Raven’s Standard Progressive Matrices (RSPM)

AIM
To assess the intelligence of an individual using Raven’s Standard Progressive Matrices
given by J.C Raven.
BASIC CONCEPT
Individual variations are common within and across all species variation and variabilities in
our physical, psychological, cognition, affective, behavioral, social and genetic traits are
ascribed to persons or animals. Different traits can exist in varying degrees in an individual.
There are variations i.e., differences in all of us and on many different levels.
Individual differences refer to enduring characteristics that distinguish one organism from
another and that are stable over time and across situation. Our personalities, interests,
aptitudes, values and intelligence, everything differs. Every person is one of a kind.
While many psychologists believe that our behaviors are influenced by our personal traits,
some others hold the view that our behaviors are influenced more by situational factors; this
latter view is known as situationism, which states that situations and circumstances in which
one is placed influence on one’s behavior. For example, you will not show your anger to a
teacher when you are being scolded in class. The situationist perspective views human
behavior relatively more as a result of influence of external factor.
To know more about psychological attributes, assessment is the first step. It refers to the
measurement of psychological attributes of individuals and their evaluation, where we use
multiple methods like psychological testing, interview, observation, case study, self-report
etc. All these are the scientific procedures. The assessment may be informal or formal.
Formal assessment is objective, standardized and organized, whereas informal assessment
varies from case to case and from one assessor to another and therefore is open to subjective
interpretation. So, Psychological assessment uses systematic testing procedures to evaluate
abilities, behaviors and personal qualities of individuals. Psychological attributes are multi-
dimensional as they are assessed in various domains or areas like cognitive, emotional, social
etc.
Different psychologists have defined intelligence differently. Alfred Binet was the first one
who worked on intelligence and defined it as the ability to judge well, understand well and
reason well. Weschler, who understood intelligence in terms of its functionality means how
intelligence helps an individual to adapt to the environment and defined it as the global and
aggregate capacity of an individual to think rationally, act purposefully and deal effectively
with the environment. Gardner and Robert Sternberg went little further and suggested that
an intelligent individual not only adopts to the environment but also actively modifies or
shapes it. Oxford Dictionary explains it as the power of perceiving, learning, understanding
and knowing.
THEORIES OF INTELLIGENCE
Psychometric/structural Approach Information Processing Approach
Considers intelligence as an aggregate of How intelligence is used in reasoning and
abilities. problem solving.
Talks about the structure of intelligence i.e Focuses on how an intelligent person acts.
what intelligence is made of.
There are 5 theories: - There are 3 theories: -

i. Unifactor theory i. Theory of Multiple Intelligence (MI)

ii. Two factor theory ii. Triarchic theory
iii. Theory of primary mental abilities iii. PASS Model
iv. Hierarchial model of intelligence
having two levels
v. Structure of Intellect Model (SI
Model)

1. One-factor/Unifactor Theory: It was given by Alfred Binet. He described

intelligence as consisting of one similar set of abilities which can be used for solving
any or every problem in an individual’s environment.

2. Two-factor Theory: Charles Spearman proposed intelligence as consisting of a

general factor called of factor and some specific factors called S-Factors. The G-
factor includes mental operation which are primary and common to all performances.
S-factors are specific abilities like those possessed by excellent singers, architects,
scientists and athletes and which allow them to excel in their respective domains.

3. Theory of Primary Mental Abilities: Louis Thurston developed the theory of

Primary Mental Abilities which states that there are seven Primary Mental Abilities
each of which is relatively independent of others. They are: -
i. Verbal Comprehension: To grasp words, concepts and ideas quickly.
ii. Numerical ability: Speed and accuracy in numerical computations.
iii. Spatial Relations: Speed in procuring details.
iv. Perceptual speed: Visualizing patterns and forms.
v. Word fluency: Using words fluently and accurately.
vi. Memory: Accuracy in recalling information.
vii. Inductive reasoning: Desiring rules from facts.

