Raven's Standard

Progressive Matrice

AIM
To assess the analytical ability of the examinee with the help of Raven's Standard
Progressive Method.

BASIC CONCEPT

Cognition:-
The mental abilities associated with thought, decision-making, language, and other
higher mental processes. Cognition is a general term used to denote thinking and
many other aspects of our mental processes. Cognitive processes examine the
nature of thinking and activity that induces the manipulation of mental
representation of various features of the external world. Thinking includes
reasoning, mental ability through which we transfer available information in order to
reach a conclusion, decision making. The process of choosing between two or more
alternatives on the basis of information about them. We will examine several
aspects of problem solving which typically involves processing information in various
ways in order to move towards a desired goal. Then we'll examine an aspect of
cognition that provides the basis for much of the activity occurring in each of the
processes. Language plays a role in almost all aspects of daily life and its passion and
high degree of development is perhaps the single most important defining
characteristic of our species.

Cognitive activities are subject to many forms of error and distortion. When we think
about reasons, make decisions, solve problems, and use language, we don't always
do so in ways that would appear completely rational to an outside observer. As we
examine each of aspect of cognition, we call attention to its potential sources of
distortion because the nature Of such errors can shed on the nature of cognitive
development and the nature of effect.
Analytical Ability

Analytical ability is defined as the ability to scrutinize and break down

weaknesses as well as developing the capacity to think in a thoughtful,
discerning way, to solve problems, analyze data, and recall and use
information. It refers to a person's capacity to examine and break down
complex information or situations into their component parts, understand the
relationships between those parts, and derive meaningful insights or
conclusions. It involves the application of critical thinking skills, logical
reasoning, and problem-solving strategies to systematically analyze and
evaluate information.

Reasoning

One aspect of intelligence is the ability to reason and think logically. Such thinking
helps us acquire knowledge, make sound decisions, and solve problems.
Reasoning refers to the cognitive process by which individuals use information,
logical thinking, and problem-solving skills to draw conclusions, make decisions,
and solve problems. It involves the ability to analyze, evaluate, and synthesize
information to reach logical and coherent judgments. Reasoning helps us avoid
the hazards and time-consuming efforts of trial and error.

Types of Reasoning
Deductive Reasoning

In deductive reasoning, we reason om the top down, that is, from general principles
to a conclusion out a specific case. When people reason deductively, they begin Ith
a set of premises (propositions assumed to be true) and determine what the
premises imply about a specific situation. Deductive reasoning is the basis of formal
mathematics and logic. For example, if the premise is "All men are mortal, and John
is a man," then the deductive reasoning would lead to the conclusion "John is
mortal."
Inductive Reasoning

In inductive reasoning, we reason from the bottom up, starting with specific
facts and trying to develop a general principle. It involves drawing general
conclusions based on specific observations or evidence. Scientists use induction
when they discover general principles, or laws, as a result of observing a
number of specific instances of a phenomenon. For example, if someone
observes that every crow they have seen is black, they may use inductive
reasoning to conclude that "All crows are black."

Problem Solving

Problem solving refers to the cognitive process of identifying, analyzing, and

resolving difficulties or challenges encountered in various situations. It involves
using cognitive resources, such as knowledge, skills, reasoning abilities, and
creative thinking, to find effective solutions to problems. In solving problems,
people often learn to employ shortcut methods that apply to specific situation
(Rips, 1997). Problem-solving schemas are like mental blueprints or step-by-step
scripts for selecting information and solving specialized classes of problems.

Steps in Problem Solving

• Understanding or Framing, the Problem

The way we approach and frame a problem can significantly impact ourability to solve
it successfully. Our initial understanding of a problem plays a crucial role in finding
effective solutions. Poor framing can lead us down unproductive paths, while optimal
framing increases our chances of success. Thinking outside the box and approaching
problems in unconventional ways is a valuable skill in various academic and
professional settings.

• Generating Potential Solutions

After understanding the problem, the next step is to generate potential solutions
or explanations. This process can be approached in the following manner:

1. Identify the procedures and explanations that will be considered for solving
the problem.

2. Determine which solutions are consistent with the evidence that has so far
been observed. Rule out any solutions that do not fit the evidence.

• Testing the Solutions

After generating potential solutions, the next step is to test these solutions. This can
be done by considering the remaining solutions and examining if there are any tests
that can distinguish between different explanations. Scientists often design
experiments to evaluate competing explanations.

