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CPM 1

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881 views22 pages

CPM 1

Uploaded by

zarish.shireen
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Coloured Progressive Matrices

(CPM)
Part of Raven’s Progressive Matrices (RPM)
Overview
 Coloured Progressive Matrices (CPM) can be
described as “a test of observation and clear
thinking.”

 Developed by John Carlyle Raven.

 CPM is a part of a bigger set –


Raven’s Progressive Matrices

 RPM Published in 1938


 CPM – Prepared in 1947, published in 1949
Coloured Progressive Matrices

 Purpose: To assess the degree to which children


and adults can think clearly, or the level to which
their intellectual abilities have deteriorated.
 Raven:
 It is a test of observation and clear thinking.
 By itself, it is not a test of general intelligence.
 For those who cannot understand or speak the English
Language, with people suffering from physical
disabilities, aphasias or deafness as well as with people
who are intellectually sub normal or have deteriorated.
Coloured Progressive Matrices

 Designed to assess the chief cognitive process of


individual, mental development up to intellectual
maturity
 Originally constructed as a test of educative
reasoning, which can be described as the ability to
make “meaning out of confusion” or the ability to
go “beyond the given to perceive that which is not
immediately obvious”
Ravens Progressive Matrices
 Rationale: To assess the ability to make sense of complex
situations

 Progressive: listed in order of difficulty


 Matrix: patterns are presented in the form of a 4x4, 3x3, or
2x2 matrix.

 Administered to Children and Adults, Usually Individual


but sometimes in groups.
 Administration time: Untimed; 40 - 60 minutes
 Scoring Options: Hand-Scorable
 International Qualification Level: B
 Standard Progressive Matrices
 For candidates of average intellectual ability
▪ Age 6 and older
▪ Time : Untimed, average 40-60 minutes
▪ 5 Sets (A,B,C,D,E), 12 questions in each set

 Advanced Progressive Matrices


 For people of above average ability, such as graduates (of
particular value for assessing managerial and scientific ability).
▪ Age 12 and older
▪ Time: Untimed, average 40-60 minutes
▪ 48 Items, Set I – 12 items, Set II – 36 items
Coloured Progressive Matrices

 CPM is designed for the assessment of persons


with limited intellectual ability or special needs
▪ Age 5-11,
▪ Time : Untimed, average 15-30 minutes
▪ 3 Sets (A,Ab,B), 12 questions in each set
▪ Most items are presented on a coloured background to
make the test visually stimulating for participants.
▪ The very last few items in set B are presented as black-
on-white;
▪ Transition to sets C, D, and E of the SPM if CPM proves
to be easy
Administration

 Board form, movable pieces.


 Book form
 Necessary to show a person what to do
 In each form, the examinee is presented with an
incomplete matrix to be completed by selecting the
appropriate missing symbol from a group of 6-8
choices.
 Carried out in standard order
 The examinee is seated opposite to the psychologist at
table about 2 feet wide
 Preferable to continue to the end without interruptions.
Coloured Progressive Matrices
CPM Psychometric Information

 Numerous normative studies done since


1938. These range over 2000 publications.

 Split half reliabilities range from .65 to .94

 Test-retest reliabilities range from .71 to .93

 Validity coefficients with IQ tests are .50


to .80s
Wide Application

 Considered a ‘culture-reduced’/ ‘culture fair’


test
 Can be administered to both individuals and
to groups
 High correlations with many other
intelligence tests.
 Untimed: work not going against time
Concerns

 Should not be used as substitute for Wechsler


Scales.
 Provides measure of intelligence based on
figural/spatial reasoning only.
 Brain damaged individuals will have
reasoning difficulties
Response Pattern of…
 A high functioning Intellectually Defective person
remains incapable of solving the more difficult problems
of set B, can solve many from sets A and Ab

 A low functioning intellectually Defective person finds


difficulty considering the pattern both horizontally and
vertically

 A person who is seriously Defective Intellectually fails to


see patterns as spatially related whole, selects figure
already present in the pattern
Response Pattern of…
 An Emotionally Disturbed child responds more or less
like any other normal child

 A Normal Old person’s responses would not show


correlation between acquired verbal information and
intellectual capacity, defects of vision, inattentiveness,
inability to understand instructions might hinder
performance

 The Elderly Depressive patient closely resemble the


normal old person, errors resembling those made by
Marking

 Board form:
 The piece inserted would be considered the final answer

 Booklet form:
 Examiner administered: The figure the examinee points
to, would be considered the final answer

 Self administration: The reported one, if more than one,


the option at the extreme right would be considered
Discrepancy
 Why discrepancy is calculated: test taking attitude
of the child---inattention, lack of interest, random
responding etc.
 The expected score composition on the three sets
to make the same total for both Board and Booklet
form is given in Tables I and III respectively.

 The discrepancies are calculated by subtracting


the score in the table from the person’s obtained
score on each set.
Percentile Scores

 The total score is then located corresponding


to the percentile score by using Table VII
(Board Form) and IX (Booklet Form).
Profiling

 Use key to mark right or wrong


 Separate totals of each set (A, Ab, B)
 Discrepancy
 Erroneous Choices made
 Total Raw Score
 Percentile
 Grade
Sample Profile
Tabulated Information

Total raw Discrepancy Percentile Grade Erroneous


score Choices
(Obtained – j
14 Expected) 25 III- f
-1, 0, 1 h
…
Thank You!

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