Psychodiagnostic lab

(MPS251N)

Report Submission

Topic: Standard Progressive Matrices

Submitted by:
Yashita Chhabra (22223134)

Submitted to:
Dr. Akankcha Srivastava
Assistant Professor

Submitted on:
25th April, 2023

Department of Psychology, School of Social Sciences

CHRIST (Deemed To Be University, Delhi NCR
 Raven’s Standard Progressive Matrices

Raven's Progressive Matrices is a well-known cognitive ability test for evaluating the

capacity for abstract reasoning and problem-solving. John C. Raven developed it in the 1930s,

and since then, it has been a typical instrument in psychology, education, and other fields that

study human intellect. The test consists of a number of visual puzzles, each of which shows a

pattern of shapes with one missing piece. Test takers must choose the best missing piece from a

variety of choices based on their ability to perceive and apply abstract rules and patterns. The

difficulty of the riddles increases as the test progresses, making it challenging to assess cognitive

capacity. It is helpful to employ Raven's Progressive Matrices in a variety of situations where

cognitive ability is essential because of its high reliability and validity.

Background

Weschler offers the most commonly used definition of intelligence, stating that it is "the

aggregate or global capacity of the individual to behave purposefully, to think, to behave sensibly

and manage his surroundings. Aside from these definitions, others have included the ability to

learn, understand, and reason (Oxford University), "the capacity for good judgment, clear

understanding and sound reasoning" (Alfred Binet), and "active adaptation and modification of

the environment" (Gardner and Sternberg).

The nonverbal test of abstract reasoning known as Raven's Progressive Matrices was

developed by John C. Raven in the 1930s. In order to assess intelligence without taking into
account a person's upbringing or education, British psychologist Raven was intrigued. He

believed that current intelligence tests tended to favor people with specific backgrounds and

experiences, so he set out to develop a test that would be more inclusive and impartial.

For the exam, Raven created a number of visual puzzles that challenged students to

perceive and apply abstract patterns and principles. The problems consist of a matrix of shapes

with one missing piece, and the test-taker must choose the correct one from a list of options.

The Raven's Progressive Matrices exam soon acquired popularity and rose to become

among the most widely used assessments of cognitive ability. It has been translated into other

languages and utilized in a variety of contexts, including education, psychology, and

employment screening. New versions have been created over time to maintain the test relevant

and useful for assessing cognitive capacity.

Description of the test

A nonverbal test of abstract reasoning and problem-solving skills is called Raven's

Progressive Matrices. It is designed to test a broad range of cognitive abilities, particularly the

ability to understand and apply abstract rules and patterns. A matrix of shapes with one piece

missing is featured in each of the test's visual puzzles. Test-takers must choose the correct
missing piece from a list of possibilities based on their ability to recognise and apply the

underlying rule or pattern guiding the matrix.

More complex rules and patterns are added as the test progresses, and the problems are

organized in order of increasing difficulty. Usually, the test is timed, allowing participants a set

amount of time to complete as many problems as they can. Raven's Progressive Matrices is

viewed as a culture-free test because it does not call for linguistic or cultural understanding.

It is therefore a practical instrument for assessing cognitive ability in a variety of cultural and

linguistic circumstances. The test has been translated into various languages and utilized in a

variety of contexts, including education, psychology, and employment screening.

Application of the test

Raven's Progressive Matrices (RPM) have been used extensively in several sectors due to

their versatility and ability to assess a variety of cognitive capacities. One of the principal

applications of RPM is the identification of intellectually brilliant students in educational

settings, especially those who might not perform well on traditional academic assessments.

Nonverbal ability tests like RPM are regarded to be essential for identifying talented individuals

because they tap into students' nonverbal cognitive talents, which may not fully be captured by

standard academic examinations (Lohman, 2006).

