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Raven`s
Standard
Progressive
Matrices
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PRACTICAL 1

TITLE: Raven`s Standard Progressive Matrices [RSPM]

Aim: To measure educative component of ‘g’ as defined in Spearman`s Two factor theory using
Raven`s Standard Progressive Matrices.

Basic Concept:

Differences in the functioning of two individuals, dull vs bright, quick vs slow, adaptive vs non
adaptive etc. can be attributed to intelligence. But what is intelligence?

Many definitions have been given:

• Ability to adjust
• Ability to learn
• Ability to carry out abstract thinking

According to oxford dictionary, intelligence is the ability of perceiving, learning, understanding and
knowing.

Alfred Binet was one of the first psychologists to define intelligence as the ability to judge well,
reason well and understand well. “Itseemsto usthat in intelligence there is a fundamentalfaculty, the
 alteration or the lack of which, is of the utmost importance for practical life. This faculty is judgment,
otherwise called good sense, practical sense, initiative, the faculty of adapting one’s self to
circumstances.”

Wechsler defined it as the global capacity of an individual to think rationally and act purposefully.

Thorndike had suggested three types of intelligence:

• Abstract intelligence – ability to deal with symbols, words, formulas and numbers • Social
intelligence – ability to deal effectively with people and capacity to behave in social situations.
• Concrete/mechanical intelligence – ability to deal effectively with machines and equipments.

Charles Spearman proposed two-factor theory of intelligence. According to this, intelligence

consisted of general factor and specific factor based on factor analysis. The `G` factor consists of
mental functions that are primary. In addition, individuals have specific factors too.

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Louis Thurstone proposed the theory of primary mental abilities which statesthat intelligence
consists of 7 primary abilities, which are:

• Verbal comprehension
• Spatial relations
• Numeric abilities
• Perceptual speed
• Word fluency
• Memory
• Inductive reasoning

Harvard professor Howard Gardner has identified eight different types of intelligences that each
individual has the capacity to possess. The idea of multiple intelligences is important because it
allows for educatorstoidentify differing strengths and weaknessesin students and also contradicts
the idea that intelligence can be measured through IQ.

Visual/Spatial - Involves visual perception of the environment, the ability to create and manipulate
mental images, and the orientation of the body in space.

Verbal/Linguistic - Involves reading, writing, speaking, and conversing in one's own or foreign
languages.

Logical/Mathematical - Involves number and computing skills, recognizing patterns and

 relationships, timeliness and order, and the ability to solve different kinds of problems through
logic.

Bodily/Kinesthetic - Involves physical coordination and dexterity, using fine and gross motor skills,
and expressing oneself or learning through physical activities.

Musical - Involves understanding and expressing oneself through music and rhythmic movements
or dance, or composing, playing, or conducting music.

Interpersonal - Involves understanding how to communicate with and understand other people and
how to work collaboratively.
Intrapersonal - Involves understanding one's inner world of emotions and thoughts, and growing in
the ability to control them and work with them consciously.

Naturalist - Involves understanding the natural world of plants and animals, noticing their
characteristics, and categorizing them; it generally involves keen observation and the ability to
classify other things as well.

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Assessment of Intelligence

Standardized intelligence testing has been called one of psychology's greatest successes. It is
certainly one of the field's most persistent and widely used inventions.
Since Alfred Binet first used a standardized test to identify learning-impaired Parisian children in
the early 1900s, it has become one of the primary toolsfor identifying children with
mentalretardation and learning disabilities. It has helped the U.S. military place its new recruits in
positions that suit their skills and abilities.
In 1908, Alfred Binet gave the concept of Mental Age [MA] which is a subject`s intellectual
development with respect to others of his/her age group. Chronological Age [CA] isthe biological
age.

IQ = MA X 100

CA

History and description

It is the most common and popular test administered to groupsranging from 5-year-oldsto the
elderly. It is made of 60 multiple choice items, listed in order of difficulty that’s why it`s called
progressive. The original form of the matrices was first published in 1938. This test measures
abstract intelligence of an individual
The tests were developed for research purposes. Because of their independence of language and
reading and writing skills, and the simplicity of their use and interpretation, they quickly found
widespread practical application. For example, all entrants to the British armed forces from 1942
onwards took a twenty-minute version of the SPM.

Reliability

Over forty studies dealing with the reliability of the SPM have been reported in the literature. They
cover very wide range, many cultural groups and clinical as well as normal population. Results
have been summed up in the table 1.1
Age Range [years] SPM Retest MHV Retest Correlation
Reliability Reliability between SPM
and MHV
Scores

13+ -1 .88 .87 .57

Under 30 .93 .97 .60

30-39 .88 .91 .51

40-49 .87 .98 .45

50 and above .83 .90 .44

❖ MHV – Mill Hill Vocabulary Scale – companion measure to SPM and asses verbal reasoning
ability in the general population.
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Validity

The concurrent and predictive validities of SPM vary with the age, sex and the homogeneity of the
sample and the conceptual relevance of the criterion to which the SPM will be related and the
quality of its assessment. For English speaking children and adolescents, reliable correlation of
SPM with the Binet and Wechsler Scales range from .54 to .86. Some American studies with the
adults have yielded very high correlations between SPM and WAIS scores.

