a Sample of Gifted Children." Perceptual and Motor Skills 72, no. 1 (February 1991): 59–64. http://dx.doi.org/10.2466/pms.1991.72.1.59.

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9

Pueyo, R., C. Junqué, P. Vendrell, A. Narberhaus, and D. Segarra. "Raven's Coloured Progressive Matrices as a measure of cognitive functioning in Cerebral Palsy." Journal of Intellectual Disability Research 52, no. 5 (May 2008): 437–45. http://dx.doi.org/10.1111/j.1365-2788.2008.01045.x.

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10

Lai, T. J., Y. L. Guo, N. W. Guo, and C. C. Hsu. "Effect of prenatal exposure to polychlorinated biphenyls on cognitive development in children: A longitudinal study in Taiwan." British Journal of Psychiatry 178, S40 (April 2001): s49—s52. http://dx.doi.org/10.1192/bjp.178.40.s49.

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BackgroundFrom 1978 to 1979, a group of people in Taiwan were exposed to high levels of heat-degraded polychlorinated biphenyls (PCBs) owing to accidental ingestion of contaminated rice oil. Children born to mothers following the exposure (‘Yucheng’ children) were known to have hyperpigmented skin and other dysmorphology after birth.AimsTo determine the effect of prenatal exposure to PCBs on cognitive development in Yucheng children.MethodOne hundred and eighteen Yucheng children prenatally exposed to PCBs and degradation products, and community-matched control children who were exposed to background levels only, were followed from 1985 to 1998. The Bayley Scale for Infant Development, Chinese version of the Stanford – Binet IQTest, Raven's Coloured Progressive Matrices and Raven's Standardised Progressive Matrices were used to assess the cognitive development of these children.ResultsThe Yucheng children scored lower than control children on each of these methods of measurement between the ages of 2 and 12 years.ConclusionsPrenatal exposure to PCBs and their derivatives has long-term adverse effects on cognitive development in humans.

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Dissertations / Theses on the topic "Raven's Coloured Progressive Matrices"

1

Bass, Natalie Tanyia. "The Raven's Coloured Progressive Matrices Test : a pilot study for the establishment of normative data for Xhosa-speaking primary school pupils in the Grahamstown region /." Thesis, Rhodes University, 2000. http://eprints.ru.ac.za/1384/.

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2

Abdalgadr, Alsedig A. A. "Standardization of Raven's standard progressive matrices test for a Libyan sample." Thesis, University of Salford, 2009. http://usir.salford.ac.uk/26487/.

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Background: Until date, no IQ test has been standardized to be used to test the intelligence of Libyan students. Lack of standardized intelligence tests creates many problems such as the misuse of some non-standardised tests. These tests are carried out to estimate the mental ability of mentally retarded or gifted children. This problem prompted the researcher to study the SPM test which is considered by many researchers as one of the most used culturally-fair tests. The aim of this study was to standardize the SPM test to a Libyan setting to develop norms for the classic form of the SPM test to identify the distribution of IQ scores within Libyan students. Sample and methods: a total sample size of 2600 students (aged 8 to 21 years) was chosen using a multi-stage, cluster-disproportional stratified sampling method. During September and November 2007, the SPM test was administered to 1800 school students from 72 schools from 11 settlements (two cities and nine villages). In addition, during September and November 2008, the SPM test was administered to 800 university students from two different branches of Omar El-Mukhtar University located in two cities (Al-Baida and Al-Marj). Quantitative research designs (descriptive and comparative survey, correlational and cross-sectional) were used. In addition, a meta-analysis was performed to compare SPM test results with studies carried out in other countries. Data collected were imported into (SPSS) (version 16)software. Normality testing was carried out, the collected data were normally distributed which warranted the use of parametric tests. Results and conclusions: the main study showed that the results of SPM reliability, validity and item analysis indicated that the SPM test may be considered as an appropriate measure of mental ability for Libyan students. The average IQ for the fourteen tested Libyan age groups (8 years to 21 years) was 81. Gender and region variables were not important factors affecting Libyan students' scores on the SPM test. Gender differences in variability results indicated no consistent tendency. Age, academic discipline and study levels variables were an important factor affecting the Libyan students' scores on the SPM test. In general, all correlation coefficients between SPM and students' academic achievements were statistical significant for all groups. Age and achievement variables were predictors for SPM results, whereas gender and region variables were not significant predictors. The performance of Libyan students on the SPM can be considered lower than students from other countries. Meta-analysis study showed that the average IQ score for developed countries was 95, whereas the average IQ score of developing countries was 82. The IQ score of Libya was similar to that of developing countries. Development status and age variables were concluded as being important factors affecting the SPM. Gender variable was concluded as not being an important factor affecting the SPM. Gender differences in variability on SPM test thus results indicated no consistent tendency. Age and development status variables were predictors for SPM results. Whereas gender variable not significant predictors.The over all results were explained in terms of variation in education, environment,nutrition, child rearing, social income, confidence in test taking, family size, the "individual multiplier" and "social multiplier" and heterosis.