RPM has also been employed in the field of psychology to assess a number of cognitive

abilities, including working memory, fluid intelligence, and executive functioning. RPM is a
valid measure of working memory and intelligence, according to Colom et al. (2008), indicating

the test's versatility in assessing a range of cognitive abilities. RPM has also been used to predict

college success and assess the cognitive complexity of exam problems (Liu et al., 2012).

RPM is also applied in the field of neuroscience. Researchers have employed RPM to

examine the brain mechanisms behind cognitive abilities including working memory and

attention. For instance, working memory activities, such as those assessed by RPM, were found

to engage a subpopulation of neurons in the prefrontal cortex by Ruff and Cohen in 1996. This

work shows the promise of RPM as a technique for investigating the brain mechanisms

underpinning cognitive ability.

In addition to its uses in education, psychology, and neuroscience, RPM has been utilized

in cross-cultural research to assess cognitive capacities across many cultures and languages

(Raven, 2000). The exam is a useful tool for researchers wishing to assess cognitive capacities

among various groups because it has been translated into a number of different languages and

cultural contexts. RPM is a versatile and well-liked measure for assessing cognitive ability in

many different domains. It can be utilized for many things, such as figuring out which

individuals are academically gifted and looking into the brain mechanisms that underlie

cognitive ability. RPM has been adapted for usage in a range of cultures and languages, making

it a helpful tool for cross-cultural research.

Review of Literature
 The Raven's Standard Progressive Matrices (SPM), which were developed in the 1930s,

have long been used in research and clinical settings as a nonverbal measure of cognitive

performance. The aim of the test is to assess an individual's ability to solve visual-spatial and

abstract thinking problems. As a result, it is viewed as a trustworthy sign of fluid intellect. Over

the years, numerous researchers have investigated the RSPM's applicability, validity, and

reliability in a number of scenarios.

One such study was the review of the literature by Colom et al. (2008) on the relationship

between working memory and IQ and how it relates to Raven's Progressive Matrices. The

researchers came to the conclusion that working memory and IQ can both be accurately

predicted by Raven's Progressive Matrices. This suggests that the exam can be used to accurately

estimate a person's intellectual capacity and that it is a trustworthy indication of cognitive

aptitude.

In a different study, Lohman (2006) assessed the literature on the use of Raven's

Progressive Matrices to identify academically brilliant students. According to the author,

nonverbal aptitude tests like Raven's Progressive Matrices are essential for identifying gifted

students, especially those who might not perform well on traditional academic exams. This

indicates how the test may be effective in identifying individuals with extraordinary intellectual

capacity who could be missed by other methods of evaluation.

Liu et al. (2012) investigated Raven's Progressive Matrices to evaluate the cognitive

complexity of college entrance exam items. The authors claim that Raven's Progressive Matrices
can be an effective instrument for determining the cognitive complexity of exam questions and

predicting achievement in college. This implies that the exam can be used to assess a person's

academic performance potential and may be useful in predicting academic outcomes.

The history of Raven's Progressive Matrices and its use in cross-cultural study was briefly

provided by Raven (2000). The exam has evolved over time, and the author discussed how it has

been altered to be used in a variety of linguistic and cultural contexts. This shows how flexible

the test is and how useful it may be in different situations.

Methodology

Participant’s Brief

The participant of this study (NM) is 21 years old, pursuing MA. English , and currently

in her first year. The rest of the biographical information can be found in

Appendix B.

Tools and Materials Required

1. RSPM Booklet

2. RSPM Answer Sheet

3. RSPM Scoring Sheet

4. RSPM Manual

5. Biographical Data Sheet

6. Test Norms and Instructions

7. Stationery Items
Ethical Considerations

Before data collection, since the participant was asked about their personal feelings and

behaviors of the participant in typical daily life, the risk of this study was minimal. Although

participation is not expected to bring risks commonly encountered daily, the participant was told

in the consent form that expressing their feelings can cause emotional stress. Measures were also

taken to ensure that the participant did not feel pressure to participate excessively. The informed

consent process provides participant with a description of the research, the risks and benefits of

participation, and the participant’s right to privacy protected by data collection without any

personally identifiable information. They were also told the following: “There will be no

negative consequences if you withdraw from the investigation at any time. Finally, for the

an analysis participant's code is used to protect the data. The raw data used for analysis is kept in

a protected folder only I can access.”

