1 topic

2 aim

3 introduction

4 Research studies related to the scale

5 methodology

6 Demographic details

7 Case history

8 Material required

9 procedure

10 Instruction for subject

11 scoring

12 Interpretation of scores

13 conclusion

14 reference
AIM: To measure human intelligence and abstract reasoning.
INTRODUCTION:
MEANING AND DEFINITION OF INTELLIGENCE
―The ability to derive information, learn from experience, adapt to the environment, understand,
and correctly utilize thought and reason‖. (American Psychological Association)
―Intelligence is not a single, unitary ability, but rather a composite of several functions. The
term denotes the combination of abilities required for survival and advancement within a
particular culture. (A. Anastasi 1992, p.613)
―Intelligence, considered as a mental trait, is the capacity to make impulses focal at their early,
unfinished stage of formation. Intelligence is therefore the capacity for abstraction, which is an
inhibitory process. (L. L. Thurstone 1924/1973 p. 159).
Psychologist Robert Sternberg defined intelligence as ―the mental abilities necessary for
adaptation to, as well as shaping and selection of, any environmental context‖ (1997, p. 1)
Intelligence has been defined in many ways: higher level abilities (such as abstract reasoning,
mental representation, problem solving, and decision making), the ability to learn, emotional
knowledge, creativity, and adaptation to meet the demands of the environment effectively.
HISTORY OF INTELLIGENCE
The earliest ability testing
From a historical perspective, ability testing is often traced back to ancient China in 2200 BC. At
that time, for anyone wanting to work in the public office, the Chinese Emperor initiated a series
of tests designed to find the most proficient candidates in areas like law, agriculture, military
affairs, finance, and geography. The testing process was exhausting and often took many days to
complete. The process of selection began with preliminary examinations to identify the top 7 per
cent, who then progressed to the district assessment. From here, between 1 per cent and 10 per
cent moved to Peking for the ultimate examinations, of which about 3 per cent would pass and
become members of the Mandarin class of bureaucrats. This exam was abolished in 1906.
Francis Galton (Fletcher, Richard B, and John Hattie, 2011.)
In the nineteenth century, when the Industrial Revolution took hold and capitalism swung into
full gear, folks began to point out an interest in human capacity. Chiefly, it had been the scientist
Galton (half-cousin of Charles Darwin) who began to develop methods for measuring many
people‘s skills, and thus set his legacy as the doyen of measurement of individual differences.
In developing a method for measuring mental capacity, Galton mainly used sensory motor tasks
like reaction times. Hence, those with faster reaction times were, by Galton‘s calculations, the
intellectually adept. Galton‘s use of sensory motor tasks, alongside the tests of the American
James McKeen Cattell (who coined the term ‗mental test‘ and whose work paralleled Galton‘s),
was discredited as being too simplistic to capture the complexity of intellectual functioning and
was abandoned.
Charles Spearman (Fletcher, Richard B, and John Hattie, 2011.)
The person who is the most responsible for setting the foundations for our current views on
intelligence is Spearman. He was the one who noticed that, when a series of ability tests were
administered there was much overlap in the skills required to perform these tests. He introduced
the notion of ‗g‘ or general intelligence to explain the common attribute that seemed to underlie
the many achievement tasks (Spearman, 1904; Jensen, 1998); ‗g‘ has become a major, albeit
controversial, psychological construct within the history of education and psychology. The
American adoption of IQ
It was, in many ways, the introduction of the concept ‗mental age‘ that influenced most of the
subsequent practices of the intelligence testing movement in the US. Indeed, in 1912 the German
psychologist William Stern, who was unhappy with the notion of mental age, suggested that,
dividing the mental age by the actual age to get the ‗mental quotient‘, which American
psychologist Lewis Terman later multiplied by 100 to make it more understandable and thus
called it the ‗intelligence quotient‘ or ‗IQ‘. The birth of this concept of IQ (as the psychometric
measurement of ‗intelligence‘) is a critical historical development that has shaped the debate
regarding intellectual functioning and its associated uses.
The First World War provided the catalyst for the development and mass use of IQ test. The
Alpha and Beta tests were administered to identify those recruits with low intelligence as well as
those suited to certain jobs or officer training. The Alpha test was used on the recruits who could
read and write, whereas the Beta test was used on illiterate recruits or those who could not speak
English. Like most of the first IQ tests, little was known about their psychometric properties.
Carl Brigham, who used army Alpha tests, in 1923 analysed the racial differences between
recruits. He said that African Americans and Mediterranean and Alpine recruits were
intellectually inferior‘.
The concept of IQ has an everlasting appeal, although for the past 40 years its popularity has
been waning. Despite this waxing and waning, IQ has emerged in many different forms and has
found its rank among the plethora of theoretically and empirically based psychological
constructs. Indeed, it stands out as being one among the foremost well-supported notions in
educational and mainstream psychology, with many uses in education, industry, and health, to
name but a few.
THEORIES OF INTELLIGENCE-
Spearman's Theories - Charles Spearman gave a four-factor theory of intelligence. He
became the first to introduce the idea of standard intelligence, the "g" thing. To increase
this principle, he focused on various cognitive and intellectual flair assessments of the
contributors. He mentioned that the outcomes of the identical contributors had been
nearly the same in every trial. Those who finished nicely on the primary flair take a look
at had been probably to carry out nicely on different flair assessments as nicely, and
people who finished poorly on one take a look at, finished in addition on different
assessments, this means that that there's a thing that makes all highbrow competencies
and cognitive abilities in not unusual place are the skills of the man or woman. Using the
thin evaluation technique, a method wherein numerous correlated variables are decreased
to the smallest quantity of elements, he tested the cognitive assessments and made a
conclusion that the elements associated with intelligence may be measured and expressed
numerically. Spearman determined that numerous intellectual developments aren't
unbiased of every different and that there's a not unusual place thing in all of the
cognitive capacities of the man or woman; he referred to as this not unusual place thing a
standard thing or "g" thing. He stated that intelligence is made from elements, particularly
the "g" thing (standard capacity) and the "s" thing (particular capacity), the "g" thing
concerned in any standard intellectual capacity mission of the man or woman. and the "s"
thing is most effectively answerable for the particular highbrow competencies of the
human beings. It needs to be stated that despite the fact that the call of this principle is
elements, there are greater than elements due to the fact that things have one of a kind
sub-element relying on the quantity of particular abilities in every take a look at. It
approaches that there are one of a kind ―sort of elements‖; i.e., a standard thing and
particular elements.
Specific competencies of someone may be drawing interference, coding
competencies, mathematical competencies, and so on. Spearman believed that, each
person is born with a one- of-a-kind stage of the ―g‖ thing, and the more the ―g‖ thing,
the more are the possibilities that the man or woman will achieve numerous elements of
life, while the ―s‖ thing isn't always inborn, human beings accumulate this thing via
reviews and from their surrounding environment. The
―g‖ thing is shared with each different cognitive or highbrow pastime of the man or
woman, however the‖ s‖ thing isn't always shared with one of a kind highbrow activity,
it‘s particular to a selected pastime.
Thurstone Theories- Thurstone expressed that there are seven unique mental
capacities elements, and he expressed them the essential mental capacities (P.M.A.). He
dismissed the overall insight or g-factor of Spearman's hypothesis on the grounds that
Thurstone's seven mental capacities fitted better per they got information when contrasted
with Spearman's overall knowledge (g-factor). As indicated by Spearman, there exists an
overall factor called the g-factor that is normal to every one of the scholarly capacities of
the individual. Thurstone expressed those human scholarly abilities are matched, and he
put together his multifaceted hypothesis of
knowledge that highlights the seven distinctive essential mental abilities. He said that
each individual has different levels of these seven elements, and that these levels do not
rely on each other, and that each of these abilities can be evaluated independently. He
suggested focusing on singular scores in different mental capacities rather than focusing
only on the IQ of the individual. The seven essential mental capacity factors are: The
numerical factor - It includes an individual's ability to make fast and accurate
 mathematical calculations. It can be estimated by examining in fact the accuracy and
speed of the person in dealing with the various number juggling questions.

