Standard Progressive Matrices

Introduction

Intelligence in psychology refers to the mental capacity to learn from experiences, adapt to new
situations, understand and handle abstract concepts, and use knowledge to manipulate one’s
environment. It includes skills such as problem-solving, critical thinking, learning quickly, and
understanding complex ideas. Intelligence has been defined in many ways: higher level abilities
(such as abstract reasoning, mental representation, problem solving, and decision making), the ability
to learn, emotional knowledge, creativity, and adaptation to meet the demands of the environment
effectively.

Psychologist Robert Sternberg defined intelligence as “the mental abilities necessary for adaptation
to, as well as shaping and selection of, any environmental context”.

Theories Of Intelligence;
Some researchers argue that intelligence is a general ability, whereas others make the assertion that
intelligence comprises specific skills and talents. Psychologists contend that intelligence is genetic,
or inherited, and others claim that it is largely influenced by the surrounding environment. As a result,
psychologists have developed several contrasting theories of intelligence as well as individual tests
that attempt to measure this very concept.

1. Spearman’s General Intelligence (g): General intelligence, also known as g factor, refers to a
general mental ability that, according to Spearman, underlies multiple specific skills, including
verbal, spatial, numerical, and mechanical. Spearman concluded that there is a single g-factor that
represents an individual’s general intelligence across multiple abilities and that a second factor, s,
refers to an individual’s specific ability in one particular area (Spearman, as cited in Thomson, 1947).

2. Thurstone’s Primary Mental Abilities: Thurstone (1938) challenged the concept of a g-factor.
After analyzing data from 56 different tests of mental abilities, he identified a number of primary
mental abilities that comprise intelligence as opposed to one general factor. The seven primary
mental abilities in Thurstone’s model are verbal comprehension, verbal fluency, number facility,
spatial visualization, perceptual speed, memory, and inductive reasoning.

3. Gardner’s Multiple Intelligences: Following the work of Thurstone, American psychologist

Howard Gardner built off the idea that there are multiple forms of intelligence. He proposed that
there is no single intelligence, but rather distinct, independent multiple intelligences exist, each
representing unique skills and talents relevant to a certain category. Gardner initially proposed seven
multiple intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic,
interpersonal, and intrapersonal, and he has since added naturalist intelligence.

4. Triarchic Theory of Intelligence: Just two years later, in 1985, Robert Sternberg proposed a
three-category theory of intelligence, integrating components that were lacking in Gardner’s theory.
This theory is based on the definition of intelligence as the ability to achieve success based on your
personal standards and your sociocultural context. According to the triarchic theory, intelligence has
three aspects: analytical, creative, and practical.
Raven’s Standard Progressive Matrices:
Intelligence is a complex trait that has been studied by psychologists for decades.Intelligence tests
are commonly used to measure a person's intellectual ability. Intelligence tests are used in a variety
of settings, including educational, occupational, and clinical settings, to assess individuals’
intellectual strengths and weaknesses (Kaufman et al., 2016). Raven's Standard Progressive Matrices
(SPM) test is one of the most widely used intelligence tests. The Standard Progressive Matrices
(SPM) is a group or individually administered test that non-verbally assesses intelligence in children
and adults through abstract reasoning tasks. The SPM measures abstract reasoning and assesses
individuals’ general intelligence.

John C. Raven, a British psychologist, developed Raven's SPM test in the early 1900s.The test was
initially used to assess soldiers' intellectual abilities during World War I. The first edition of the test
consisted of 60 multiple-choice questions that were divided into five sets, with each set containing
12 questions. Raven continued to revise the test over the years, with the most recent edition being
Raven's Advanced Progressive Matrices (APM), which was published in1998 (Flanagan & Dixon,
2019).

Appropriate for ages 8-65, the SPM consists of 60 problems (five sets of 12), all of which involve
completing a pattern or figure with a part missing by choosing the correct missing piece from among
six alternatives. Patterns are arranged in order of increasing difficulty. The test is untimed but
generally takes 15-45 minutes and results in a raw score which is then converted to a percentile
ranking. The test can be given to hearing and speech-impaired children, as well as non-English
speakers.

The Standard Progressive Matrices is usually used as part of a battery of diagnostic tests, often with
the Mill Hill Vocabulary Scales. The SPM is part of a series of three tests (Raven's Progressive
Matrices) for persons of varying ages and/or abilities, all consisting of the same kind of nonverbal
reasoning problems. The SPM is considered an "average"-level test for the general population.

