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Standard Progressive Matrices

Krutika Rameshwar Molwane

M.Sc. clinical psychology

School of Vedic Sciences

MIT-ADT University

Anuya Patil

1st September 2023

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Table of Contents

Purpose of the Test .................................................................................................................................. 4

Introduction............................................................................................................................................. 4
Theories of intelligence ....................................................................................................................... 5
Unifactor Theory ............................................................................................................................. 5
Two-factor Theory ........................................................................................................................... 5
Thurston Theory .............................................................................................................................. 5
Structure of Intelligence Theory ....................................................................................................... 6
Cattell Raymond Theory .................................................................................................................. 6
Multiple Theory of Intelligence ........................................................................................................ 7
Triarchic Theory.............................................................................................................................. 7
Raven’s Standard Progressive Matrices ............................................................................................... 7
Description of the Test ............................................................................................................................ 9
Name of the Test ................................................................................................................................. 9
Reliability............................................................................................................................................ 9
Validity ............................................................................................................................................... 9
Materials ........................................................................................................................................... 10
Case History .......................................................................................................................................... 10
Demographic details .......................................................................................................................... 10
Complaints & their duration............................................................................................................... 11
History Of present illness................................................................................................................... 11
Family history ................................................................................................................................... 12
Personal History ................................................................................................................................ 13
Premorbid personality ........................................................................................................................ 14
Mental Status Examination ................................................................................................................ 15
Administration ...................................................................................................................................... 16
Procedure .......................................................................................................................................... 16
Scoring .............................................................................................................................................. 17
Results .............................................................................................................................................. 18
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Interpretation ..................................................................................................................................... 18
Discussion ......................................................................................................................................... 18
Summary ............................................................................................................................................... 19
Conclusion ............................................................................................................................................ 19
References............................................................................................................................................. 21
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Purpose of the Test

To measure the intellectual capacity of the participant by using RSPM.

Introduction

Intelligence, a complex and multifaceted construct, has intrigued scholars, psychologists,

and educators for generations. It represents a fundamental aspect of human cognition,

encompassing the capacity to learn, reason, adapt, and solve problems across a myriad of

situations. As Alfred Binet, one of the pioneering figures in intelligence research, aptly noted, "It

seems to us that in intelligence there is a fundamental faculty, the alteration or the lack of which,

is of the utmost importance for practical life" (Binet & Simon, 1916, p. 199). Intelligence is a

general mental capability that involves the ability to reason, plan, solve problems, think

abstractly, comprehend complex ideas, learn quickly, and learn from experience. It is not merely

the accumulation of knowledge but also the ability to apply knowledge to new situations

(Gottfredson, 1997, p. 13). It is the aggregate or global capacity of the individual to act

purposefully, to think rationally, and to deal effectively with his (or her) environment.

(Wechsler,1939). There are different theories to explain intelligence. Psychologist has also

explained that tere are multiple types of intelligence. Like emotional intelligence, cultural

intelligence, social intelligence, fluid & crystalline intelligence, etc. Cattell introduced the terms

fluid intelligence and crystallized intelligence. Where fluid intelligence is the ability to solve

novel problems & crystallized intelligence is accumulated knowledge and skills. Fluid

intelligence is believed to decline with age, while crystallized intelligence tends to increase.

Social intelligence involves the ability to understand and navigate social relationships,

including perceiving and managing emotions in oneself and others, interpreting social cues, and
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forming effective interpersonal connections" (Goleman, 2006, p. 43). Cultural intelligence, or

cultural quotient (CQ), is the ability to interact and work effectively with people from different

cultural backgrounds, including an understanding of cultural norms, values, and communication

styles" (Earley & Ang, 2003, p. 3).

Theories of intelligence

Unifactor Theory

It was proposed by Alfred Binet, and it is the oldest theory. He suggested that intelligence

is composed of a single element that applies to all of a person's behavior. The hypothesis, which

reduces all talents to a single capacity of general intelligence or "common sense," is the

foundation upon which Alfred Binet founded his intelligence test. It suggests that all individuals

are perfectly connected and would not consider individual differences in ability (Binet & Simon,

1916). It was criticized since other psychologists noted that many other factors contribute to

intelligence.

Two-factor Theory

Two factors theory was developed in response to criticisms of previous theories. 1904,

Charles Spearman claimed that significant variances in people's mental test results are caused by

a single intellectual aptitude, mental energy. He claimed that there were two components to

intellectual capacity first is “G” factor i.e. general ability or common ability and the other one

is "S" factor i.e. collection of particular skills.

