1

Standard Progressive Matrice Intelligence Test Report

Joshua Ferdinand V. R.

Department of Psychology, CHRIST (Deemed to be University)

PSY 551: Psychological Assessment - I

Dr. Ammu Elizabeth

August 19, 2022

Introduction

I.Q. tests measure a variety of cognitive skills and yield a result that is meant to

represent an individual's potential and intellectual capacity. In the early 1900s, dozens of I.Q.

tests were created in Europe and America, each claiming to provide an objective tool to

evaluate a person's cognitive ability.

A French psychologist named Alfred Binet created the first of these tests after being

asked by the French government to identify children with the most difficulty in school. The

ensuing 1905 Binet-Simon Scale served as the foundation for present-day I.Q. examinations.

Charles Spearman later developed the idea of general intelligence, or the capacity to carry out

a set of mental tasks. During the First World War, psychologist Robert Yerkes created I.Q.

tests for the U.S. Army to evaluate potential recruits. In the 1950s, David Wechsler created

I.Q. tests for children and adults.

However, Raven believed that these commonly utilized tests at the time were difficult

to conduct and that their results were unclear. As a result, he decided to develop a

straightforward measure of the two essential elements of Spearman's hypothesis. Based on

what is now known as item response theory, Raven in 1938 released the first edition of his

Progressive Matrices in the U.K. RPM and vocabulary tests were initially developed for use

in research on cognitive ability, genetics, and environmental influences but later were used to

assess levels of logical reasoning and intellectual development. With its help, we can estimate

a person's IQ from the age of 14 to 65 regardless of nationality, religion, or other

characteristics.

The new computerized version enhances the effectiveness of the test and can also be

applied to predict children's and adults' achievement in training and educational programs,

identify neuropsychological damage, and conduct studies incorporating diverse ethnic and

cultural groups.
 3

Method

Aim

To evaluate the participant’s non-verbal intelligence

Plan

To assess the participant’s abstract reasoning capacity using the Standard Progressive

Matrices.

Materials

1. SPM Test Booklet

2. Manual

3. Response Sheet

4. Writing Materials

5. Stopwatch

Validity

The age, sex, homogeneity of the sample, conceptual relevance of the criterion to

which the SPM will be associated, and the quality of its assessment all affect the current and

predictive validities of the SPM. Reliable correlations between the SPM and the Binet and

Wechsler Scales for English-speaking kids and teens vary from .54 to .86. High relationships

between SPM and WAIS Scores have been found in some adult studies conducted in the

United States.

Reliability

To further assess the Raven's reliability, 567 answer sheets were found in the files of

veterans who had taken the test when they were sent for vocational counseling. Never was

The Raven distributed without a time constraint. These answer sheets for odds and evens

were collected. Age M = 35.5, SD = 9.1, Age range = 18-64, and the Pearson product-

moment correlation between the two sets of scores were found to be .93.
 4

When the test is administered individually to a normal population of various age

ranges, Raven scores obtained in non-individual group testing with hospitalized mental

patients tend to resemble exceptional reliability with the Full-Scale WAIS IQ scores.

Subject Details

Name: J.F.

Date of Birth: 27-03-2000

Age: 22

Sex: Male

Date of Administration: 30/7/2022

Educational Background: Final year B.A of Arts

Procedure

The participant was made to settle comfortably in a quiet well-lit setting. Rapport was

established and the participants' information was obtained. The participant then received

detailed directions on how to complete the task and was encouraged to ask questions if any.

A test booklet and a response form were given with 30-45 minutes allotted for completion.

Following completion, the participant was acknowledged for taking part and given a

debriefing, and the data collected were statistically evaluated to determine the score. A

manual was used to build and analyze a participant's intelligence profile.

Instructions

The following instructions were given to the participant:

“The Raven's Progressive Matrices Test is a test used to analyze your nonverbal, abstract, and

cognitive abilities. You will be shown geometric patterns on the test that are incomplete with

one piece. Your task is to select the appropriate diagram from a list of possible solutions so

that the matrix's pattern can be completed. All of the questions and responses are nonverbal.

There are 60 items on the test (5 series). Each series consists of tasks that will gradually get
 5

harder. Try your best to complete the test within 40 minutes. You can start when you are

ready”.

Debriefing

“We appreciate your active engagement in the study. The information and data

gathered will be used for study purposes only; under no circumstances will they be made

public. The findings will shortly be announced following interpretation.”