• Evaluating Results

The last step in problem-solving is evaluating the solutions. Even if a solution is

successful, it may not be the most efficient or optimal one. After solving a problem,
it is important to reflect on whether there could have been an easier or more
effective approach to achieve the same objective. This evaluation process can lead
to the discovery of additional problem-solving principles that can be applied to
future problems. By continuously refining our problem-solving strategies, we can
improve our ability to tackle similar challenges in the future.

• Types of Problem Solving

Algorithms

Algorithms are formulas or procedures that automatically generate correct

solutions. Algorithmic problem solving involves following a step-by-step
procedure or set of rules to reach a solution. Algorithms provide a systematic
approach that guarantees a correct solution if followed correctly. This method
is particularly useful for well-defined problems that have a clear set of steps
to be followed. For example, If the letters of a word are scrambled in random
order to produce an anagram like teralbay, we can identify the word by using
a process in which we rearrange the eight letters in all possible
combinations—all 40,320 combinations, that is.

Heuristics

Heuristics are general problem-solving cognitive strategies that allow

individuals to make decisions or judgments more efficiently, although they
may not always lead to the optimal solution. Heuristic problem solving
involves the use of mental shortcuts or rules of thumb to guide problem-
solving efforts.
Means-ends analysis is one example of a heuristic (Newell & Simon, 1972). In
means-ends analysis, individuals identify differences between the current
situation and the desired goal and make changes to reduce these differences.
For example, if faced with a 30-page paper due at the end of the term, means-
ends analysis involves breaking down the task into subgoals, such as choosing a
topic, conducting research, organizing the paper, writing drafts, and revising.
This approach helps in managing a complex task by breaking it into smaller,
manageable steps.

Using sub goal analysis is a valuable heuristic for problem-solving. It involves setting
intermediate goals that lead to the ultimate goal.

Breaking down tasks into subgoals helps tackle a complex task by approaching it
one step at a time. The tower-of-Hanoi problem is an example that illustrates the
effectiveness of setting subgoals.

The representativeness heuristic is a cognitive shortcut that involves making

judgments or decisions based on how closely something or someone resembles a
prototype or typical example. We rely on this heuristic to determine the likelihood
of an object, person, or event belonging to a specific category based on its similarity
to our mental representation of that category. The use of the representativeness
heuristic highlights how cognitive biases and the activation of certain concepts in
memory can influence our judgments and decision-making processes, sometimes
leading us to make errors that violate logical principles.
The availability heuristic is a cognitive bias that influences our judgments and
decisions based on the ease with which relevant examples or information come to
mind. We tend to rely on information that is readily available in our memory, often
giving it more weight and overestimating its likelihood or importance. The
availability heuristic can lead to errors in judgment and can be influenced by recent
or memorable events.

Barriers of Problem Solving

There are several psychological barriers that can impede problem-solving processes.
These barriers can limit an individual's ability to generate effective solutions and
hinder their progress towards reaching their goals. Some common barriers to
problem solving:

Confirmation Bias
Confirmation bias is the tendency to s ek out and favor information that confirms
our existing beliefs whil actively avoiding or dismissing evidence that contradicts
them. P ople often surround themselves with like-minded individuals, seek out
sources that align with their beliefs, and selectively recall feedback that confirms
their views. The resistance to challenging one's own beliefs and the tendency
towards confirmation bias hinder the acquisition of evidence necessary for making
accurate decisions. Confirmation bias, along with overconfidence, which is the
tendency to overestimate one's correctness in knowledge, beliefs, and decisions,
contribute to a distorted sense of the accuracy of our opinions and beliefs.

Functional Fixedness
This refers to the tendency to perceive objects or ideas only in their traditional or
familiar roles. People may have difficulty thinking creatively and exploring
alternative uses or perspectives for objects or concepts due to their fixed mental
representation of them.

Mental Set

Mental set occurs when individuals approach a problem with a particular mindset
or strategy that has worked for them in the past. While this strategy may have
been effective in similar situations, it can hinder problem-solving if it is not
suitable for the current problem.

Availability Heuristic
The availability heuristic refers to the tendency to rely on readily available examples
or information that comes to mind easily when making judgments or decisions. This
heuristic can lead to biases, as individuals may overestimate the likelihood of events
or solutions that are more easily recalled from memory, even if they are not the most
accurate or appropriate.