Thurston Theory

Louis Leon Thurstone advanced the idea that there are numerous components to

intelligence. Thurstone identified verbal understanding, word fluency, number facility, spatial
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visualisation, associative memory, perceptual speed, and reasoning as the seven main mental

functions (Thurston,1938).

Structure of Intelligence Theory

Theorist J.P. Guilford put forth the Structure of Intellect (SI) theory. In the middle of the

20th century, around the 1950s, he first proposed this notion. Instead of using a single general

element to define intelligence, the SI theory attempts to break it down into a wide range of

intellectual skills. Guilford's theory defines a variety of specialised skills in three dimensions:

contents (visual, aural, and symbolic), operations (cognition, memory, divergent production), and

products (units, classes, systems). This theory offers a sophisticated and thorough framework for

comprehending the many facets of human intellect (Guilford, 1950).

Cattell Raymond Theory

Cattell distinguished fluid and crystallized intelligence as components of general

intelligence. Fluid intelligence (Gf) is the capacity to reason, produce, transform, and manipulate

many sorts of unique knowledge in real-time. Various cognitive capacities connected to fluid

intelligence, such as memory, reasoning, and processing speed, diminish progressively across the

adult life span. Fluid intelligence is a basic capacity related to genetic potentiality.

Crystallized intelligence (Gc) is described as an experienced-based knowledge

component of intelligence that is developed by engagement with one's surroundings. It is

accumulating information gained by experience, culture, and past learning. Crystallized intellect

is the consequence of life experiences and the effective processing and storage of knowledge

gathered over a lifetime. This type of intelligence is frequently measured as knowledge and
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appears to be associated with education, physical health, and general cognitive competency

(Cattell, 1971).

Multiple Theory of Intelligence

This hypothesis was made in the 1983 book "Frames of Mind: The Theory of Multiple

Intelligences," written by Harvard University professor and psychologist Howard Gardner.

According to Gardner's thesis, there are many different varieties of intelligence, including

linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, intrapersonal, interpersonal,

and naturalistic intelligences (Gardner, 1983). This approach has significantly changed how we

view human capacities and the subject of education.

Triarchic Theory

Robert J. Sternberg proposed the Triarchic Theory of Intelligence. According to this

hypothesis, intelligence can be broken down into three basic categories. Analytical intelligence,

the first dimension, involves the ability to scrutinize, compare, and assess information, often

associated with traditional IQ tests and academic performance. The second dimension, creative

intelligence, encompasses thinking outside conventional boundaries, fostering innovative

solutions and original ideas. Lastly, practical intelligence, the third dimension, reflects the

aptitude to effectively apply knowledge and skills to real-world challenges, necessitating

adaptive problem-solving abilities (Sternberg, 1985).

Raven’s Standard Progressive Matrices

Here we will use RSPM Intelligence Test. It is a widely used cognitive assessment tool

that has been developed to overcome cultural and language biases often found in traditional

intelligence tests. By relying on abstract visual patterns rather than language-based questions, the
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RSPM test aims to provide a more universal measure of intelligence that is less influenced by

cultural or educational factors. The history of the Raven's SPM test dates back to the early 20th

century, and it has undergone several revisions and adaptations since its inception.

The first version of the test, known as the Progressive Matrices, was developed by John

C. Raven, a British psychologist, as part of his doctoral thesis at the University of London. This

initial version consisted of 60 items divided into five sets of 12 items each. Raven introduced an

updated version known as the Coloured Progressive Matrices (CPM), which included color

stimuli to make the test more engaging and suitable for a wider age range. Then Standard

Progressive Matrices (SPM) version of the test was introduced. This version removed the color

component and standardized the test's administration, making it suitable for a broad range of

cultures and languages. The SPM version comprised 60 items divided into five sets, just like the

original Progressive Matrices. Then Raven's Advanced Progressive Matrices (APM) was

developed for measuring more advanced cognitive abilities and providing a greater challenge.

This version was aimed at assessing individuals with higher levels of abstract reasoning. After

this the Raven's Coloured Progressive Matrices 2nd Edition (CPM-2) was introduced, reviving

the color component that was removed in the SPM version. This edition aimed to retain the

visual appeal and engagement factor while maintaining the non-verbal nature of the test.

The Raven's SPM test continues to be widely used in educational, clinical, and research

settings around the world. It has been translated into numerous languages and adapted for

various cultural contexts. The test's popularity is attributed to its non-verbal nature, which makes

it suitable for assessing individuals from diverse linguistic and cultural backgrounds.
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Description of the Test

Name of the Test

Raven's Standard Progressive Matrices (RSPM) Intelligence Test

The Standard Progressive Matrices (SPM) is a non-verbal cognitive assessment tool

designed to measure abstract reasoning and problem-solving abilities. It was developed by John

C. Raven as a way to provide a culture-free and language-independent measure of cognitive

skills. The assessment consists of a series of visual patterns arranged in matrices, where a part of

the pattern is missing, and the test taker's task is to identify the missing piece from a set of

options. The SPM is used to assess an individual's ability to identify patterns, make logical

connections, and solve visual puzzles without relying on language or cultural knowledge.

RSPM is a standardized intelligence test that consists of 60 visually presented, geometric-

parallel -like problems on 5 sets (A, B, C, D and E), 12 items in each sets. The A and B sections

each contain 12 2x2 matrices, while the C, D, and E sections each contain 12 3x3 matrices.

Section A involves simply filling in the missing part of an image; later sections require more

abstract reasoning. The correct missing entry must be selected from a set of 6 possible answers

for the 2x2 matrices, or a set of 8 possible answers for the 3x3 matrices. Time required to

complete this test is about 45 minutes.

Reliability

RSPM has internal consistency of 0.88-0.93 Cronbach Alpha.

Validity

The RSPM test has been extensively validated against other intelligence tests and

measures of cognitive ability. It has good factorial validity i.e. 0.73-0.89

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Materials

Standard progressive matrices test booklet

Response sheet

Pencils or pens

Timer or clock

Scoring key or manual

Case History

Demographic details

Name: Krutika Rameshwar Molwane

Age: 21(11/01/2002)

Sex: Female

Address: Loni Kalbhor, Pune

Occupation: Student, FY M.Sc. Clinical Psychology

Education: B. Sc. Integral Psychology

SES: Middle socioeconomic background

Informant: self

Source of referral: Self

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Complaints & their duration

Increased heart beats - Feels anxious (3 month)

Crying - for even small reasons (3 months)

Mindlessly scrolling instagram (3 months) “even though I know it's wrong but I can't stop it”

Decreased concentration (3 months)

History Of present illness

The client reported that she is feeling anxious & has increased heart rate & feels anxious

most of the time, frequent cring even for small reasons, mindlessly scrolling the instagram and

decreased concentration for the past 3 months. Client explained that this started happening when

she was preparing for Christ’s entrance exam for M.Sc. clinical psychology. She was not much

interested in going there but she started preparing just because everyone else was giving exam.

These symptoms gradually started building up. It is an sub-acute onset. Preparation for Christ’s

exam was one of the precipitating factors. Course of illness was episodic. As client mentioned

that she felt very normal after giving the final interview of Christ. Then she again started feeling

anxious, increased heart rate & other symptoms when her sister told their parents about her affair

& that she wants to marry that man. Client mentioned that after this event family environment

changed drastically. This event act as perpatuating factor. These complaints also lead to

impairement in other areas such as sleep, appetite & also affected social life of the client as she

mentioned she did not talked to / initiated any conversation with her friends in last 2 months.
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Past history

The client had no major medical history. Client reported that she was taking therapy

sessions from last 1 year but reasons to take therapy back then was different. Reasons such as

anhedonia, not able to be happy, not able to enjoy things which used to give joy to her. Due to

therapist's ignorance (according to her) she decided to stop taking therapy from that therapist in

last week.

Family history

No medical or psychiatry family history mentioned.

Father always play main leading role. Family has middle socioeconomic status

The client reported that she was living with her uncle, aunt & maternal grandparents since she

was 11 years old for educational purpose. Recently client has come across to the information that

her uncle has been taking antidepressant (Pari 10 mg tablet) since 8-10years.

Genogram
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Personal History

There were no prenatal & post natal difficulties, client was born naturally weighted 2.5

killos rightly. It was a planned conception. Mother was a bit disturbed emotionally & physically

due to family environment at the time of pregnancy & after delivery her grandparents was not

much happy as client was a second girl child & they were expecting a boy. Delivery was full

term & done at government hospital. No delayed developmental milestones but client mentioned

that according to her mother she started talking much earlier. Client has suffered from infant

jaundice. No temper tantrums or conduct problems mentioned. Had good relationships with

peers, used to obey elders. Used to play joyfully with everyone like younger children from her

homestay, etc. Both parents were working. Used to be alone at home after coming from school or

used to spend time with some female elder neighbours studying for bachlers or masters. After 4th

standard she went to pune at his maternal grandparent's home. Here she lived for four years &

then shifted to rented apartment in pune itself with her sister. Client was regular in school & was

one of the scholar students. She always used to excel in subjects like mathematics & science. She

started attending kindergarten class at the age of 2-2.5 years. She used to love school

environment so she spent most of her day time over there only. She had very good relationship

with teachers & peers.