Procedure

Primary setup

1. The experimenter administering the test must have a bachelor's degree in psychology or

a related field, as well as experience administering personality tests.

2. The test must be conducted in a quiet, private room with minimal distractions.

3. The test-taker must be seated in a comfortable chair with firm back support. Rapport

Formation
 The participant was made to sit comfortably. The participant was engaged in an informal

conversation to make them feel relaxed. Once it was ensured that they are comfortable, the test

was introduced. The instructions for the test were given to the participant. The participants were

assured that their results would be kept confidential and not shared with anyone. Data was

gathered from the participant after advising them of the need for data collection and getting their

consent. If the participant had any query, it was addressed, and the administration was started.

Instructions

1. The Raven’s Standard Progressive Matrices is a test of abstract thinking and

problem-solving.

2. You’ll be shown a set of patterns, and you need to identify the missing one from the

options provided. You’ll be shown 60 such patterns.

3. The sets are arranged in an increasing order of difficulty.

4. There is no time limit.

5. Keep in mind that this is to be used for self-awareness and not as a diagnostic tool.

Administration

The participant was a 19 year old female. The participant was made to sit comfortably,

and rapport was formed. Later, the instructions were given to the participant to perform the test.

However, there was no time limit to complete the test, but the participant was asked to respond

as quickly as possible. It was made sure that there was no disturbance or noise in the surrounding

area. The responses of the participant were recorded and administered carefully. Then, the

participant was asked to fill out the reflective report.

Observational Report

The participant seemed to enjoy the task at the beginning and seemed to rush through the

questions. However, as the test progressed, she started taking more time on each question,

pausing to think about it, several times mimicking “drawing” gestures. She took approximately

11 minutes to complete the test.

Introspection Report

“I was feeling confident and relaxed in the beginning. However, as the test progressed, the

questions became more and more difficult, and hence it was a huge pressure to get the right

answers. It was very challenging. I also noticed that I had to sometimes mentally rotate a pattern,

or even draw it out in the air to figure out the correct answer. Although the test was challenging,

it was also frustrating at times, and I think this may have affected my performance.”

Scoring and Result

According to the participant’s response, a score was assigned to each answer. Once all the

scores were obtained, they were added to obtain a total score of 44. The SPM2 table from the

manual was checked for normality and discrepancies. With no discrepancies in sets A, and B,

there was a discrepancy of +1 in set D and E and -2 in set C. The SPM8 table was looked at next

to obtain the percentile, and it was found that the participant falls under the 10th percentile, with

IV– grade.
Appendices

Appendix A: Consent Form I hereby consent to complete/ undergo a selected battery of

psychometric/competency-based assessments conducted by the Department of Psychology,

Christ (deemed to be University). I understand that the assessment results will be used as part of

the screening and selection process in consideration for the MSc. Clinical Psychology

Post-Graduate Trainee Programme and my personal information and results will only be used for

this purpose. I also understand that my personal information and results will only be used for this

project and will not be used for other purposes without additional consent. I understand and give

consent that the results of my assessment may be used only for academic purposes by selected

suitably qualified professional guidance. I understand that all assessment results will be treated

as strictly confidential. Due to data confidentiality laws, you have the right to agree or not agree

to participate in assessment processes and to release your psychological assessment data. By

signing this document, you agree to participate in the selected assessment processes and release

your data to the individual stated below. Should you not agree to participate in the assessment

and to release your data, kindly do not complete this consent form and do not proceed to

complete the assessments. Please fill out your details here:

Name: NM

Signature:

Today’s date: 03.04.2023

Appendix B: