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Journal articles on the topic 'Standard Progressive Matrices'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Suwartono, Christiany, Cahyo Pratomo Amiseso, and Restu Tri Handoyo. "Uji Reliabilitas dan Validitas Eksternal The Raven’s Standard Progressive Matrices." HUMANITAS 14, no. 1 (February 1, 2017): 1. http://dx.doi.org/10.26555/humanitas.v14i1.5772.

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12

Farah Attallah Bakhiet, Salaheldin, and Richard Lynn. "Norms for the Standard Progressive Matrices in the Gaza Strip." Mankind Quarterly 56, no. 1 (2015): 87–95. http://dx.doi.org/10.46469/mq.2015.56.1.7.

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13

Salahodjaev, Raufhon, Bekhzod Omanbeyev, Meerim Karybava, Nurhazhan Bostonova, and Richard Lynn. "A Standardization of Raven’s Standard Progressive Matrices Test in Kyrgyzstan." Mankind Quarterly 57, no. 3 (2017): 443–47. http://dx.doi.org/10.46469/mq.2017.57.3.13.

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14

Farah Attallah Bakhiet, Salaheldin, Nor Sles, Richard Lynn, and Gerhard Meisenberg. "A Study of the Standard Progressive Matrices Plus in Cambodia." Mankind Quarterly 58, no. 4 (2018): 580–87. http://dx.doi.org/10.46469/mq.2018.58.4.3.

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15

Bürkner, Paul-Christian. "Analysing Standard Progressive Matrices (SPM-LS) with Bayesian Item Response Models." Journal of Intelligence 8, no. 1 (February 4, 2020): 5. http://dx.doi.org/10.3390/jintelligence8010005.

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Raven’s Standard Progressive Matrices (SPM) test and related matrix-based tests are widely applied measures of cognitive ability. Using Bayesian Item Response Theory (IRT) models, I reanalyzed data of an SPM short form proposed by Myszkowski and Storme (2018) and, at the same time, illustrate the application of these models. Results indicate that a three-parameter logistic (3PL) model is sufficient to describe participants dichotomous responses (correct vs. incorrect) while persons’ ability parameters are quite robust across IRT models of varying complexity. These conclusions are in line with the original results of Myszkowski and Storme (2018). Using Bayesian as opposed to frequentist IRT models offered advantages in the estimation of more complex (i.e., 3–4PL) IRT models and provided more sensible and robust uncertainty estimates.

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16

Ismat, Shaista. "Measuring Intelligence by Raven Standard Progressive Matrices Test: A PCA Approach." Journal of Independent Studies and Research-Management, Social Sciences and Economics 10, no. 2 (December 31, 2012): 1–7. http://dx.doi.org/10.31384/jisrmsse/2012.10.2.1.

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17

Abdel-Khalek, Ahmed M., and Richard Lynn. "Norms for Intelligence Assessed by the Standard Progressive Matrices in Oman." Mankind Quarterly 49, no. 2 (2008): 183–88. http://dx.doi.org/10.46469/mq.2008.49.2.5.

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18

Abdel-Khalek, Ahmed M., and Richard Lynn. "Norms for Intelligence assessed by the Standard Progressive Matrices in Oman." Mankind Quarterly 51, no. 1 (2010): 78–83. http://dx.doi.org/10.46469/mq.2010.51.1.4.

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19

Al-Shahomee, Alsedig Abdalgadr, and Richard Lynn. "Norms and Sex Differences for the Standard Progressive Matrices in Libya." Mankind Quarterly 51, no. 1 (2010): 79–107. http://dx.doi.org/10.46469/mq.2010.51.1.7.

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20

Philippe Rushton, J., and Jelena Čvorović. "Data on the Raven’s Standard Progressive Matrices from four Serbian samples." Personality and Individual Differences 46, no. 4 (March 2009): 483–86. http://dx.doi.org/10.1016/j.paid.2008.11.020.

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21

Al-Shahomee, Alsedig Abdalgadr. "A standardisation of the Standard Progressive Matrices for adults in Libya." Personality and Individual Differences 53, no. 2 (July 2012): 142–46. http://dx.doi.org/10.1016/j.paid.2011.12.042.

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22

LYNN, RICHARD, EDUARDO BACKHOFF, and L. A. CONTRERAS. "ETHNIC AND RACIAL DIFFERENCES ON THE STANDARD PROGRESSIVE MATRICES IN MEXICO." Journal of Biosocial Science 37, no. 1 (December 8, 2004): 107–13. http://dx.doi.org/10.1017/s0021932003006497.

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Raven’s Standard Progressive Matrices test was administered to a representative sample of 920 white, Mestizo and Native Mexican Indian children aged 7–10 years in Mexico. The mean IQs in relation to a British mean of 100 obtained from the 1979 British standardization sample and adjusted for the estimated subsequent increase were: 98·0 for whites, 94·3 for Mestizos and 83·3 for Native Mexican Indians.

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23

Jensen, Arthur R., Dennis P. Saccuzzo, and Gerald E. Larson. "Equating the Standard and Advanced Forms of the Raven Progressive Matrices." Educational and Psychological Measurement 48, no. 4 (December 1988): 1091–95. http://dx.doi.org/10.1177/0013164488484026.

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24

McKinzey, R. Kim, Marvin H. Podd, Mary Ann Krehbiel, and John Raven. "Detection of malingering on Raven's Standard Progressive Matrices: A cross-validation." British Journal of Clinical Psychology 38, no. 4 (November 1999): 435–39. http://dx.doi.org/10.1348/014466599162935.

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25

Attallah, Salah Edin Farah. "Recalibrating and Restandardizing the Standard Progressive Matrices Test Using Rasch Model." International Interdisciplinary Journal of Education 1, no. 10 (November 2012): 749–60. http://dx.doi.org/10.12816/0002905.

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26

LYNN, R., J. ALLIK, and P. IRWING. "Sex differences on three factors identified in Raven's Standard Progressive Matrices." Intelligence 32, no. 4 (August 2004): 411–24. http://dx.doi.org/10.1016/j.intell.2004.06.007.

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27

Bakhiet, Salaheldin Farah Attallah, and Richard Lynn. "A Study of Intelligence in Oman." Psychological Reports 115, no. 3 (December 2014): 840–41. http://dx.doi.org/10.2466/04.pr0.115c32z4.

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There have been two studies of the Coloured Progressive Matrices and the Standard Progressive Matrices in Oman, giving British IQs of 87 and 81, respectively. The present paper reports results for the Advanced Progressive Matrices to ascertain how far these are consistent with the previous studies. The Advanced Progressive Matrices was standardized in Oman in 2009–10 on a sample of 2,467 Grade 11 and 12 students ( M age = 17.13 yr., SD = 1.01, range = 16–18). The sample obtained a mean score of 12.2, equivalent to a British IQ of 88, consistent with the results of the two previous studies.

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28

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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29

Queiroz-Garcia, Inês, Helena Espirito Santo, and Catarina Pires. "Psychometric properties of the Raven's Standard Progressive Matrices in a Portuguese sample." Revista Portuguesa de Investigação Comportamental e Social 7, no. 1 (May 31, 2021): 84–101. http://dx.doi.org/10.31211/rpics.2021.7.1.210.

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Objective: Psychometric properties of Raven's Standard Progressive Matrices in a Portuguese community sample were investigated. Method: The sample consists of 522 people (250 men and 272 women), aged between 12 and 95 years. All participants completed an informed consent form and a battery of neuropsychological tests, including Raven's Standard Progressive Matrices (RSPM), Rey 15-Item Memory Test, Zung Self-Rating Anxiety Scale, and Rey Complex Figure Test. Results: The average in RSPM was 41.18 (SD = 12.03). The results showed that all sociodemographic variables (age, sex, education, profession, regions, and place of residence) significantly influenced RSPM scores. The reliability and temporal stability of RSPM were adequate. Conclusions: This study suggests that RSPM is an instrument with potential for use among the Portuguese population.

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30

Moran, Aidan P. "The reliability and validity of Raven's Standard Progressive Matrices for Irish apprentices." Applied Psychology 35, no. 4 (October 1986): 533–38. http://dx.doi.org/10.1111/j.1464-0597.1986.tb00955.x.

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31

Williams, John Eustis, and David M. McCord. "Equivalence of standard and computerized versions of the Raven Progressive Matrices Test." Computers in Human Behavior 22, no. 5 (September 2006): 791–800. http://dx.doi.org/10.1016/j.chb.2004.03.005.

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32

Powers, Stephen, Jerry H. Barkan, and Patricia B. Jones. "Reliability of the Standard Progressive Matrices Test for Hispanic and Anglo-American Children." Perceptual and Motor Skills 62, no. 2 (April 1986): 348–50. http://dx.doi.org/10.2466/pms.1986.62.2.348.

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The internal consistency reliability estimates of the Standard Progressive Matrices Test for 127 Hispanic and 103 Anglo-American sixth grade pupils were compared using Feldt's test of the equality of two reliability coefficients. These reliability estimates were comparable for Hispanic and Anglo-American pupils. Findings support the continued use of the test as a nonverbal ability test for students from culturally diverse backgrounds.

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33

Ahmad, Riaz, Sarwat J. Khanum, Zaeema Riaz, and Richard Lynn. "Gender Differences in Means and Variance on the Standard Progressive Matrices in Pakistan." Mankind Quarterly 49, no. 1 (2008): 50–57. http://dx.doi.org/10.46469/mq.2008.49.1.4.

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34

Khaleefa, Omar, Richard Lynn, Awadala Abulgasim, Madina Dosa, and Fadlmula Abdulradi. "Norms for the Standard Progressive Matrices for 9-18 year olds for Darfur." Mankind Quarterly 50, no. 4 (2010): 311–17. http://dx.doi.org/10.46469/mq.2010.50.4.3.

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35

Ahmed, Asma Sirageldin Fathelrahman, Habab Abdlahiy Osman, Salaheldin Farah Attallah Bakhiet, Helen Cheng, and Richard Lynn. "Gender Differences on the Standard Progressive Matrices of South Sudanese Living in Khartoum." Mankind Quarterly 58, no. 2 (2017): 284–89. http://dx.doi.org/10.46469/mq.2017.58.2.5.

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36

Abdel-Khalek, Ahmed M., and Richard Lynn. "Sex differences on the Standard Progressive Matrices and in educational attainment in Kuwait." Personality and Individual Differences 40, no. 2 (January 2006): 175–82. http://dx.doi.org/10.1016/j.paid.2005.06.020.

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37

Bilker, Warren B., John A. Hansen, Colleen M. Brensinger, Jan Richard, Raquel E. Gur, and Ruben C. Gur. "Development of Abbreviated Nine-Item Forms of the Raven’s Standard Progressive Matrices Test." Assessment 19, no. 3 (May 17, 2012): 354–69. http://dx.doi.org/10.1177/1073191112446655.

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38

Owen, K. "The suitability of Raven's standard progressive matrices for various groups in South Africa." Personality and Individual Differences 13, no. 2 (February 1992): 149–59. http://dx.doi.org/10.1016/0191-8869(92)90037-p.

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39

Abdel-Khalek, Ahmed M. "Reliability and Factorial Validity of the Standard Progressive Matrices among Kuwaiti Children Ages 8 to 15 Years." Perceptual and Motor Skills 101, no. 2 (October 2005): 409–12. http://dx.doi.org/10.2466/pms.101.2.409-412.

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The Raven Standard Progressive Matrices was administered to a sample of 6,529 children in Kuwait ranging in age from 8 to 15 years. Test-retest reliability ( N = 968) ranged between .69 and .85, while Cronbach coefficients alpha ranged from .88 to .93, showing from acceptable to good temporal stability and from good to high internal consistency. The loadings of the five sets of matrices on the only salient factor ranged from .73 to .89 indicating the good factorial validity of the scale. The test seems useful in the Kuwaiti context.

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40

Lynn, Richard, and Manda Holmshaw. "BLACK-WHITE DIFFERENCES IN REACTION TIMES AND INTELLIGENCE." Social Behavior and Personality: an international journal 18, no. 2 (January 1, 1990): 299–308. http://dx.doi.org/10.2224/sbp.1990.18.2.299.