Meta Cognition

Metacognition, according to cognitive psychologists, refers to the a re ness

understanding of one's own cognitive abilities. It invol knowing whether you truly
comprehend something or not,rather than just thinking you understand it.
Metacomprehension is a specific aspect of metacognition that relates to accurately
judging what you do or don't know. People with good meta comprehension can
accurately assess their understanding, while metacomprehension struggle to judge
their level of comprehension accurately. Metamemory, another component of
metacognition, pertains to awareness and knowledge of one's memory capabilities.
Metacomprehension is crucial for students as it helps them effectively monitor their
knowledge, leading to efficient studying.

Improving Metacomprehension

Metacomprehension refers to the ability to accurately assess one's understanding

of the material before a test. Instead of simply memorizing questions and answers
from practice tests, it is more effective to study the material thoroughly and then
attempt to answer the questions. By rating the confidence level in each answer,
students can develop a better sense of their metacomprehension. Research has
shown that writing delayed summaries can improve metacomprehension and
enhance actual comprehension of the material. Metacomprehension requires time
and effort, but it enables students to identify areas where they need to review or
seek clarification.
Acquiring Knowledge
Knowledge serves as the foundation for expertise and wisdom. It is transmitted
across generations through language, instruction, and socialization, contributing
to the development of reasoning, decision-making, and problem-solvi g skills.
Knowledge acquisition involves the construction of mental frameworks called
schemas. Schemas organize patterns of thought about encompassing concepts,
categories, algorithms, heuristics, the world, and scripts. Concepts and categories
help build a mental framework for the world, such as distinguishing between
interesting and dull people or categorizing exams as easy or hard.

Scripts, on the other hand, represent mental frameworks about the regular and
standardized sequence of events, such as going to the movies or attending class. Scripts
allow us to make assumptions about the actions and events associated with a
particular activity. By acquiring new scripts, concepts, and other types of schemas, and
by expanding and connecting existing schemas, our knowledge grows.

Mental Image

Mental imagery refers to the internal representation of stimuli that originates

within the brain rather than from external sensory input. It can take the form of
visual, auditory, or other sensory experiences. It occurs during activities like
daydreaming and dreaming during sleep.

Mental imagery can serve various purposes. People may use it intentionally to
create and manipulate mental images as a means of escaping reality, relieving
boredom, or problem-solving. Remarkable scientific discoveries have also been
made using mental imagery. Notable examples include Sir Isaac Newton and
Albert Einstein, who used mental imagery to conduct mental experiments and
gain insights that led to significant breakthroughs in physics.
Mental Rotation

Mental rotation is a cognitive process in which individuals mentally manipulate

mental representations of objects or shapes and mentally rotate them to
determine if they are the same or different. It is a fundamental aspect of spatial
cognition and has been extensively studied in the field of cognitive psychology.
Typically, people rotate one object in their mind's eye until it lines up sufficiently
with the other object to permit a different judgment.
Studies have consistently found that mental rotation tasks involve a linear
relationship between rotation angle and response time. As the angle of rotation
increases, response times also increase, indicating that more cognitive effort and
time are required to mentally rotate the objects.

DESCRIPtION OF TEST

The Raven's Standard Progressive Matrice (RSPM) was created in

1955 based on the belief that its principles of evaluating cognitive abilities are suitable
for assessing a person's observational skills
and clear thinking. The RSPM consists of five subtests: A, B, C, D, and E, which aim
to measure an individual's capacity at the time of the test and their ability to
perceive relationships between various elements. The scale comprises 60
questions divided into five sets, with each set containing 12 questions. The
difficulty of the questions gradually increases within each set, starting with an easy
first question. This progressive pattern in the test's difficulty level is why it is
referred to as the Raven's Standard Progressive Method.

DEVELOPMENT OF TEST

The Raven's Standard Progressive Matrices (RSPM) test was created in 1935 with
the intention of encompassing a broad spectrum of mental activities and being
equally applicable to individuals of all ages. It was carefully designed to maintain
sustained interest and prevent fatigue by presenting each problem in a
comprehensive manner. This test is intended for individuals from vari us
backgrounds, regardless of their nationality, educational lev or age. The RSPM was
specifically tailored for use in homEs, workplaces, and laboratories. Therefore, it
needed to be concise, valid, and reliable. Its objective was to cover a wide range of
mental abilities and provide meaningful results for individuals of diverse
backgrounds, ensuring their sustained engagement and minimizing fatigue
throughout the testing process, regardless of their educational attainment,
nationality, or physical condition.
RELIABILITY

The internal consistency and retest reliability of the Raven's Standard Progressive
Matrices (RSPM) test were found to be highly reliable. The initial study conducted on
the RSPM indicated that the test demonstrated good reliability, with a range of 0.83
to 0.93 for retest reliability. Several studies focused on subjects under the age of 20,
and among them, Evans (1960) reported a consistency of 0.9 for deaf children aged
9 to 10 years and a consistency of 0.92 for children aged 11 to 15 years. These
findings suggest that the RSPM test maintains a high level of reliability, particularly in
terms of internal consistency and retest reliability, across different age groups.