Client’s menarche was at the age of 14. Client was already aware about the menstruation

due to seminars taken in school. Her aunts reaction to it was so dramatic so she used to feel shy

to tell about her periods in front of her & then eventually with everyone. Her periods are regular

& duration of usual cycle is 3-5 days.

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Client has heterosexual orientation, no anxiety related to sexual fantasies/ practices

mentioned, mode of gaining the knowledge about sex was from peers, books, etc. client has no

marital & substance use history.

Premorbid personality

Client has harmonious relationships with both peers and senior citizens. The client used

to like looking after her younger sisters. Client was consistently a top student in her class. The

majority of the client's time was spent studying or keeping a notebook. Client has been a leader

in some contexts and a follower in others, particularly when making decisions pertaining to

studies. She used to pay close attention to whatever her parents said. Her parents' expectations

and intentions influenced every choice she made up until the 12th grade.

The client enjoys cooking, crafting rangolis, and applying heena. The client claimed that

she used to experiment with making different rangoli designs on a regular basis. She used to be

quite good in maths. In her SSC exam she scored 100 in maths. She also enjoyed taking several

competitive exams, like MTS and scholarship exams, etc. Up to the 10th grade, the client had

high hopes for her academic performance. She always believed she would perform better on

exams. However, the client's education and academic performance used to control her life and

mood. Client responsibility used to be always welcome. Back then, the client tended to be more

reserved. Because the client was living away from her parents at the time, she was very sensitive.

She did not speak too much. The client had a high level of environmental adaptability and was

accepting of others. Clients were constantly thinking. She used to worry that she would miss her

parents, that she wouldn't be able to fully express herself to her aunt and uncle, etc. Client used

to consume excessive amounts of food whenever they were unhappy or stressed.

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Mental Status Examination

General behviour: Kempt and tidy, conscious, relaxed, co-operative, attentive, appropriate to

age, frank.

Psychomotor activity: normal

Speech: Audible and Fluent , polite, relevant, coherent

Thought: Intact

Mood : euthymic, calm

Affect : Emotionally stable

Perception : Intact

Cognitive functions : Intact

Neurovegetative signs : None

Judgement : Intact

Insight : Grade 5 (intellectual insight, as mentioned in case history client is aware of having

some problems due to own particular irrational thoughts yet doesn’t apply this knowledge to the

current experiences.)
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Administration

Procedure

Pencils and record forms are distributed. The people to be tested are asked to fill in

particulars about themselves on the record form. When this has been done the test books are

given out. They are asked not to open the books until everyone is ready.

The person in charge says: "Open your books to the first page. It is like this." He opens a

book or demonstration enlargement for the group to see. At the top it says Set A and you have a

column A here, on your scoring form. This is A.1. You see what it is. The upper part is a pattern

with a bit missing. Each of these bits below (he points to each in turn) is the right shape to fit the

space, but they do not all complete the pattern. Number 1 (he points to the bit and then to the

pattern) is quite the wrong pattern. Numbers 2 and 3 are wrong-they fit the space, but they are

not the right pattern. What about number 67 It is the right pattern (he illustrates that the pattern is

the same as the pattern above) but it does not go all over. Put your finger on the one that is quite

right." The person in charge notices if this is done correctly. If necessary he gives further

explanation and then says: "Yes, number 4 is the right one. So the answer to A.1 is 4-write 4

here, against number 1 in Column A on your scoring form. Do not turn over yet."

The person in charge waits for everyone to finish and continues: "On every page in your

book there is a pattern with a bit missing You have to decide each time which of the bits below is

the right one to complete the pattern above. When you have found the right bit you write the

number of it down on your scoring form against the number of the pattern. They are simple at the

beginning an get harder as you go on. There is no catch. If you pay attention to the way the easy

ones go you will find the later ones less difficult. Try each in turn, from the beginning right to
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the end of the book. Work at your own pace. Do not miss any out. Do not turn back. See how

many you can get right. You can have as much time as you like. Turnover and do the next one."

When sufficient time has been allowed for everyone to write down the answer to A.2,the person

in charge says: "The right one of course is number 5. See that you have written the figure 5

against number 2 in Column A on your form. Go on like that by yourselves until you get to the

end of the book.