● Verbal factor - refers to the individual's ability to understand and use different words,
sentences, language or other elements of verbal substance. This capacity can be studied
through spelling quizzes, mixed word tests, and verbal or reading knowledge tests.
● Spatial factor - refers to the spatial representation of the person. This capability becomes
an integral factor when the individual attempts to understand the control of different
authentic/fanciful items in space. The test includes tackling different sorts of riddles,
understanding different mathematical figures, and distinguishing the right perfect
representation of the article, or picking the right picture of the item when it is turned by
various points.
● Memory - It refers to the ability of the individual to quickly recall and retain different
ideas or wonders for a longer period of time. Different memory tests like asking members
to learn babbling syllables, and their ability to remind them might be a proportion of their
memory factor. The capacity to review the learned ideas by the understudies during the
tests is to a great extent subject to this essential mental capacity factor.
● The Verbal Fluency/Word Fluency Factor- When the individual is asked to quickly
express a few disengaged words, sentences, or other verbal substance then verbal
familiarity capacity is associated with this undertaking. This factor is liable for the
relational abilities of the individual. The tests to quantify this factor might include
requesting members to quickly think from words that start or end with a particular letter.
● The Inductive Reasoning Factor- This thinking includes the capacity to conclude an
overall rule from a particular idea. This capacity is estimated through different tests like
number series, word series, and characterization of words or numbers. The inductive
thinking tests might include choosing a fitting number or picture as indicated by the
successive request of the given numbers or pictures series.
● Perceptual Speed Factor- It includes the capacity of an individual to quickly perceive
and analyze the particular pictures, numbers, or letters, and to precisely edit different
sorts of content. Tests like picture acknowledgment, quickly crossing explicit letters from
the series of numbers, and discovering specific words in the sections are utilized to gauge
the perceptual speed factor of the individual. On additional examination of his
multifaceted hypothesis of insight, Thurstone added two additional components in his
seven essential mental capacities, they were-
● The Deductive Reasoning Factor- It includes the capacity to precisely comprehend a
particular wonder or idea from the summed-up standard. Different inclination tests are
accessible to test the deductive thinking of the individual that incorporates the different
arrangement of articulations, and the individual needs to pick the most ideal legitimate
arrangement as per the given assertions.
● Problem-Solving Ability Factor- It alludes to the capacity of an individual to tackle
different general or inclination issues. This factor can be evaluated by investigating the
 singular's reactions to different speculative issues, and their capacity to arrive at the
resolution.