VALIDITY

The validity of the Raven's Standard Progressive Matrices (RSPM) test varies
depending on factors such as age, potential gender differences, and sample
homogeneity. The validity is assessed simultaneously and predictively, taking into
account the relationship between the RSPM test scores and certain criteria. For
English-speaking children and ado escents, the test's reliability coefficient in relation
to the Bi e and Wechsler scales ranges from +0.54 to +0.86. Correlatio with verbal
intelligence and vocabulary tests tend to be low , typically around +0.7. When
considering non-English speak' g children and adults, the correlations between the R
PM and t er measures tend to be weaker.
In terms of external criteria, the correlation between the RSPM and performance on
achievement tests is generally lower compared to the correlation with intelligence
tests. Predictive validity investigations, where the RSPM test is used to predict future
performance or achievements, are commonly employed as an external criterion.
Content validity, on the other hand, assesses the internal consistency and relevance
of the test items to the subject being evaluated.

NORMS

The test incorporates norms from various populations, including British children aged
8 to 16, Irish children aged 6 to 12, and military and civilian subjects aged 20 to 65. In
addition to these norms, supplementary data from Canada, the United States of
America, and Germany are included in the test.

MATERIAL REQUIRED

Raven's Standard Progressive Matrices Booklet, Response/Profile

Sheet, RSPM Manual, Pencil, Stopwatch, Plain Paper, and a Set of

PROCEDURE

Preliminaries

Name: Ahfas Ahmed

Age: 18
Sex: male
Educational Background: Ba Prog (English+HRM)
Place of conduction :Psychology
Lab
Date: 16/05/2023
Start Time: 11: 20
End Time: 11:40

Rapport Formation

The participant was summoned to the psychology laboratory for the experiment
and was directed to take a comfortable seat. The examinee sat down promptly,
albeit with some anxiety regarding the purpose of the experiment and the reason
for being summoned. To alleviate any discomfort, a casual conversation was
initiated, creating a relaxed atmosphere. Subsequently, the instructions of the
experiment were carefully explained to the participant, ensuring that she fully
comprehended all the directions.

Precautions :-

The following precautions were implemented during the experiment:

• The laboratory environment was carefully arranged to be quiet and comfortable.

• Ensuring that no questions were left unanswered or unattended. The examiner

refrained from providing any assistance or feedback during the test
• Measures were taken to control for extraneous factors that
could influence the results

• The start and end times of the test were recorded.

• A pencil was provided for the examinee to record their responses on response
sheet.
Instructions
The examinee was given the RSPM booklet, which was opened in front of them.
The examiner then directed their attention to the first question and provided the
following instructions:
"Observe this pattern that has a missing piece. Below, you will find several options,
each of which has the right shape to fill the space. However, only one option has the
correct pattern. Let me explain further. The first option has the correct shape, but the
pattern is incorrect. The second option does not have the right pattern at all. The third
option has a significantly incorrect pattern, and the sixth option is almost correct but
still wrong. Only one option has the precise pattern to fit perfectly. Your task is to mark
the option that you believe has the most suitable pattern for this space." If the
examinee had difficulty understanding the instructions, they were patiently explained
again specifically for the first question before proceeding to the subsequent items.

Administration
Before the examinee's arrival, all necessary preparations were made in the
laboratory. A table was arranged, with screens securely positioned on it. A
comfortable stool was provided for the examinee to sit on. Upon the examinee's
entry, they were handed the Raven's Standard Progressive Matrices booklet,
accompanied by clear instructions. A sample question was reviewed to ensure
understanding. As the examinee provided their answers, the examiner recorded
them on the response sheet using a pencil. The examinee's behavior during the test
was observed, aiming to establish a correlation between their test results and their
behavior. No feedback or assistance was given to the examinee once the test began,
ensuring a consistent testing environment. Measures were taken to discourage
excessive contemplation individual questions to prevent necessary time
consumption. Once the examinee completed all 60 questions in the booklet, an
introspective report was obtained from them at the conclusion of the test.

