Presented by: (Group 1)

Iqra Sahar
Aiman Ishfaq Presented to:
Irat shaheen Miss Rabia Jameel
Sobia Jaffar
Gulshan Ali
 Developed by John C. Raven in1936

 Recent version - 1995

 Nonverbal test
Used to measure:
 General human intelligence

 Abstract reasoning

Administered to:

 Both groups of individuals ( Male & Female)

 60 Pictorial MCQs, listed in order of increasing difficulty.

 Age range: 5 year olds – elderly

Progressive

Happening or developing gradually or in stages

(Wood smith, 1898)

Matrix

Something within or from which something else originates, develops, or takes

form (Arm Neil, 1900)

Firstly: Developed for use in research into the genetic and environmental

origins of mental defect

Measure Educative Ability (Component of g - identified by Spearman)

g is often referred to as general intelligence

Educative Ability:

 ability to make sense and meaning out of complex or confusing data

 Not synonymous with general cognitive ability / problem solving ability

Raven’s Progressive Matrices and Vocabulary Scales are theoretical based tests with their roots in the

investigations of Spearman into the nature of intelligence(1904).

Intelligence

 Ability to obtain, and then use, knowledge in a way that is productive.

Spearman’s Theory of Intelligence (1904)

Spearman developed a statistical procedure “factor analysis”

Variables tested for correlation with each other

Then those correlations evaluated to find clusters or groups of information within the variables

This helps to identify specific types of intelligence

 Identified by: Spearman

 General intelligence

 Means anyone who can perform well on one test

should be able to perform well on other tests because

of their generalized intelligence.

 Colored Progressive Matrices (CPM)

 Standard Progressive Matrices (SPM)

 Advanced Progressive Matrices (APM)

 Raven’s Vocabulary Scales (RVS)

 Designed for children

 Age: 5 - 11 years, elderly, mentally & physically impaired individuals

 Designed to assess as accurately as possible

 A person’s clarity of observation

 Level of intellectual development

 Time: Untimed, individual or group: 15-30 minutes

Aphasia:
 Acquired language disorder

 Impairment of any language modality.

It may include:

 difficulty in producing / comprehending spoken

 Written language.

 Contains sets A and B from the standard matrices

 With further set of 12 items inserted between the two, as set Ab

 Presented on a colored background making test visually stimulating for participants

 Last few items in set B are presented as black or white

 Original form of matrices

Booklet comprises five sets (A to E) of 12 items each (A1 through A12)

Increasingly complex

Requiring ever greater cognitive capacity to encode and analyze information

 All items are presented in black ink on a white background.

The test is untimed but generally takes 15-45 minutes

 48 items

 Presented as one set of 12 (set I), and another of 36 (set II)

 Presented in black ink on a white background

 Become increasingly complex as progress is made through each set

 Appropriate for adults and adolescents of above-average intelligence

 Researchers and developers found it difficult to describe the cognitive functioning only with the help of non-verbal scales

 It provided only one part of cognitive functioning (performance = non verbal)

 Other complete information could be obtained by administering vocabulary scales

 Mill Hill Vocabulary Scale and Crichton Vocabulary Scales were developed

 88 words divided into two parallel 44 series of words

 Words are arranged in difficulty combination

 MCQs given to select the meaning of the word

 Initially developed for research purposes

 Considered as a culture reduced test (Culture Fair/ Free Test)

 Can be used with non-English speaking persons

 Can be administered to both groups of individuals

 Cost effective
Alternate forms for people of different ages

 Intellectual abilities of High correlations with many other intelligence tests

Independence of language and reading and writing skills

 The simplicity of their use and interpretation are easier then other tests

 These tests are quickly found widespread with practical application

 Many military services use it throughout the world

Applications to Clinical Setting

Can help with the assessment and identification of neuropsychological damages
Can be used on elderly people
Can be used with adults with special needs (dyslexics or deaf people)
Can be used with patients who are unable to speak
Also use with who cannot cope with the demands of full-length intelligence tests
APPLICATIONS TO OCCUPATIONAL SETTINGS
Can help identify more effective operatives like:

 Supervisors

 Professionals

 Business people

 Entrepreneurs

 Managers and administrators

It relates to managerial performance

Claims to identify the ability to find new ways of thinking and doing things
APPLICATIONS TO EDUCATIONAL SETTINGS

 Can be used as a preliminary screening instrument

 To reduce the number of detailed assessments

 Required to determine eligibility for special including gifted education programs

 Useful measure of non-verbal intelligence because it is cost effective can be administered individually or to a

groups of individual

 Can be used successfully with hearing-impaired children (instructions can be pantomimed)

 Pantomimed : The art or technique of conveying emotions, actions, feelings, etc., by gestures without speech

 Limited sensory demands make the test useful for children with severe language, auditory, or physical disabilities
 Each test item, the subject is asked to identify the missing element that

completes a pattern

 Many patterns are presented in the form of a 6×6, 4×4, 3×3, or 2×2 matrix

 Consist of visual geometric design with a missing piece

 Test taker is given six to eight choices to pick from and fill in the missing piece
 Examinees should be permitted to work at their own speed
 More reliable sample of their capacity for complex thinking
 The examinee is permitted to fill out their own answer sheet
 Raw scores are converted into percentile ranks
 Test results are not reported in Standard Scores
 Raw scores are only converted into percentile ranks
 No deviation IQ scores or other standard scores are provided
Reliability

Split-half reliabilities range:

 CPM: .65 to .94

 SPM: .86

 Test-retest reliabilities are adequate for each form

 Ranging from .71 to .93.

Lowest reliabilities for very young children

Validity

 Concurrent validity established through correlations with:

 IQ

 Achievement tests

Validity coefficients with:

 IQ tests are .50s to .80s

 Achievement tests are .30s to .60s

Full length IQ tests are measures of reproductive ability not educative ability as RPM.
 Can be used without any verbal instructions with young children

 Culturally deprived

 Language-handicapped

 Brain-injured individuals

 Minimizes the effects of language & culture

 For anthropological studies & for clinical work

 Cannot understand or speak the English language

THANKS!

QUESTIONS?