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Babcock, Renee L. "Analysis of adult age differences on the Raven's Advanced Progressive Matrices Test." Diss., Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/29376.

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4

Isler, William C. (William Charles). "Detection of Malingering on Raven's Standard Progressive Matrices and the Booklet Category Test." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc279309/.

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The capacity of Raven's Standard Progressive Matrices (SPM) and the Booklet Category Test (BCT) to discriminate between groups of brain-injured, simulated malingering, and normal participants was investigated in this study. Exploratory analyses were also conducted to examine the differences between groups categorized as sophisticated and naive fakers. Clinical decision rules and discriminant function analyses were utilized to identify malingerers. Clinical decision rules ranged in hit rates from 41% to 78%, in sensitivity from 2% to 100%, and in specificity from 86% to 100%. Discriminant functions ranged in hit rates from 81% to 86%, in sensitivity from 68% to 73% and in specificity from 82% to 87%. Overall, the least helpful detection method examined was below chance responding on either measure, while the most efficient was gross errors for SPM.

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Vass, Vasili Arthur. "Standardization of Raven's standard progressive matrices for secondary school African pupils in the Grahamstown region." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1002587.

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Arising out of a need, expressed by Clinical Psychologists in the Grahamstown region, for the fair assessment of secondary School African pupils, norms for the Raven's Standard Progressive Matrices (SPM) were established. Two methods of presentation were used, the first using the original instructions of John Raven translated into the students' first language of Xhosa, hence-forth referred to as the Alternate sample. The second method of presenting the instructions was adapted, to include the use of visual aids and active participation in the instruction phase of the test, hence-forth referred to as the Normative sample. In addition to the establishment of norms, the two methods of test presentation were investigated to see if the method of presentation had an effect on the results of the Raven's SPM. The population was drawn from the three African Secondary Schools in the Grahamstown municipality. The total population consisted of 3 232 students. Classes were randomly sampled across the three schools, with the average age of the Normative sample being 19.3 years. The sample consisted of 812 pupils, 711 in the Normative sample and 101 in the Alternate Sample. The following results and conclusions arose from the study: 1) Norms generated were considerably lower than previously established norms in similar studies. 2) t-Test results indicated that the method of test presentation on the Raven's SPM is important when assessing students that may be regarded as 'disadvantaged'. 3) Respondents scored significantly higher when the method of presenting the instructions ensured a greater understanding of the task demanded of the respondents. 4) The analyses of covariance indicate that male subjects score significantly higher than female subjects, and that there is a significant difference between the ages and educational standard, on the scores of the Raven's SPM. 5) The differences found contradict previous findings using the test, and question the cultural fairness of the test.

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6

Friedle, Robert E. "Assessment of learning potential using a modified version of the coloured progressive matrices." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/468076.

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An assessment procedure to measure the learning potential of mildly and moderately mentally handicapped adults was investigated in this study. The procedure was developed to overcome the limitations of previously established learning potential assessment procedures by meeting the specific orientation necessary when assessing the mentally handicapped, by avoiding practice and mechanical memory effects, and by requiring the subjects to show the ability to retain and apply new cognitive skills. Thirty institutionalized mentally handicapped adults were matched on IG and then randomly assigned to an assessment or control group. For the assessment group the intervention procedure involved the Coloured Progressive Matrices test as a pretest measure, in four treatment sessions each two to three days apart, and as a posttest measure. Verbal and/or figural aids were provided when an incorrect response was given on a test item during the treatment sessions. The control group was provided the same number of administrations of the test but without the treatment intervention. Significant differences were found between the pre and post test performance levels of the assessment group. The control group showed no significant gains. The learning potential assessment procedure used in this study provided a measure of the learning potential of mentally handicapped institutionalized adults.The results indicate that the mentally handicapped can perform at much higher levels than those assessed by standardly used intellectual measures. Implications are that through the use of this approach a clearer discrimination of intellectual ability within the broad classifications of the mentally handicappped can be gained. Such information could be used to aid in the selection of peers, developmental programming decisions, and provide prescriptive information about the most efficacious modes of learning for an individual.

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7

Kunda, Maithilee. "Visual problem solving in autism, psychometrics, and AI: the case of the Raven's Progressive Matrices intelligence test." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/47639.