INTROSPECTIVE REPORT
Following the conclusion of the experiment The person taking the test was asked about
their experience and what they expected. They said that near the end of the test, they
had a hard time figuring out the right choice that matched the patterns in the booklet.
But despite that, they were happy that they finished the test fairly quickly. They were
also excited to get the results because they thought it would tell them something about
how smart they are.
BEHAVIOURAL REPORT

During the experiment, the person started off feeling confident in their answers and
knew what to do. But as they moved on to more difficult sets, they struggled to give
the right answers and took longer to finish each pattern. By the end of the test, they
seemed tired and showed it by quickly flipping through the pages of the booklet. The
many questions in the booklet had made them tired, and they wanted to finish the
experiment quickly, so they rushed through the remaining questions.

SCORING AND DATA ANALYSIS

To score the Raven's Standard Progressive Matrices (RSPM), an answer key and manual
norms were employed. The provided answers for each question in all five sets were
cross-referenced with the answer key. The raw score for each set was recorded on the
response sheet, and these scores were then aggregated to determine the overall score
for the entire test. Once the raw score was recorded, it was converted into a percentile
using the manual norms. Based on the percentile obtained, a grade was assigned to
the examinee. Depending on the assigned grade, the examinee was placed into a
specific category, which included a statement describing their level of abstract thinking
or intellectual capacity. The examinee achieved a total score of 39 on the Raven's
Standard Progressive Matrices, corresponding to the 95th percentile. Based on this
percentile, the examinee was classified in the GRADE ||+ category, indicating a 'high
level of intellectual capacity'.

RESULT TABLE

The results table for the Raven's Standard Progressive Matrices displays the scores
obtained, expected scores, and discrepancies for each of the five sets.
 SETS A B C D E

OBTAINED 12 12 11 10 9
SCORES

EXPECTED 12 12 11 11 8
SCORES

DISCREPANCIES 0 0 0 1 1

INTERPRETATION

The aim of the present test was to assess the analytical ability of the examinee with
the help of RSPM.
Cognition refers to the mental processes and abilities involved in acquiring,
processing, storing, and using information. It encompasses perception, attention,
memory, language, problem-solving, and decision-making.
Cognitive development refers to the gradual, age-related changes in these cognitive
abilities, as individuals grow and mature, which are influenced by biological,
environmental, and cultural factors. Studies have demonstrated that even newborn
babies are aware of their surroundings and show a curiosity for exploration. They
actively gather, organize, and process information from their environment, utilizing
this data to enhance their perception and thinking abilities.

Analytical ability refers to a person's capacity to examine and break down complex
information or situations into their component parts, understand the relationships
between those parts, and derive meaningful insights or conclusions. It involves the
application of critical thinking skills, logical reasoning, and problem-solving strategies
to systematically analyze and evaluate information. Whereas reasoning refers to the
cognitive process by which individuals use information, logical thinking, and problem-
solving skills to draw conclusions, make decisions, and solve problems. It involves the
ability to analyze, evaluate, and synthesize information to reach logical and coherent
judgments.
RSPM is the test that measures mental ability and the transformation of the children's
processes olving. Before it has occurred, children can comprehend little more than the
kinds of problems presented in sets A and B of the RSPM. Their vocabulary tends to be
limited, and their education largely depends on practical work and visual abilities.
Children are not only able to form comparisons and reason by analogy but also to
adopt this way of thinking as a consistent method of reasoning, progressing without
difficulty from the problems in sets A and B to those in sets C, D, and E. They are able
to grasp the meaning of abstract words with their reasoning.
Raven's Progressive Standard Matrices were used to fulfill the aim of measuring
the testee's cognitive ability. The RSPM is used as a cognitive measure on
individual matrices from the extended learning program for the students. RSPM
measures high-level observation skills, clear thinking ability, intellectual capacity,
and problem-solving abilities. This test was designed to cover the widest possible
range of mental abilities and be equally useful for people of all ages. The test was
administered in a single session. The testee was given the test, and she was given
the instructions. The testee's raw score and corresponding percentile were also
obtained.
The examinee achieved a raw score of 54, indicating that he answered 6 items
incorrectly out of the total of 60. Based on this score, her percentile rank was
determined to be the 90th percentile.
This means that 90% of the normal population scored lower than her in terms of
intellectual capacity. The 90th percentile places the examinee in Grade ||+, denoting
above-average intellectual capacity. This suggests that she possesses a higher level
of analytical ability compared to her peers.
Analytical ability refers to the testee's capacity for reasoning and problem-solving. It
indicates her ability to apply logical thinking and thoughtful analysis when faced with
problems. She demonstrates signs of utilizing critical thinking and imaginative skills,
which are positive indicators of her cognitive abilities.
The test was structured into five sets, with each set consisting of 12 items. In total, the
test comprised 60 items, arranged in ascending order of difficulty. The testee obtained
a raw score of 54 out of a possible total score of 60. In set A the examinee provided
correct answers for all 12 questions, indicating a solid understanding of the content.
These questions were considered relatively easy, and the examinee demonstrated the
required analytical abilities to successfully solve them. In sets B, the examinee
performed well, he answered all the 12 questions correctly. In set B and c, he scored
approximately 11 out of 12. The slightly lower score may be due to the increased
difficulty of these sets, which require deeper analysis and reasoning. The examinee's
performance in the final set, E, declined, with 8 out of 12 items answered correctly.
This can be attributed to the increased difficulty of the questions, which require higher
analytical abilities, and the possibility of fatigue or reduced concentration after
completing the earlier sets, leading to errors in reasoning or miscommunication of
answers.
Based on the analysis, the five sets in the Raven's Standard Progressive Matrices
provide multiple chances to assess intellectual capacity. Consistent performance across
the sets indicates reliability. The examination of errors reveals a gradual decline in the
examinee's ability to make comparisons and reason by analogy as the sets progress.
Scores of 12, 11, 11 , 11 , and 8 demonstrate a decrease in performance over time.
Upon analyzing the discrepancies between the obtained scores and expected scores
for each set, the following outcomes were observed:

In Sets A, the examinee achieved a raw score of 12, matching the expected score,
resulting in a discrepancy of 0 between the obtained and expected scores. This may be
because the questions in this set may have been ell-stilted to the examinee's strengths
and areas of expertise.
In set B, the examinee achieved a perfect raw score of 12, meeting the expected
score of 12. There is no discrepancy between the obtained and expected score.
The examinee's outstanding performance in this set demonstrates their ability to
handle both familiar and challenging questions.

In set C, the examinee obtained a score of 11, perfectly aligning with the expected
score, resulting in no discrepancy between the obtained and expected scores. This
harmonious outcome can be attributed to the suitability of the questions in Set C,
which aligned well with the examinee's cognitive abilities and knowledge. They were
able to leverage their analytical skills and reasoning effectively, leading to accurate
answers for the questions.
In Set D, the examinee achieved a score of 11, surpassing the expected score of 10,
resulting in a discrepancy of 1 between the obtained and expected scores. This
discrepancy can be attributed to the examinee's exceptional understanding and
problem-solving capability, which exceeded initial expectations. It is highly probable
that they employed a deeper level of analysis and reasoning when approaching the
questions, leading to a score that exceeded what was anticipated.

In Set E, the examinee achieved a score of 8, precisely matching the expected score,
resulting in no discrepancy between the obtained and expected scores. However, it is
important to note that the complexity of the questions in Set E likely posed challenges
that impacted the examinee's performance. The intricate nature of these questions
may have presented difficulties, potentially leading to a lower score compared to
other sets.

CONCLUSION

The purpose of the test was to assess the examinee's ability to think analytically,
which refers to her capacity to break down complex problems, identify patterns, and
draw logical conclusions. This assessment employed Raven's Standard Progressive
Matrices, a widely recognized tool for measuring cognitive abilities. The test itself
consisted of five different sets, labeled as A, B, C, D, and E, each containing 12
questions, resulting in a total of 60 questions overall.

It is noteworthy that the examinee's performance on the test was exceptionally

commendable, as indicated by her Grade ||+ score. This score signifies a
significantly high level of intellectual capacity and reflects her exceptional cognitive
skills. In simpler terms, she demonstrated an impressive ability to quickly grasp and
process information, exhibiting a keen aptitude for absorbing knowledge.
Furthermore, her achievement on the test implies that she possesses a deep
understanding of the world around her. This understanding allows her to engage in
logical and objective thinking, enabling her to analyze situations and problems with
clarity. By breaking down the intricate relationships between different elements, she
can decipher complex patterns and connections. Additionally, she has the ability to
consider things holistically, perceiving the bigger picture and integrating various
aspects to gain a comprehensive understanding.

REFERENCES

Baron, R. A., & Misra, G. (2014). Psychology. New Delhi: Pearson Education.

Ciccarelli, S. K., & White, N. J. (2021). Psychology. Pearson education.

Passer, M. W., & Smith, R. E. (2015). Psychology: The science of mind and behaviour.
McGraw-Hill Education.
Raven's Standard Progressive Matrices Booklet and Manual