4. Hierarchical Model of Intelligence: Arthur Jensen proposed that intelligence works

at two levels:
Level 1: Associative learning implies rote learning with little or no understanding.
Level 2: Cognitive learning implies learning with understanding. This is cognitive
competence (sensitivity to contact, understanding discrimination, problem solving and
effective communication). It involves higher order skills as they transform the input to
produce an effective output.
 5. Structure of Intellect Model: It was given by J.P Guilford. He classified intellectual
traits among three dimensions: Operations, Contents and Products.
Operations: These include all intellectual activities like understanding, memory
retention, evaluation etc. operants are what the respondent does. They are six in
number.
Contents: These refer to nature of material or information that are used in intellectual
activities such as symbols (numbers, letters), semantics (words), etc and on which
intellectual operations are performed. They are five in number.
Products: These refer to how information is processed by the respondent such as
units, classes, etc. They are six in number.
Since this classification includes 6*5*6 categories. Therefore, the model has 180
cells. Each cell is expected to have atleast one chapter or ability.

INFORMATION PROCESSING APPROACH

1. Theory of Multiple Intelligences: It was given by Howard Gardener. According to
him, intelligence is not a single entity, rather distinct type of intelligences exists. It is
possible to be high on one type of intelligence and low on another. Sometimes
different types of intelligences interact and work together for effective solutions. For
example, a surgeon scores high on many types of intelligences like scholastic, bodily
kinesthetic and spatial as he should have spatial sense where he exactly needs to
operate and with firm hands.

Gardener gave 8 types of intelligences-

i. Linguistic Intelligence: It refers to the ability to use language effectively and is
primarily needed for media professionals like journalist, poet, writers, radio jockeys
etc. Persons high on this intelligence are word-smart and are sensitive to different
shades of word meanings.
ii. Logical- Mathematical: It refers to logical and scientific thinking that is needed by
scientists or statisticians. They engage in abstract reasoning.
iii. Spatial Intelligence: It refers to the ability to form and manipulate mental images
which is needed by architects, designers etc.
iv. Musical: It refers to being sensitive to sound, rhythm etc. that is needed by musicians,
artists, etc.
v. Bodily- Kinesthetic Intelligence: It is the ability to use whole or portions of the body
flexibly and creatively. Athletes, dancers, gymnasts, surgeons etc are high on this
intelligence.
vi. Interpersonal Intelligence: It refers to the sensitivity to understand the motives,
feelings, behaviour of other people. Counselors, social workers, politicians,
advertisers are high on this.
vii. Intrapersonal Intelligence: It refers to the ability to understand our own self which
is needed by all of us. Philosophers and spiritual leaders are high on it.
viii. Naturalistic Intelligence: It refers to the ability to relate to the natural surroundings
which is needed by people such as biologists, farmers, bird watchers etc.
 2. Triarchic Theory of Intelligence: This theory was given by Robert Sternberg-1985.
According to him, intelligence is the ability to adapt, to shape and to select
environment to accomplish one’s goals and those of one’s society and culture.
Intelligence is made up of 3 elements-

Componential/Analytical Experiential/Creative Contextual/Practical

Intelligence Intelligence Intelligence
It refers to the ends of It refers to the relationship It refers to practical
information to solve between past experiences intelligence, that is, the
problems. It has 3 and intelligence and using ability to deal with
components: these experiences creatively environmental demands
to solve new problems. encountered on a daily basis.
1. Knowledge Acquisition For example- Scientists are For example- Being street-
refers to learning new high in this intelligence as smart or having business
ways of doing things. they make new discoveries. sense, shopkeepers, sales
2. Meta or High order executives are high on this
component refers to the intelligence as they daily
intellectual process like encounter new customers.
thinking, problem
solving, planning
concerning what to do
and how to do etc. Ex-
which formula to
choose to solve a
mathematical sum.
3. Performance
Component involves
actually doing things.