Scoring

Scoring involves calculating the number of correctly solved matrices. The score is then

compared to standardized norms for the individual's age group to determine their relative

standing in terms of abstract reasoning ability. Percentile ranks or standard scores are converted

into grades to express the individual's performance.

Grade I or "intellectually superior", his score lies at or above the 95th percentile for people of his

age.

II "definitely above the average in intellectual capacity", if his score lies at or above the 75th

percentile;

II+, if his score lies at or above the 90th percentile.

III" intellectually average", if his score lies between the 25th and 75th percentiles;

III+, if his score is greater than the median or 50th percentile for his age, III, if his score is less

than the median.

IV "definitely below average in intellectual capacity", if his score lies at or below the 25th

percentile; IV-, if his score lies at or below the 10th percentile.

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V "intellectually defective", if his score lies at or below the 5th percentile for his age-group.

Results

Table 1

Scores of the subject on RSPM

Time Total Percentile Grade

25.27 54 90 II+

Interpretation

Grade II+, definitely above the average in intellectual capacity.

Discussion

Client received a score of II+, or 90 percentile. So she is definitely above the average in

intellectual capacity. She completed this test in the 25.27 minutes. She answered 54 of the

abstract thinking questions correctly. Client mentioned that she was drawing rangoli & heena

from her very childhood only.She also expressed how she always enjoyed experimenting and

creating new designs based on well-known basic designs. As a result of this practice, we may

claim that she has a good deal of abstract reasoning.

The client also indicated that she had previously taken competitive exams like the

Maharashtra Talent Search and various scholarship exams, all of which contained a separate area

of questions requiring abstract reasoning. This portion used to interest her. Thus we can also

conclude that she also had a good amount of practice for solving such correlational abstract

reasoning questions.
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Thus client has gained high level of abstract reasoning and problem-solving abilities. It

implies that she excels in tasks that require pattern recognition, logical thinking, and the ability

to discern relationships among abstract elements. Such cognitive skills are not only valuable in

academic settings but also in various real-life situations and careers.

Summary

The participant, a 21-year-old female psychology student, achieved a remarkable score of

90th percentile (II+ grade) on the Raven's Standard Progressive Matrices (RSPM) intelligence

test. This places her well above the average in terms of intellectual capacity. She completed the

test within a relatively short time span of 25.27 minutes and correctly solved 54 abstract

reasoning questions. This result signifies her exceptional aptitude for abstract reasoning, logical

thinking, and pattern recognition, highlighting her potential for success in both academic and

real-life scenarios.

Conclusion

In this study, we aimed to assess an individual's abstract reasoning ability using Raven's

Standard Progressive Matrices (RSPM) Intelligence Test. The client scored 90th percentile,

which corresponds to a Grade II+ classification. Her performance on the test reflects her high-

level abstract reasoning, problem-solving skills, and pattern recognition abilities.

Client's rapid and accurate completion of 54 abstract reasoning problems within 25.27

minutes demonstrates her proficiency in logical thinking and the ability to discern relationships

among abstract elements. Her strong intellectual capabilities are not only advantageous in

academic settings but also hold immense potential for various real-life situations and career

opportunities. Furthermore, client's background, which includes a passion for drawing rangolis
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and experimenting with various designs, as well as her experience with competitive exams

requiring abstract reasoning, has contributed to her robust abstract reasoning skills.
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References

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Cattell, R. B. (1971). Abilities: Their structure, growth, and action. Houghton Mifflin.

Earley, P. C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures.

Stanford University Press.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.

Goleman, D. (2006). Social intelligence: The new science of human relationships. Bantam.

Gottfredson, L. S. (1997). Why g matters: The complexity of everyday life. Intelligence, 24(1),

79-132.

Guilford, J. P. (1950). Creativity. American psychology. New World Encyclopedia, 5, 444-454.

Raven, J. C., John Hugh Court, & Raven, J. E. (1989). Standard progressive matrices.

Camberwell, Australia: Australian Council for Educational Research Limited.

Raven, J. C. (1938). Guide to Using Progressive Matrices (1938): The Design and Use of the

Scale-Instructions-Records and Marking-Key-Normal Score Composition-Norms for

Children and for Adults Up to the Age of 65-Bibliography. HK Lewis.

Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. CUP Archive.

Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. CUP Archive.
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Wechsler, D. (1958). The measurement and appraisal of adult intelligence. Academic

Medicine, 33(9), 706.