Variations of SPM:

Over the years, various versions of the Standard Progressive Matrices (SPM) have been developed to
cater to different age groups and cultural backgrounds. The variations in these versions can be seen
in the content, format, and difficulty levels of the matrices.One of the most widely used variations is
the Coloured Progressive Matrices (CPM), which was developed by J.C. Raven and J.H. Court in
1988. As the name suggests, this version uses coloured images instead of black and white images to
enhance visual appeal, particularly for younger age groups. The CPM is typically administered
to children aged 5-11 years old and has been found to have good reliability and validity
(Raven, Raven, & Court, 1998).

Another variation is the Advanced Progressive Matrices (APM), which was developed to cater to
individuals with higher cognitive abilities. The APM comprises of 36 items that increase in
difficulty as the test progresses and is typically administered to individuals aged 16 years or older.
This version has been found to have good reliability and validity in measuring fluid intelligence
(Raven, Raven, & Court, 1998).In addition to these variations, there are also culture-specific versions
of the SPM, such as the Standard Progressive Matrices - Plus (SPM+), which was developed to
measure the cognitive abilities of Chinese individuals (Tan, Yang, Ruan, & Zhang, 2011). The
SPM+ consists of 60items and has been found to have good reliability and validity in measuring
fluid intelligence in Chinese university students.
Purpose:
The Raven's SPM test is administered to assess an individual's nonverbal, abstract reasoning ability,
or fluid intelligence. Fluid intelligence is solving novel problems, thinking abstractly, and adapting to
new situations. Unlike crystallized intelligence, which is knowledge accumulated over time, fluid
intelligence is more innate and not influenced by environmental factors (Jaeggi, Buschkuehl, Jonides,
& Perrig, 2008). The test is often used for educational,clinical, and occupational purposes, such as
screening job applicants or identifying children who may benefit from gifted programs.

Nature of the Test:

The Raven's SPM test is comprised of multiple-choice questions that assess an individual's ability to
reason and solve problems without relying on language or mathematical skills. The questions are
presented in a matrix format, with one or more missing elements in each matrix. The individual must
identify the missing element or pattern by selecting one of six or eight options provided.

The test consists of 60 questions that are divided into five sets of 12 questions each. Each set
becomes progressively more difficult, and the questions become more complex as the individual
progresses through the test (Raven, 2000). Each set of test has a time limit, with the first set allowing
20 minutes, the second set 25 minutes, and the remaining sets 30 minutes each.

Validity and Reliability:

The Standard Progressive Matrices (SPM) is a widely-used non-verbal intelligence test assessing
abstract reasoning ability. Its validity, or accuracy in measuring what it intends to, is supported by
content, construct, and criterion-related validity, demonstrated through expert judgment and research
showing correlations with other measures of intelligence and real-world outcomes. Reliability, or
consistency of scores, is high, indicated by strong internal consistency (items measuring the same
construct), test-retest reliability (consistent scores over time), and inter-rater reliability (consistent
scoring by different raters).

Application Values:
The Standard Progressive Matrices (SPM) test holds several application values across different
domains:

1. Educational Settings: In educational contexts, the SPM is often used to identify students with
strong abstract reasoning abilities. This information can guide educators in tailoring instruction to
meet the needs of gifted or talented students. Additionally, the SPM can help identify students who
may benefit from enrichment programs or advanced coursework.

2. Clinical Assessment: The SPM is utilized in clinical psychology to assess cognitive abilities,
especially in cases where verbal communication may be limited or compromised. It can help
clinicians evaluate intellectual functioning in individuals with conditions such as autism spectrum
disorder, traumatic brain injury, or developmental delays.

3. Selection and Placement: Many organizations use the SPM as part of their selection and
placement processes. By assessing abstract reasoning abilities, employers can identify candidates
who are likely to excel in roles that require problem-solving, critical thinking, and the ability to learn
new concepts quickly.

4. Research and Psychological Studies: Researchers in psychology and related fields use the SPM
as a measure of cognitive ability in various studies. Its standardized format and established
psychometric properties make it a valuable tool for investigating topics such as intelligence,
cognitive development, and the effects of different interventions or treatments.