3. PASS Model of Intelligence: J.P Das, Jack Niglieri and Kirby proposed the PASS model
of Intelligence. PASS means Planning Attention/Arousal Simultaneous and Successive
Processing. According to it, intelligence can be understood as a result of the interdependent
functioning of three neurological systems which are responsible for the following: -
i. Arousal and Attention: No intellectual activity can begin without attention. Arousal is
necessary for initiating any activity. It forces us to focus attention in one direction.
We attend to only selective stimuli which help us to reach one goal.
ii. Simultaneous and Successive Processing: It helps in integrating different stimuli and
grasping their meaning in our search for solutions. We process all the stimuli together
i.e the information is processed together which is known as simultaneous processing
and when we process the information one after the other, it is called as successive
process.
iii. Planning: On the basis of processing, we plan the course of action, implement it and
then evaluate the result for future use.
Cognitive assessment system (CAS) developed by Das and Naglieri consists of verbal
and non-verbal task used for 5-18 years of age to remedy cognitive deficits of
children.
Interplay of Nature and Nurture:
Intelligence is a result of both nature (heredity) and nurture (environment). On the basis of
many research studies conducted on identical and fraternal twin and also on sibling reared
apart and together, it was found that the evidence supports both. Both interrelate in
determining our intelligence level.
Research studies supporting nature
Correlations Research Findings
0.90 Identical twins reared together
0.72 Identical twins reared in different environments
0.60 Fraternal twins reared together
0.50 Brothers and Sisters reared together
0.25 Sibling reared apart

Research Studies Supporting Nurture

Factors Result
Children grow in age Intelligence level tends to move closer to
that of their adoptive parents
Children from disadvantaged homes Intelligence scores increases
adopted into families with higher
socioeconomic status
Environmental deprivation Lowers intelligence
Rich nutrition, good family background and Increases intelligence
quality schooling

ASSESSMENT OF INTELLIGENCE
1. In 1905, Alfred Binet and Theodore Simon made the first successful attempt to
measure intelligence formally.
2. In 1908, the scale was revised and they gave the concept of Mental Age (MA).
3. In 1912, William Stern, a German psychologist gave the concept of Intelligence
Quotient (IQ).
IQ= MA/CA*100 (100 is used as a multiplier to avoid the decimal point).
CA= Chronological Age i.e biological age from birth.
4. If MA and CA are equal then the individual’s IQ is average i.e 100.
Majority of us have average intelligence but some have intellectual deficiency (known
as intellectual disabled) where the IQ is below 70 and some are gifted (known as
intellectually gifted), in them the IQ is above 130.

Psychologists have classified people on the basis of IQ in the given table

IQ Range Descriptive Level % in the population
Above 130 Very Superior 2.2
120-130 Very Superior 6.7
110-119 High Average 16.1
90- 109 Average 50
80-89 Low Average 16.1
 70-79 Borderline 6.7
Below 70 Intellectually disabled 2.2

Intellectually disabled also known as mentally challenged. The percentage for these people in
the population is 2.2. Even amongst this group, retardation is not of the same level. It can be
mild (IQ 55 to approx. 70), Moderate (IQ 35-40 approx 50-55), severe (IQ 20-25 to approx.
35-40) and profound (IQ below 20-25). These group deviate considerably from the normal
population with respect to their cognitive, emotional and motivational characteristics.

Types of Intelligence
Tests

On the basis of On the basis of the

On the basis of
administration test favours one's
nature of items used
procedure culture

Culture Culture fair

Non- bias test test
Group test Verbal Performance
Individual test Verbal

1. On the basis of Administration Procedure:

Individual Test Group Tests
1. Can be administered on one individual Can be administered on the individual as
only well as group
2. Time consuming but personal attention Time saving but no personal rapport or
and rapport are established attention is given
3. Answers can be oral, written or in Answer can only be in written form (usually
performance form in a MCQ form).

