Relevant bibliographies by topics / Standard Progressive Matrices

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  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Standard Progressive Matrices'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Standard Progressive Matrices"

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Van der Elst, Wim, Carolijn Ouwehand, Peter van Rijn, Nikki Lee, Martin Van Boxtel, and Jelle Jolles. "The Shortened Raven Standard Progressive Matrices." Assessment 20, no. 1 (August 2011): 48–59. http://dx.doi.org/10.1177/1073191111415999.

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Templer, Donald I. "Prison Norms for Raven's Standard Progressive Matrices." Perceptual and Motor Skills 74, no. 3_suppl (June 1992): 1193–94. http://dx.doi.org/10.2466/pms.1992.74.3c.1193.

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Prison norms for the Raven's Standard Progressive Matrices were developed using 1126 male inmates in a prison in Nevada. 556 of the men were white, 480 black, 55 Mexican, 19 Cuban, 9 Asian, and 7 Native-American. Norms were provided for three age categories—under 35 years, ages 36 to 54, and all ages combined. Normative information was presented for white inmates, black inmates, and all ethnicities combined. There was substantial overlap in distribution of scores by black and white inmates.
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Abdel-Khalek, Ahmed M. "Egyptian results on the standard progressive matrices." Personality and Individual Differences 9, no. 1 (January 1988): 193–95. http://dx.doi.org/10.1016/0191-8869(88)90051-7.

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Annisa Suci Rahmadani. "Karakteristik Psikometri pada Standard Progressive Matrices (SPM)." JPPP - Jurnal Penelitian dan Pengukuran Psikologi 8, no. 2 (October 30, 2019): 59–68. http://dx.doi.org/10.21009/jppp.082.01.

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Penelitian ini bertujuan untuk menganalisis karakteristik psikometri pada SPM, yaitu analisis indeks kesukaran aitem, indeks diskriminasi aitem, efektivitas distraktor, reliabilitas konstrak dan validitas konstrak. Subjek dalam penelitian ini sebanyak 1.547 orang siswa SMP dan 1.528 orang siswa SMA. Hasil analisis indeks kesukaran aitem pada SPM tidak sesuai dengan urutan tingkat kesukaran aitem. Hasil analisis indeks diskriminasi aitem pada SPM menunjukkan bahwa 39 - 41 aitem dengan kategori bagus sekali. Hasil analisis efektivitas distraktor pada SPM menunjukkan bahwa terdapat 42 - 45 aitem yang memiliki distraktor efektif. Hasil analisis reliabilitas konstrak pada SPM secara keseluruhan baik dan dapat dipercaya sebagai alat tes. Hasil analisis validitas konstrak masing-masing aitem menunjukkan bahwa terdapat 47 – 48 aitem valid pada SPM. Hasil analisis secara keseluruhan menunjukkan SPM mampu menjalankan fungsi ukur dengan baik.
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van der Ven, A. H. G. S., and J. L. Ellis. "A Rasch analysis of Raven’s standard progressive matrices." Personality and Individual Differences 29, no. 1 (July 2000): 45–64. http://dx.doi.org/10.1016/s0191-8869(99)00177-4.

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Khaleefa, Omar, and Richard Lynn. "Norms for the Standard Progressive Matrices in Qatar." Mankind Quarterly 49, no. 1 (2008): 65–70. http://dx.doi.org/10.46469/mq.2008.49.1.6.

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Farah Attallah Bakhiet, Salaheldin, and Richard Lynn. "A Standardization of the Standard Progressive Matrices in Egypt." Mankind Quarterly 56, no. 1 (2015): 70–78. http://dx.doi.org/10.46469/mq.2015.56.1.5.

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McKinzey, R. Kim, Jörg Prieler, and John Raven. "Detection of children's malingering on Raven's Standard Progressive Matrices." British Journal of Clinical Psychology 42, no. 1 (March 2003): 95–99. http://dx.doi.org/10.1348/014466503762842048.

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Bakhiet, Salaheldin Farah Attallah, and Richard Lynn. "Three Studies of the Standard Progressive Matrices in Morocco." Psychological Reports 117, no. 3 (December 2015): 842–44. http://dx.doi.org/10.2466/04.17.pr0.117c26z6.

