Topic
Raven's Progressive Matrices
About: Raven's Progressive Matrices is a research topic. Over the lifetime, 1500 publications have been published within this topic receiving 47176 citations. The topic is also known as: Raven's Matrices & RPM.
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01 Jan 1998
TL;DR: The item-banked version of Raven's APM delivers a set of 23 matrices randomly selected from a recommend RAVEN'S Standard Progressive Matrices (SPM). Manual.
Abstract: The item-banked version of Raven's APM delivers a set of 23 matrices randomly selected from a recommend RAVEN'S Standard Progressive Matrices (SPM). Manual. Additionally, research suggests a strong degree of equivalence. engineering students in South Africa on Raven's Standard. Progressive averaged a Raven's Standard Progressive Matrices (SPM) score of 37 out of 60. By the (1990). Manual for Raven's Progressive Matrices and Vocabulary Scales. Emotional Intelligence, and Raven Standard Progressive Matrices Test Plus were intelligence and the Standard Progressive Matrices to assess cognitive intelligence. The emotional quotient inventory (eq-i): technical manual.
4,756 citations
TL;DR: The cognitive processes in a widely used, nonverbal test of analytic intelligence, the Raven Progressive Matrices Test (Raven, 1962), are analyzed in terms of which processes distinguish between higher scoring and lower scoring subjects and which processes are common to all subjects and all items on the test.
Abstract: The cognitive processes in a widely used, nonverbal test of analytic intelligence, the Raven Progressive Matrices Test (Raven, 1962), are analyzed in terms of which processes distinguish between higher scoring and lower scoring subjects and which processes are common to all subjects and all items on the test. The analysis is based on detailed performance characteristics, such as verbal protocols, eye-fixation patterns, and errors. The theory is expressed as a pair of computer simulation models that perform like the median or best college students in the sample. The processing characteristic common to all subjects is an incremental, reiterative strategy for encoding and inducing the regularities in each problem. The processes that distinguish among individuals are primarily the ability to induce abstract relations and the ability to dynamically manage a large set of problem-solving goals in working memory.
1,422 citations
TL;DR: Stability and variation in the norms for the Raven's Progressive Matrices Test for different cultural, ethnic, and socioeconomic groups on a worldwide and within-country basis are summarized and a possible explanation for the variation in norms over time is offered.
1,213 citations
TL;DR: In this article, norms are provided for the time scores derived from parts A and B, and for the (B-A) difference for the Trail Making Test (TMT).
Abstract: The Trail Making Test (TMT), which explores visual-conceptual and visual-motor tracking, is a frequently used neuropsychological test because of its ease of administration and sensitivity to brain damage. In this paper, norms are provided for the time scores derived from parts A and B, and for the (B-A) difference. The data were collected from 287 adult Italian subjects stratified by gender, schooling and age (from 20 to 79 years). The test scores were affected by age, education and general intelligence (as expressed by Raven's Coloured Progressive Matrices). Only for part A did females have longer time scores than males. Test-retest reliability was high for each score.
901 citations
TL;DR: For instance, the authors found that adherence to the ground rules helped groups solve the reasoning test problems and children's individual scores on the Raven's test also improved, while a marked shift in target children's use of language in accord with the aims of the teaching programme was observed and analyzed.
Abstract: Sixty British primary school children aged 9‐10 and their teachers took part in an experimental teaching programme, designed to improve the quality of children's reasoning and collaborative activity by developing their awareness of language use and promoting certain ‘ground rules’ for talking together. Children's subsequent use of language when carrying out collaborative activities in the classroom was observed and analysed, and effects on their performance on Raven's Progressive Matrices test of non‐verbal reasoning were also investigated. Comparative data were gathered from children in matched control classes. Qualitative and quantitative analyses of discourse showed a marked shift in target children's use of language in accord with the aims of the teaching programme, and demonstrated that adherence to the ground rules helped groups solve the reasoning test problems. Children's individual scores on the Raven's test also improved. These findings support a sociocultural view of intellectual devel...
687 citations