2. On the basis of the nature of items used:

Verbal Non-Verbal Performance
1. It uses language It uses pictures, symbols, Individual manipulates
diagrams etc. objects to perform a task
 2. Can only be given to Can be given to illiterates as Can also be given to
literate people well illiterates
3. Can be culture biased Can be culture fair Can be culture- fair

3. On the basis of the test favors one’s culture:

Culture- Biased test Culture- Fair test
1. Tests which are favorable to a particular Tests which are given equal importance to
group of culture all cultures
2. More use of language More use of pictures and performances

CULTURE AND INTELLIGENCE

Behaviour that is considered intelligent in one culture may be considered unintelligent in
other. There is variation in what a particular society view as meaningful and valuable. Thus,
intelligence becomes a product of culture and the concept of intelligence may not be the same
in different cultures. The cultural environment provides a context for intelligence to develop.
Vygotsky, a Russian psychologist, has argued that culture provides a social context in which
people live, grow and understand the world around them.
Culture is a collective system of customs, beliefs, attitudes and achievements in art and
literature. Sternberg’s notion of contextual or practical intelligence implies that intelligence is
a product of culture. Vygotsky also believed that cultures, like individuals have a life of their
own; they grow and change; and in the process specify what will be the end- product of
successful intellectual development.
Western societies believe in technological intelligence. It emphasizes generalization, speed
and minimum moves to reach the goal. It mainly values mental activities and personal
achievements and ignores the social- emotional aspects.
On the other hand, non- western countries consider a person intelligent on the basis of social,
emotional attributes and cognitive ones. They place less emphasis on mental speed and pay
more emphasis on wisdom (Buddhi, according to J.P Dass means skills like mental effort,
determined action, feeling along with knowledge, discrimination and understanding).
Some non- western societies value self-reflection and collectivistic orientation as opposed to
personal achievement and individualistic orientation by western and technologically
advanced societies. The Indian concept of Intelligence is also holistic and is known as
integral Intelligence. Unlike the western view which primarily focus on cognitive
parameters, the following competencies are identified as facets of intelligence in the Indian
tradition: -
 Cognitive capacity: (Sensitivity to context, discrimination, understanding, problem
solving and effective communication)
 Social competence: - (Respect for social orders, commitment to elders, the young and
the needy concern about others, recognizing others perspective)
 Emotional competence: - (Self- regulation and self- monitoring of emotions,
honesty, politeness, good conduct and self- evaluation)
  Entrepreneurial competence: - Commitment, persistence patience, hard work,
vigilance and goal directed behavior.
SPECIAL ABILITIES
Aptitude: Nature and Measurement
 Aptitude- It refers to special abilities in a particular field of activity. Knowledge of
aptitude can help us to predict an individual’s future performance. Aptitude is the
potentiality to perform that activity.
 Interest- It is a preference for a particular activity.
 In order to be successful in a particular field a person must have both Aptitude and
Interest.
 Aptitude tests are available in two forms Independent (specialized) aptitude tests and
multiple (generalized) aptitude tests.

Independent Multiple (generalized) aptitude tests

(specialized)aptitude
tests
1. Clerical Aptitude These tests exist in the form of test batteries
2. Numerical Aptitude 1. Differential Aptitude test (DAT)
3. Mechanical Aptitude 2. General Aptitude test battery (GATB)
4. Typing Aptitude 3. Armed services vocational Aptitude battery (ASVAB)
4. J.M Ojha developed Indian version of DAT