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Kunda, Maithilee, Isabelle Soulières, Agata Rozga, and Ashok K. Goel. "Error patterns on the Raven's Standard Progressive Matrices Test." Intelligence 59 (November 2016): 181–98. http://dx.doi.org/10.1016/j.intell.2016.09.004.

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Dissertations / Theses on the topic "Standard Progressive Matrices"

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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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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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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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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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Freeman, Melvyn Colin. "The effect of cultural variables on the Goodenough-Harris Drawing Test and the Standard Progressive Matrices." Thesis, 2011. http://hdl.handle.net/10539/9083.

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Knowles, Jolene. "Assessment of non-verbal intelligence in South African schools : do language and gender bias performance on the Raven's Standard Progressive Matrices?" Thesis, 2010. http://hdl.handle.net/10539/8238.

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Test bias within the field of psychometrics is an issue of concern in the South African context. Bias refers to whether a test measures what it claims to measure across different groups. In South Africa, psychological testing has been associated with the oppressive and discriminatory practices of the Apartheid era, leading to many tests being banned and considered invalid and unfair (Foxcroft & Roodt, 2004). Research is required in South Africa to investigate the effects and functions of psychometric tests in the context of the country’s history and diverse population groups. This research investigated whether the Raven’s Standard Progressive Matrices (SPM) is a good measure of non-verbal intelligence for high school children in the South African context, or whether it is biased by language and gender among Grade 8 and Grade 9 learners. The subjects were between 13 and 15 years old and attended an English medium government high school in Johannesburg. The archival data was collected over a two year period and the SPM was administered to some subjects in both Grade 8 and 9. A 2-way ANOVA tested for an overall difference on the SPM scores between learners who spoke English as a first language (EFL) and English as an additional language (EAL), as well as the performance of Male and Female learners. There was a significant difference between the language groups in Grade 8 but not Grade 9. There were no significant gender differences. An item analysis tested for a language or gender difference on the item level. Certain test items showed a gender difference while others a language difference, but no significant trend was found across the test. A matched paired t-test for the group that received the test in both Grade 8 and 9 determined that there was a significant increase in scores with greatest gains for the Male and Female EAL learners.
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Jirovec, Jan. "Míra vlivu úrovně motorické vyspělosti na výkon v neverbální inteligenci u dětí mladšího školního věku (6 - 11 let): Longitudinální sledování." Doctoral thesis, 2021. http://www.nusl.cz/ntk/nusl-448582.

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Bibliographic Identification Name and surname of the author: Mgr. Jan Jirovec Name of dissertation: The level of influence of motor proficiency on the performance in the nonverbal aspect of intelligence in younger school-age children (6 - 11 years): A longitudinal study. Workplace: Department of Kinanthropology and Humanities Supervisor of the work: doc. PhDr. Martin Musálek, Ph.D Year of presentation: 2021 Abstract Motor development in children is often linked to the development of cognitive or executive functions. Nevertheless, it still remains unclear how much the level of children's motor proficiency can impact the level of nonverbal intelligence, which is an important part of academic achievement of children. Objectives: The aim of the dissertation thesis is to determine the level of influence and its stability in time between the level of motor proficiency and the performance in the nonverbal aspect of intelligence in younger school-age children with age (categories: 6 - 7 years, 8 - 9 years and 10 -11 years) and sex being considered. Methods: The research sample consisted of 396 children (n=214 girls, n=182 boys) aged 6 - 11 years (age 8,9±1.3) from two elementary schools (Karlovy Vary Region, Prague). The children were divided into 3 groups by age: 6 - 7 years, 8 - 9 years, 10 - 11 years. The...
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Books on the topic "Standard Progressive Matrices"

1

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

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Raven, J. C. Standard progressive matrices sets A,B,C,D & E. Oxford Psychologists Press, 1990.

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Book chapters on the topic "Standard Progressive Matrices"

1

Leavitt, Victoria M., and Erica Weber. "Standard Progressive Matrices." In Encyclopedia of Clinical Neuropsychology, 3278–79. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1068.

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Leavitt, Victoria M. "Standard Progressive Matrices." In Encyclopedia of Clinical Neuropsychology, 2368. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1068.

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Leavitt, Victoria M., and Erica Weber. "Standard Progressive Matrices." In Encyclopedia of Clinical Neuropsychology, 1–2. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1068-2.

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You might also be interested in the extended bibliographies on the topic 'Standard Progressive Matrices' for particular source types:
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