Preliminaries

Name:
Age:
Gender:
Class:
Place of conduction: Virtual Psychology Lab
Time:

Materials Required

SPM booklet, response sheet, SPM manual, pen/pencil

Precautions

1. Optimal conditions for testing were ensured before the test begun
2. Time of start and finish were noted
3. If the subject got stuck on a question, then they should move to the next question.
4. The tester should ensure that no question is left unanswered

Rapport Formation

Rapport was established between the subject and the tester, prior to the test so that he/she could feel
comfortable and at ease. In such a state, she/he should answer the questions in a calm manner and
any doubts should be cleared before starting the test.
Instructions

The following instructions were given:

1. This is a test which consists of a booklet containing 5 sets, each set has 12 items that sums up to
be 60 items in total.
2. The difficulty level of the test increases progressively.
3. Attempt all the items.
4. Choose the correct item that you think is the right answer and write it on the response sheet.
5. If you have any doubt, then clarify it right now.
6. There is no time limit but try to finish as soon as possible.

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Test Administration

After the instructions were given, the subject was asked to fill in the necessary details. The tester
ensured that the instructions were clear and understood.

Introspective report/Verbal Report

The subject wrote “The first three sets were quite easy but gradually items became difficult and
required high level on concentration. Towards the end I didn’t feel like completing the test.”

[You can write the introspective report given by your subject]

Scoring
The total no. of problems solved correctly were scored which was calculated with the help of the
answer key. Thereafter, a single score is obtained by adding the total scores of the five columns.
The percentile score and grade corresponding to this are noted down from the manualfor
analysis.

Discrepancy score – The difference between the score a person obtains on each set and that
normally expected for his total score is called the discrepancy score shown numerically as:
Sets Set - A Set - B Set - C Set - D Set - E

Actual Score

Expected
Score

Discrepan
cy Score

Raw score: SUM (A +B+C+D+E)

Percentile: Convert raw score to percentile with the help of norms table

Grade:

Interpretation

The aim of administrating the SPM was to access the level of mental ability of the subject. SPM is a
test of person`s capabilities of abstract reasoning at the time of the test. This is done by providing
figures/patterns and measuring the ability to figure out patterns between them.

The subject`s raw score was which corresponds to percentile and grade .

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Conclusion

[For Grade – 1]

The subject`s score shows that he is Intellectually Superior as his score lies at 95th percentile for
people of his age group. This shows that he has the following characteristics:
• superior abilities to reason, generalize or problem solve, high intelligence
• learns new things rapidly
• very perceptive, good sense of observation
• wide range of interests, overwhelmed by many interests and abilities
• long attention span, sustains concentration on topics of interest, persistent

[For Grade – 2]

The subject`s score shows that he has Above-Average Intellectual Capacity as his score lies
between 90th Percentile- 75th percentile for people of his age group. This shows that he has the
following characteristics:

• Easily recognizes patterns

• Very good memory.
• Advanced reasoning skills
• More curious than most students. Asks a lot of questions

[For Grade – 3]

The subject`s score shows that he has Average Intellectual capacity as his score lies between 25th
Percentile-75th percentile for people of his age group. This shows that he has the following
characteristics:

• make judgments and form opinions autonomously

• better able to construct and handle abstractions
• They usually respond and relate well to parents, teachers, and other adults. •

They exhibit an intrinsic motivation to learn

References

1. NCERT Psychology Textbook

2. SPM Manual, Author – J.C. Raven

3. Baron RA 2001/Indian Reprint Psych

4. Michael Egan, Mercury's Web: Some Reflections on Following Nature across Time and Place

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Standard
 Progressive Matrices

Sets A, B, C, D, E

Name: Date: Place: Class: Age: Gender: Test Begun: Test ended:

Item A SCOR Item B SCORE Item C SCOR Item D SCOR Item E SCORE
n E n n E n E n
o. o. o. o. o.

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

6 6 6 6 6

7 7 7 7 7

8 8 8 8 8

9 9 9 9 9

10 10 10 10 10

11 11 11 11 11

12 12 12 12 12

Total Total Total Total Total

Time Total Score Grade

Tested by:

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 Psychology Practical www.cbsepsychology.com Standard Progressive Matrices

Correct Answers
Item No. A B C D E

1 4 2 8 3 7

2 5 6 2 4 6

3 1 1 3 3 8

4 2 2 8 7 2

5 6 1 7 8 1

6 3 3 4 6 5

7 6 5 5 5 1

8 2 6 1 4 6

9 1 4 7 1 3

10 3 3 6 2 2

11 4 4 1 5 4

12 5 5 2 6 5

PERCENTILE NORMS
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Interpretation of Results for RPM

Grade 1 – Intellectually Superior – If the score lies at or above the 95th percentile for people of
his/her age group

Grade 2 – Above average intellectual capacity – If the score lies at or above the 75th to 90th percentile.

Grade 3 – Intellectual average – If the score lies between the 25th percentile and 75th percentile, if
the score is greater than the median and 3 -, if the score is less than the median.

Grade 4 – Below average intellectual capacity – If the score lies at or above the 25th percentile 4-, if
the score lies at or below the 10th percentile.
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