CREATIVITY
Creativity is the ability to produce ideas, objects or problem solutions that are novel,
appropriate and useful. Certain level of intelligence is necessary to be creative but a high
level of intelligence, however does not ensure that a person would certainly be creative.
Is Intelligence related to creativity? Research shows that intelligence is not a prerequisite or a
guarantee for creativity. Creativity is found in individuals of all levels of intelligence. Only
basic and minimum intelligence is needed for creativity.
PRELIMINARIES
Name:
Age:
Gender:
Educational Qualifications:
MATERIALS REQUIRED
1. RSPM Manual
2. RSPM Response sheet
3. Stationary items required- Pencil, eraser etc.
BRIEF DESCRIPTION OF THE TEST
Raven’s Standard Progressive Matrices (RSPM) or SPM is an Intelligence test. It is a non-
verbal test and can be used in educational settings. The test comprises of total 60 items. The
test has items arranged in increasing order of difficulty. The test is done to measure abstract
reasoning and is considered a nonverbal estimate of intelligence.
RSPM is a power test as an individual gets sufficient time to complete the test and the test is
arranged in progressive manner so the difficulty of the questions keeps on increasing as one
moves from one set to other. RSPM as power test intends to calculate the participant’s level
of mastery of particular items given in a set under conditions of little or no time pressure. It is
the most common and popular test administered on groups ranging from 5-year-old to
elderly. The test was originally developed by John C. Raven in 1936.
Versions
Coloured progressive matrices: - The test is designed for children aged 5 through 11
years-of-age, the elderly, and mentally and physically impaired individuals. Most items
are presented on a coloured background to make the test visually stimulating for
participants. However, the very last few items in set B are presented as black-on-white.

Advanced progressive matrices: - The advanced form of the matrices contains 48

items, presented as one set of 12 (set I), and another of 36 (set II). Items are again
presented in black ink on a white background, and become increasingly difficult as
progress is made through each set. These items are appropriate for adults and adolescents
of above-average intelligence.

PROCEDURE

a) Rapport formation
 The participant was seated comfortably
 The participant was informed about the aim of the test
 Once the participant was comfortable and ready, the test was started.
b) Instructions
 The test comprises of total 60 items
 There are total 5 sets with 12 items each, all items are arranged in an
increasing level of difficulty.
 There is only one correct answer for each item, attempt all the items.
 There is no time limit so participant can take adequate time to complete the
test although a participant usually takes 40 minutes to complete the test.
 c) Precautions
 Room should be silent and well lit.
 Participant should be assured of confidentiality of test results.
 Although, SPM is not a timed test. However, the participant is prompted after
40 minutes to complete the test.
 The participant should not start the test unless told.
 Instructions should be made clear to the participant.
 No item should be left unanswered.
 Proper rapport should be established before starting the practical.
 It should be made sure that only one answer has been marked for each
question.
d) Scoring
 The scoring is done based on the answer key provided in the RSPM Manual.
 The correct number of responses for each set is noted down. Thereafter the
normal score composition is checked to find out about any discrepancy.
 Finally, the percentile and grade of the participant is checked.

INTROSPECTIVE REPORT

The participant writes about their experience of the test.

BEHAVIOURAL REPORT

The examiner writes about their observations about the participant.

SCORING TABLE

Grand Total:
Sets A B C D E
Set wise scores 12 11 10 13 12
Normal
composition
scores
Discrepancy
Percentile:
Grade:
INTERPRETATION

SPM is a non-verbal assessment tool designed to measure an individual’s ability to perceive,

think clearly, make meaning out of confusion and formulate new concepts when faced with
novel information. Non-verbal aspect of SPM minimizes the impact of language skills on
performance. The participant obtained a grand score of___. In set A, B, C, D& E the
participant has got a score of___, _____, ______, ______&______respectively. When we
check the normal composition score obtained by the participant the scores obtained are___,
___, ___, ___ & ___. The discrepancy score is not more than +/-2 for any set. Hence, we can
accept the score of the participant at face value. This also indicates that the participant has not
engaged in guesswork.

The grand score obtained corresponds to the percentile of _____. This indicates that_______
% of people fall below him/her as per the norms. (Page 15, table V) This percentile is also
converted into grade points. The participant’s grade points mean that he/she is intellectually
superior/average _______.

CONCLUSION

The participant has obtained a percentile score of _______ which corresponds to the Grade of
_____. This implies that the participant is _______.