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350 black South African 9-year-old children were compared with 239 white British children on the Standard Progressive Matrices and 12 reaction time tests giving measures of decision times, movement times and variabilities in tasks of varying complexity. The black children obtained a mean IQ of approximately 65. They also had slower decision times and greater variabilities than the white children, but they had faster movement times. The magnitude of the white advantage on decision times was 0.68 of a standard deviation, about one-third of the white advantage on the Progressive Matrices. The result suggests that around one-third of the white advantage on intelligence tests may lie in faster information processing capacity.

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41

Kumari, Veena, and Philip J. Corr. "Trait anxiety, stress and the menstrual cycle: Effects on Raven's Standard Progressive Matrices test." Personality and Individual Differences 24, no. 5 (May 1998): 615–23. http://dx.doi.org/10.1016/s0191-8869(97)00233-x.

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42

te Nijenhuis, Jan, Andrei Grigoriev, and Michael van den Hoek. "Spearman's hypothesis tested in Kazakhstan on the items of the Standard Progressive Matrices Plus." Personality and Individual Differences 92 (April 2016): 191–93. http://dx.doi.org/10.1016/j.paid.2015.12.048.

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43

O'Leary, Una-Marie, Kathleen M. Rusch, and Stephen J. Guastello. "Estimating age-stratified WAIS-R IQS from scores on the raven's standard progressive matrices." Journal of Clinical Psychology 47, no. 2 (March 1991): 277–84. http://dx.doi.org/10.1002/1097-4679(199103)47:2<277::aid-jclp2270470215>3.0.co;2-i.

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44

Johnson, Nancy E., Dennis P. Saccuzzo, and Tracey L. Guertin. "The Development and Validation of a Reliable Alternate Form for Raven's Standard Progressive Matrices." Assessment 1, no. 3 (September 1994): 315–19. http://dx.doi.org/10.1177/107319119400100311.

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The development of an alternate form for Raven's Standard Progressive Matrices (SPM) Test is described. Items for each of the original 60 items of the SPM were developed to be comparable to the corresponding original items in terms of the underlying strategy and difficulty. An alternate form reliability analysis on a diverse group of 449 children (77 African-American, 122 Asian, 54 Filipino, 156 Latino/Hispanic, 38 white, and 2 other) showed an alternate form reliability coefficient of .90. Kuder-Richardson reliabilities of the newly developed alternate and the SPM were identical at .94: A Kolmogorov-Smirnov two-sample test, moreover, revealed no significant differences in central tendency, dispersion, and skewness for distributions of individual item difficulties. In addition, the two tests showed comparable predictive validity coefficients. The alternate form resolves one limitation of the SPM and could provide widespread utility as a research tool.

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45

Bakhiet, Salaheldin Farah Attallah, Bint-Wahab Muhammad Haseeb, Inas Fatehi Seddieg, Helen Cheng, and Richard Lynn. "Sex differences on Raven's Standard Progressive Matrices among 6 to 18year olds in Sudan." Intelligence 50 (May 2015): 10–13. http://dx.doi.org/10.1016/j.intell.2015.01.013.

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46

Bakhiet, Salaheldin Farah Attallah, Yossry Ahmed Sayed Essa, Amira Mahmood Mohsen Dwieb, Abdelkader Mohamed Abdelkader Elsayed, Afra Sulman Mohammed Sulman, Helen Cheng, and Richard Lynn. "CORRELATIONS BETWEEN INTELLIGENCE, HEAD CIRCUMFERENCE AND HEIGHT: EVIDENCE FROM TWO SAMPLES IN SAUDI ARABIA." Journal of Biosocial Science 49, no. 2 (June 3, 2016): 276–80. http://dx.doi.org/10.1017/s0021932016000249.

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SummaryThis study was based on two independent studies which in total consisted of 1812 school pupils aged 6–12 years in Saudi Arabia. Study I consisted of 1591 school pupils (609 boys and 982 girls) attending state schools, and Study II consisted of 211 boys with learning disabilities. Intelligence (measured using the Standard Progressive Matrices Plus for Study I and the Standard Progressive Matrices for Study II), head size and height were measured for the two samples. The results showed that intelligence was statistically significantly correlated with head circumference (r=0.350, p<0.001 for Study I and r=0.168, p<0.05 for Study II) and height (r=0.271, p<0.001 for Study I and r=0.178, p<0.05 for Study II).

