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Intelligence

Aim: To test and measure the mental ability of a subject using the Raven’s Standard
Progressive Matrices (RSPM).

Introduction:
Intelligence is the global capacity to understand the world, think rationally, and use available
resources effectively when faced with challenges.
Several methods are used for psychological assessment. They are:

 Psychological Test
 Interview
 Case Study
 Observation
 Self Report

Theories of Intelligence

The theories of intelligence can be broadly classified as either representing a


psychometric/structural approach or information processing approach.
The psychometric approach considers intelligence as an aggregate of abilities. It expresses
the individual’s performance in terms of a single index of cognitive abilities. The
representations of psychometric approaches are:

 Uni or One Factor Theory – Alfred Binet


 Two Factor Theory – Charles Spearman
 Theory of Primary Mental Abilities – Louis Thurstone
 Hierarchical Model of Intelligence – Arthur Jensen
 Structure of Intellect Model – J.P. Guilford

The information processing approach describes the processes people use in intellectual
reasoning and problem solving. The representations of the information processing approach
are:

 Triarchic Theory of Intelligence – Robert Sternberg


The elements of the triarchic theory of intelligence are:
1. Componential Intelligence
2. Experiential Intelligence
3. Contextual Intelligence

 Pass Model of Intelligence


This model was developed by J.P. Das, Jack Naglieri and Kirby. According to this model,
intellectual activity involves the interdependent functioning of three neurological systems,
called the functional units of brain. These units are responsible for arousal/attention,
coding or processing and planning respectively.

Another theory of intelligence was proposed by Howard Gardner, which was the theory of
multiple intelligences. He had described eight kinds of intelligences, which are as follows:

1. Linguistic – Skills involved in the production and use of language


2. Logical- Mathematical – Skills in scientific thinking and problem solving
3. Spatial – Skills in forming visual images and patterns
4. Musical – Sensitivity to musical rhythms and patterns
5. Bodily- Kinesthetic – Using whole or portions of the body flexibly and creatively
6. Interpersonal – Sensitivity to subtle aspects of others’ behaviors
7. Intrapersonal – Awareness of one’s own feelings, motives, and desires
8. Naturalistic – Sensitivity to the features of the natural world

Types of Intelligence

 Abstract Intelligence:
It is the capacity of the person to discover the relations between symbols, words, etc.
Mathematicians, scientists, poets, etc. all possess abstract intelligence. The RSPM is a
test for abstract intelligence.
 Mechanical Intelligence:
It is the capacity to assemble, understand the working of and repair various tools,
machines and gadgets.
 Social Intelligence:
It is the ability to deal with human beings, to maintain personal and social relationships
to organize and manipulate people, social manners and diplomacy. The Vineland social
mobility scale tests social intelligence.

Types of Intelligence Tests

 Individual Tests:
It can be administered to only one person at a time. Eg: Wechsler’s Adult Intelligence
Test.
 Group Tests:
These can be administered to more than one person at a time. They save time and
produce quick results. Eg: RSPM
 Performance Tests:
It involves manipulation of certain objects for performing a task. This tests psycho-
motor abilities. Even young children and people with speech defects can be tested. This
test has minimum use of language.
 Verbal Tests:
These tests require the subjects to give verbal responses either orally or in a written
form. They can only be administered to literate people.
 Non-Verbal Tests:
These tests are also called paper pencil tests. They do not require or involve the use of
language. Eg: Raven’s Standard Progressive Matrices
 Culture Biased Tests:
When intelligence tests show bias to the culture in which they are developed and do
not respect the cultural perspectives of other cultures it is called a culture biased test.
Eg: Tests developed in America and Europe do not respect cultural perspectives of
Asia and Africa
 Culture Fair Tests:
Culture fair tests are those in which one does not discriminate against individuals
belonging to different cultures. Eg: Non Verbal and Performance Tests.

Measurement of Intelligence

IQ is the ratio of mental age to chronological age multiplied by 100. MA is the person’s
intellectual development relative to people of his/her age group. CA is the biological age
from birth.

IQ = MA/CA * 100

The concept of IQ is useful as it helps to compare individuals of different age groups.


Intelligence tests help psychologists evaluate and make predictions about the future
performance or behavior and offer suggestions for remedial therapy. Intelligence tests
generally predict academic achievement as well. However, an intelligence test alone is not
adequate for a complete psychological assessment.