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Much of cognitive science research and almost all of AI research into problem solving has focused on the use of verbal or propositional representations. However, there is significant evidence that humans solve problems using different representational modalities, including visual or iconic ones. In this dissertation, I investigate visual problem solving from the perspectives of autism, psychometrics, and AI. Studies of individuals on the autism spectrum show that they often use atypical patterns of cognition, and anecdotal reports have frequently mentioned a tendency to "think visually." I examined one precise characterization of visual thinking in terms of iconic representations. I then conducted a comprehensive review of data on several cognitive tasks from the autism literature and found numerous instances indicating that some individuals with autism may have a disposition towards visual thinking. One task, the Raven's Progressive Matrices test, is of particular interest to the field of psychometrics, as it represents one of the single best measures of general intelligence that has yet been developed. Typically developing individuals are thought to solve the Raven's test using largely verbal strategies, especially on the more difficult subsets of test problems. In line with this view, computational models of information processing on the Raven's test have focused exclusively on propositional representations. However, behavioral and fMRI studies of individuals with autism suggest that these individuals may use instead a predominantly visual strategy across most or all test problems. To examine visual problem solving on the Raven's test, I first constructed a computational model, called the Affine and Set Transformation Induction (ASTI) model, which uses a combination of affine transformations and set operations to solve Raven's problems using purely pixel-based representations of problem inputs, without any propositional encoding. I then performed four analyses using this model. First, I tested the model against three versions of the Raven's test, to determine the sufficiency of visual representations for solving this type of problem. The ASTI model successfully solves 50 of the 60 problems on the Standard Progressive Matrices (SPM) test, comparable in performance to the best computational models that use propositional representations. Second, I evaluated model robustness in the face of changes to the representation of pixels and visual similarity. I found that varying these low-level representational commitments causes only small changes in overall performance. Third, I performed successive ablations of the model to create a new classification of problem types, based on which transformations are necessary and sufficient for finding the correct answer. Fourth, I examined if patterns of errors made on the SPM can provide a window into whether a visual or verbal strategy is being used. While many of the observed error patterns were predicted by considering aspects of the model and of human behavior, I found that overall error patterns do not seem to provide a clear indicator of strategy type. The main contributions of this dissertation include: (1) a rigorous definition and examination of a disposition towards visual thinking in autism; (2) a sufficiency proof, through the construction of a novel computational model, that visual representations can successfully solve many Raven's problems; (3) a new, data-based classification of problem types on the SPM; (4) a new classification of conceptual error types on the SPM; and (5) a methodology for analyzing, and an analysis of, error patterns made by humans and computational models on the SPM. More broadly, this dissertation contributes significantly to our understanding of visual problem solving.

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Hayes, Taylor Ray. "A Novel Method for Analyzing Sequential Eye Movements Reveals the Relationship Between Learning and Strategy on Raven's Advanced Progressive Matrices." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299420177.

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9

Welch, Jane A. "A comparison of the Matrix Analogies Test-Expanded form and the Raven's Standard Progressive Matrices: European and United States norms." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1303142527.

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10

Savage-McGlynn, Emily. "Sex differences in general intelligence : a psychometric investigation of group differences in mean and variability as measured by the Raven's Standard Progressive Matrices." Thesis, University of Cambridge, 2011. https://www.repository.cam.ac.uk/handle/1810/241366.

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Researchers and the general public alike continue to debate 'which is the smarter sex'? Research to date suggests that males outperform females, females outperform males, while others find no differences in mean or variance. These inconsistent results are thought to occur for two reasons. First, studies rely on opportunity samples rather than samples that represent the general population. Second, researchers have not availed themselves of advances in psychometrics that allow for identification of bias in test items and the reliable evaluation of group differences. This dissertation addresses these two identified needs in the literature. Using a large representative U.K. sample, 926 seven to 18 year olds were assessed with the Raven's Standard Progressive Matrices Plus (SPM+), a measure considered to be one of the best measures of general intelligence. In assessing a one-factor model of general intelligence, four research aims were addressed. First, confirmatory factor analyses and assessment of measurement invariance revealed that the SPM+ is not biased to either sex. Second, multiple group confirmatory factor analyses revealed there to be no significant differences between males and females in either mean or variance. Third, analyses revealed no significant sex differences in mean or variability in younger or older participants. Finally, method effects of Gestalt and Visuospatial answering strategies explained some of the residual variance in the model. For the overall sample, males were significantly disadvantaged by the visuospatial element of some of the items. For older participants, the influence of the methods effects was equivalent. It can generally be concluded that there are no significant sex differences in mean or variability on the SPM+ suggesting that there is no sex difference in general intelligence. Future research should employ representative samples and robust statistical methodologies to assess sex differences on the Raven's from a multiple factor perspective.

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Books on the topic "Raven's Coloured Progressive Matrices"

1

Raven, J. C. Standard progressive matrices. Oxford: Oxford Psychologists Press, 1996.

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Mankwald, Bernhard. Prozessanalysen bei Intelligenztestaufgaben. Pfaffenweiler: Centaurus-Verlagsgesellschaft, 1987.

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Coloured Progressive Matrices Sets A,ab,b JC Raven. hk lewis & co, 1986.

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Book chapters on the topic "Raven's Coloured Progressive Matrices"

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Feis, Yvette Frumkin. "Raven's Progressive Matrices." In Encyclopedia of Cross-Cultural School Psychology, 787. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_344.

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"Visual searching impairment in patients with major depressive disorder: performance in the Raven coloured progressive matrices test." In Advances in Neuroregulation and Neuroprotection, 399–410. CRC Press, 2005. http://dx.doi.org/10.1201/b12189-26.

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