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47

Bakhiet, Salaheldin Farah Attallah, and Richard Lynn. "A Study of Intelligence in Jordan." Psychological Reports 115, no. 2 (October 2014): 515–16. http://dx.doi.org/10.2466/04.pr0.115c17z1.

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48

Waschl, Nicolette A., Ted Nettelbeck, and Nicholas R. Burns. "The Role of Visuospatial Ability in the Raven’s Progressive Matrices." Journal of Individual Differences 38, no. 4 (November 2017): 241–55. http://dx.doi.org/10.1027/1614-0001/a000241.

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Abstract. Debate surrounding the role of visuospatial ability in performance on the Raven’s Progressive Matrices (RPM) has existed since their conception. This issue has yet to be adequately resolved, and may have implications regarding sex differences in scores. Therefore, this study aimed to examine the relationship between RPM performance, visuospatial ability and fluid ability, and any sex differences in these relationships. Data were obtained from three samples: two University samples completed the Advanced RPM and one population-based sample of men completed the Standard RPM. All samples additionally completed an alternative measure of fluid ability, and one or more measures of visuospatial ability. Structural equation modeling was used to examine the relationships between performance on the visuospatial and fluid ability tests and performance on the RPM. Visuospatial ability was found to significantly contribute to performance on the RPM, over and above fluid ability, supporting the contention that visuospatial ability is involved in RPM performance. No sex differences were found in this relationship, although sex differences in visuospatial ability may explain sex differences in RPM scores.

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49

Myszkowski, Nils. "A Mokken Scale Analysis of the Last Series of the Standard Progressive Matrices (SPM-LS)." Journal of Intelligence 8, no. 2 (May 6, 2020): 22. http://dx.doi.org/10.3390/jintelligence8020022.

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Raven’s Standard Progressive Matrices (Raven 1941) is a widely used 60-item long measure of general mental ability. It was recently suggested that, for situations where taking this test is too time consuming, a shorter version, comprised of only the last series of the Standard Progressive Matrices (Myszkowski and Storme 2018) could be used, while preserving satisfactory psychometric properties (Garcia-Garzon et al. 2019; Myszkowski and Storme 2018). In this study, I argue, however, that some psychometric properties have been left aside by previous investigations. As part of this special issue on the reinvestigation of Myszkowski and Storme’s dataset, I propose to use the non-parametric Item Response Theory framework of Mokken Scale Analysis (Mokken 1971, 1997) and its current developments (Sijtsma and van der Ark 2017) to shed new light on the SPM-LS. Extending previous findings, this investigation indicated that the SPM-LS had satisfactory scalability ( H = 0.469 ), local independence and reliability ( M S = 0.841 , L C R C = 0.874 ). Further, all item response functions were monotonically increasing, and there was overall evidence for invariant item ordering ( H T = 0.475 ), supporting the Double Monotonicity Model (Mokken 1997). Item 1, however, appeared problematic in most analyses. I discuss the implications of these results, notably regarding whether to discard item 1, whether the SPM-LS sum scores can confidently be used to order persons, and whether the invariant item ordering of the SPM-LS allows to use a stopping rule to further shorten test administration.

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50

Fajgelj, Stanislav, Gustav Bala, and Tatjana Tubic. "Raven's colored progressive matrices (CPM) - basic metric characteristics and norms." Psihologija 40, no. 2 (2007): 293–308. http://dx.doi.org/10.2298/psi0702293f.

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Principal measuring characteristics and norms of Raven?s colored matrices were determined on the sample of 2.334 children from Vojvodina at the age of 3.5 and 11. The basic metric characteristics were determined according to classical test theory (CTT) and item response theory (IRT). By testing a dimensionality it was showed that the test had one main object of measuring. The norms were also evaluated in terms of their precision in statistical and psychometric sense. It was found that there was no statistically significant difference in solving the test requirements between boys and girls at any age, nor was there any significant interaction of gender and age. Reliability of the test at the age group of 6 - 11 was over 0.85, at the age of 5 it was 0.75, whereas at the youngest age it was only 0.59. The complete test was too easy at older ages due to the Flynn?s effect. It is owing to this reason that a conclusion can be drawn that there?s a big question mark over its application at the age of 11,and even 10. It is recommended that standard Raven?s matrices should be used at that age. .

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