Ethics

The test was only carried out with the agreement that the participant was fully

informed about the test. The participant was given the assurance that their private information

would be kept confidential. The participant was allowed to withdraw from the experiment if

they felt the need to.

Precautions

1. The room must be well ventilated, lighted, and quiet.

2. The subject should be given clear instructions.

3. A good rapport should be established before the test begins.

4. The data collected must be kept confidential.

Scoring

The scoring is done with the help of a scoring key by hand. Correct responses receive

1 mark, while incorrect ones receive 0. The marks for each column are then added. The five

columns' combined scores are then added to create a single score. For analysis, the manual's

corresponding percentile score and grade are noted down.

The discrepancy score is represented numerically as 0, -1, +2, -2, +1 and represents

the difference between a person's scores on each set and what is typically expected for his

overall score. The total score on the scale cannot be taken at face value as an accurate
 6

representation of a person's overall capacity for intellectual activity if one of the sets' scores

for that person deviates from the others by more than 2.

However, in general, even when there are deviations in the breakdown of more than 2

points, the overall score seems to be very valid.

Analysis

After the test completion, the scores for each test were added to create a single score.

The percentile from the table is then determined using a scale ranging from "Intellectually

Defective" to "Superior." Finally, the Scoring Sheet and Manual were used to construct the

Intelligence Quotient.

Result

Table 1

Scoring

Set Expected Score (E) Observed Score (O) Discrepancy Score

A 12 11 -1
B 12 12 0
C 12 11 -1
D 12 11 -1
E 12 9 -3
Total 60 54 6

Table 2

Analysis

Total Score Time Taken Percentile Grade Interpretation

54 35 90 II Above Average
 7

Discussion

The total score scored by the participant J.F. in the test is 54. The score obtained on

sets A, B, C, D, and E was 11, 12, 11, 11, and 9, respectively. The discrepancy corresponding

to the score is -1, 0,-1, 1, and -3. Since the discrepancy is not deviating from +2 -2, the scores

are accepted to be valid measures of a person's general intellectual capacity. The score is 54,

and the participant's age is 22. According to the norms table for the score of 54 and age 22

the percentile point is 90. The subject obtained a percentile score of 90, corresponding to

grade II.

Conclusion

The interpretations suggest that J.F. has an above-average intellectual potential to

develop new ideas and to make sense of disorder. He is also better than average at seeing

patterns and recognizing connections. He is above average at creating new, essentially non-

verbal concepts that enable clear thinking.

References

Abdulla, R. (2021). RSPM practical report - It is about RSPM. It is about a progressive

matrix. It is a psychological. StuDocu. https://www.studocu.com/en-

us/document/university-of-delhi/general-psychology/rspm-practical-report-it-is-about-

rspm-it-is-about-a-progressive-matrix-it-is-a-psychological-

test/22454304?origin=home-recent-2

Bors, D. A., & Stokes, T. L. (1998). Raven’s Advanced Progressive Matrices: Norms for

First-Year University Students and the Development of a Short Form. Educational

and Psychological Measurement, 58(3), 382–398.

https://doi.org/10.1177/0013164498058003002

Burke, H. R. (1972). Raven’s Progressive Matrices: Validity, Reliability, and Norms. The

Journal of Psychology, 82(2), 253–257.

https://doi.org/10.1080/00223980.1972.9923815

Langener, A. M., Kramer, A., den Bos, W., & Huizenga, H. M. (2021). A shortened version

of Raven’s standard progressive matrices for children and adolescents. British Journal

of Developmental Psychology. https://doi.org/10.1111/bjdp.12381

Mills, C. J., & Tissot, S. L. (1995). Identifying Academic Potential in Students from Under-

represented Populations: Is Using the Ravens Progressive Matrices a Good Idea?

Gifted Child Quarterly, 39(4), 209–217.

https://doi.org/10.1177/001698629503900404

Pind, J., Gunnarsdóttir, E. K., & Jóhannesson, H. S. (2003). Raven’s Standard Progressive

Matrices: new school age norms and a study of the test’s validity. Personality and

Individual Differences, 34(3), 375–386. https://doi.org/10.1016/s0191-

8869(02)00058-2
 9

S, T. (2021). Raven Standard Progressive Matrices 2133581 - Raven Standard Progressive

Matrices Test No: 3. StuDocu. https://www.studocu.com/en-us/document/christ-

deemed-to-be-university/experimental-psychology/raven-standard-progressive-

matrices-2133581/20604520?origin=home-recent-2