Introduction to the Test:


The Raven’s Standard Progressive Matrices was developed in 1983 by J.L. Raven. It is a test
for mental abilities consisting of 60 tests divided into 5 sections (A,B,C,D,E), each
containing 12 problems. The word ‘standard’ refers to the fact that the norms of test have
been derived after testing them once on large samples. This test is standardized. The word
‘progressive’ refers to the fact that the difficulty level increases progressively and ‘matrices’
refers to geometrical figures. It’s a non verbal test limited to geometrical figures, observation,
logical reasoning to analyse spatial perception, abstract reasoning and an insight to visual
survey. They also measure the general factors of intelligence. These aspects of intelligence
form the basis of verbal and numerical ability.
The RSPM can be used to test illiterates and people of any culture as it is a culture free test.
The test is useful for the study of mental intelligence and its effect based upon accurate
judgment. It indicates whether the performance of the subject is at par with what is expected
to do well in set A and B with full scores as they are simpler.
However, this test has certain limitations also. It does not directly evaluate and measure
verbal, numerical and mechanical intelligence. The time limit of only 45 minutes is also not
satisfactory.
METHOD
Subject - Name:
Age:
Gender:

Materials Required:
The Raven’s Standard Progressive Matrices (RSPM),, Scoring sheet stationary, scoring
manual.

Brief description of the test


The standard progressive matrices was developed by Raven. It was developed to find out the
mental ability of an individual. Raven constructed three sets namely:
1. Standard Progressive Matrices
2. Coloured Progressive Matrices
3. Advanced Progressive Matrices

SPM measures the general ability of an individual. The word progressive suggests that the
task move on from simple to complex. The word ‘matrices’suggests that it consists of
pictorial and geo material figures which are placed according to some abstract meaning.

The test consists of 60 matrices devided in to 5 sets A,B,C,D and E. Each set consists of 12
matrices. The difficulty level arises within the test across sets. The scores are calculated
with the help of manual.

The raw scores are converted into the percentile and then into IQ, which is then classified
according to the manual.

Procedure:
The subject is given a comfortable place to sit down after the formal inquiry is completed.
The RSPM booklet and scoring sheet are placed in front of the subject with the following
instructions.
Instructions:

This is RSPM. It consists of 5 sections namely A,B,C,D,E. These five sets comprise of 12
matrices each. These matrices are incomplete. You have to find out the suitable figures
among six alternative figures which will help you in completing the pattern. . Do not skip any
problem and solve the problems in an orderly manner. Concentrating is very important and
do not mark anything on the booklet. You may start now.

Precautions:
The subject should not be allowed to skip problems. Ensure that the subject does not get
assistance of any sort to solve the problems. All the problems should be solved in the right
order. Ensure that all the problems are solved by the subject itself.

SCORING
Firstly, the correct responses are checked by referring to the correct answers in the manual.
All correct answers are scored by giving one point each, thus deriving a total score for each
set separately. The total scores of all sets are tabulated to get raw scores. The difference
between the raw scores and expected scores from each set is found out which is the
discrepancy scores. The raw scores are converted to the percentile score and IQ and
classified with the help of manual .

Result
The test is conducted to assess the intelligence level of the subject using Raven’s Standard
Progressive Matrices.
Table I – Scoring sheet of the subject
Table II – Showing the obtained, expected and discrepancy scores of the subject
Table III – Presenting the raw scores, percentiles and classification

Graph I – Represents the performance of the subject in 5 sets of SPM


Graph II – Represents percentile score of the subject
Graph 111—Represents the IQ scores of the subject.

Table 2: Showing the subject’s obtained, expected and discrepancy scores. (LEFT HAND
SIDE OF THE JOURNAL)

Scores Obtained
Area Set A Set B Set C Set D Set E

Obtained Scores

Expected Scores

Discrepancy Scores

Table 3: Showing the Raw Score, Percentile and Classification (LEFT HAND SIDE OF THE
JOURNAL)

Scores Obtained

Raw Score

Percentile
classification

IQ

Discussion:
An intelligence test was conducted to measure the mental abilities of a subject using RSPM.
The subject’s raw score is ____ and percentile is ____.
Therefore, the subject falls in the category of ________________________________.
The obtained scores for each set of A, B, C, D and E are __________________________
respectively. The expected scores are _________. The discrepancy scores are ___________.
The IQ is ____
The scores would be right or correct in sets A, B, and C because the difficulty level is easy,
while in sets D and E the difficulty level is higher making it tough to get the correct
responses.

Conclusion:
From the experiment conducted, it can be concluded that the percentile score of the subject is
___ and hence classified as ____________________________. The Raven’s Standard
Progressive Matrices tests mental abilities such as logical analysis, observation, problem
solving and capacity for visual survey.

Reference:
1. Psychology text book of grade XII - NCERT

2. SPM Manual, Author – J.C. Raven

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