5. Cross-Cultural Assessment: The non-verbal nature of the SPM makes it particularly useful for
assessing individuals from diverse linguistic and cultural backgrounds. It minimizes the influence of
language proficiency and cultural biases, allowing for more equitable assessment across different
populations.

5. Tracking Cognitive Changes: In longitudinal studies or clinical settings, the SPM can be
administered repeatedly to track changes in cognitive abilities over time. This longitudinal data can
be valuable for understanding patterns of cognitive development, decline, or recovery.

Limitations:
The Standard Progressive Matrices (SPM) is a widely-used tool for assessing abstract reasoning
abilities, but it has limitations. These include potential cultural bias, focusing solely on abstract
reasoning, age constraints, susceptibility to practice effects, limited predictive validity, language
dependency, and the need for ethical administration. Despite its value, users should be cautious and
supplement its results with other measures for a comprehensive assessment.

References:
Raven, J. C., Raven, J., & Court, J. H. (1998). Manual for Raven's Progressive Matrices and
Vocabulary Scales. Oxford Psychologists Press.

Raven, J. C. (2000). The Raven's Progressive Matrices: Change and stability over culture and time.
Cognitive Psychology, 41(1), 1-48. https://doi.org/10.1006/cogp.1999.0735

Cohen, R. J., & Swerdlik, M. E. (2005). Psychological Testing and Assessment: An Introduction to
Tests and Measurement (6th ed.). McGraw-Hill.

American Psychological Association. (2014). Standards for Educational and Psychological Testing.
American Psychological Association.
Assessor: RRN Experiment No.: 3
Assessee: ZC Experiment Date: 9.3.2024

Aim: To measure the level of intelligence of the subject using the Standard Progressive Matrices.

Materials Required: 1.RSPM Test Booklet, 2. RSPM Answer Sheet, 3. RSPM Manual, 4. RSPM
Scoring key, 5. Writing Materials.

Procedure: Seat the participant comfortably and establish rapport with him/her. Give
the following instructions before administering the test;
“Here is a test booklet and a separate answer sheet on which you will record your answers.
Please ensure that you do not write anything on the test booklet. Please enter the required
information i.e. Name, Age etc in the answer sheet. Now open the first page of the test booklet to
find problem A 1. Now locate the column of the numbers 1 to 12 under the heading Set A on your
answer sheet. Now look at problem A1. The upper portion of the page has a pattern with a piece
cut out of it. Select the one piece from the six options given below the pattern that you think is right
as it fits into the pattern.

Similarly on every page of the booklet, there is a pattern with a portion missing. You have to choose
the right piece out of the options given below the pattern. Immediately after deciding on the right
option, you must write the option number next to the item number on the answer sheet.
The problems are simple in the beginning and get harder as you progress.Attempt all problems. If
you are not sure about a particular answer you may make a guess but don’t leave any item
unanswered. Make sure that you record the answers in the right column of the answer sheet.
There is no time limit but try to finish as soon as possible.”
With these instructions given, the test is administered, the results are evaluated and conclusion is
drawn.

Scoring and Interpretation: SPM tests the intellect level of both youngsters and adults. SPM is
divided into five sets (A, B, C, D and E) each of which has 12 items for a total of 60 The scoring
process for the Standard Progressive Matrices (SPM) involves tallying the number of correct
responses provided by the professional. This raw score can be further converted into standard scores
or percentiles for comparison with a normative sample, considering factors such as item difficulty
and the individual's demographic characteristics. Interpretation of scores should be conducted by
trained professionals, following specific administration guidelines and considering the purpose of the
assessment.

Precautions:
1. The room should be well lit and well ventilated.
2. There should not be any noise in the room.
3. The seating arrangement should be comfortable.
4. There is no time limit..
5. Instructions should be made clear to the subject.
6. No item should be left unanswered.
7. Proper rapport should be established before starting the practical.
Result and Discussion:
Table-1 shows scores obtained by the subject in the SPM test.

Name Age Total Score Percentile Grade Interpretation

Range
ZC 23 47 75% II Above
average
Intellectual
capacity

The SPM scale was administered to the participant ZC pursuing masters in Biotechnology at
Yenepoya University.
The subject`s score shows that he has above-average Intellectual Capacity as her score lies between
90th Percentile- 75th percentile for people of her age group. This shows that she has the following
characteristics:
•Easily recognizes patterns
•Very good memory.
•Advanced reasoning skills
•More curious than most students.

Conclusion:
The subject has above-average intellectual capacity.