Gardner theory- Gardner has delineated intelligence as a ―bio psychological

ability to manner records which will be activated during a cultural, setting to treatment
issues or produce product which might be of fee during a culture‖ (Gardner, 2000, p.28).
He advanced a series of eight inclusion needs at constant time as evaluating every
"candidate‖ intelligence that was primarily based on pretty some scientific disciplines. His
plan challenged the normal belief that there is also one single sort of intelligence,
generally diagnosed as ―g‖ for modern intelligence, that simplest makes a speciality of
psychological feature skills. Gardner brought eight amazing varieties of intelligences, to
grow this belief of intelligence. These eight amazing varieties of intelligence consisted:
Linguistic, Logical/Mathematical, Spatial, Bodily-Kinaesthetic, Musical, social,
Intrapersonal, and Naturalist. Gardner cited that the linguistic and logical-mathematical
modalities are a unit most typically valued in university and society. Gardner what is
more indicated that there are also exclusive ―candidate‖ intelligences, like non secular
intelligence, existential intelligence, and ethical intelligence—but will currently not think
about those meet his correct inclusion needs. (Gardner, 2011). eight varieties of
intelligences are-

● Linguistic Intelligence -Linguistic Intelligence provides sensitivity to the spoken and

communication, ability to analyze languages, and practicality to use language to hold out
advantageous wishes. folks with linguistic intelligence, like Shakespeare and Oprah
Winfrey, have an ability to look at records and make products related to oral and
communication like speeches, books, and memos.
● Logical-Mathematical Intelligence- Logical-mathematical intelligence refers to the
practicality to see issues logically, perform mathematical operations, and examine issues
scientifically. folks with logical-mathematical intelligence, like physicists and
entrepreneurs, have an ability to grow equations and proofs, build calculations, and treat
precise issues.
● Spatial Intelligence - spatial intelligence skills the power to grasp and manipulate the
kinds of huge area (those used, as an example, with the resource of the employment of
navigators and pilots) any to the kinds of additional restrained areas, like those of
importance to sculptors, surgeons, chess players, photograph artists, or architects. People
with spatial intelligence, like Frank role player Wright and Earhart, have an ability to grip
and manipulate large-scale and fine- grained spatial images.
● Bodily-Kinaesthetic Intelligence - Bodily kinaesthetic intelligence is also outlined as a
result of the power of the usage of one‘s whole body or additives of the body (similar to
the hand or the mouth) to treatment issues or to fashion products. folks with
bodily-kinaesthetic intelligence, like archangel Jordan and Simone Biles, have the ability
 to use one‘s terribly personal body to make products, perform skills, or treat issues
through mind–body union.
● Musical Intelligence - Musical intelligence refers to the abilities withinside the
performance, composition, and appreciation of musical designs. folks with musical
intelligence, like Beethoven and dysfunction Sheeran, have an ability to grasp and make a
musical pitch, rhythm, timbre, and tone.
● social Intelligence - social intelligence refers back to the practicality to grasp the
intentions, motivations, and wishes of varied men and consequently to art work with
success with others. folks with social intelligence, like Mohandas Karamchand Gandhi
and Teresa, have a ability perceive to know to grasp and understand exclusive human
beings‘ moods, desires, motivation

Triarchic Theory- According to Sternberg, a complete explanation of intelligence

entails the interaction of these three sub-theories. The componential subtheory specifies
the potential set of mental processes that underlies behavior (i.e., how the behavior is
generated) while the contextual sub theory relates intelligence to the external world in
terms of what behaviors are intelligent and where. The experiential subtheory addresses
the relationship between the behavior in a given task/situation and the amount of
experience of the individual in that task/situation. The Triarchic Theory of intelligence is
defined in terms of the ability to achieve success in life based on one's personal
standards–and within one's sociocultural context. The ability to achieve success depends
on the ability to capitalize on one's strengths and to correct or compensate for one's
weaknesses. Success is attained through a balance of analytical, creative, and practical
abilities–a balance that is achieved in order to adapt to, shape, and select environments.
According to the triarchic theory, intelligence has three aspects: analytical, creative, and
practical.
Analytical intelligence. Analytical intelligence is involved when the components of
intelligence are applied to analyze, evaluate, judge, or compare and contrast. It typically
is involved in dealing with relatively familiar kinds of problems where the judgments to
be made are of a fairly abstract nature.
Creative intelligence. In this people are asked to create various kinds of products in
the realms of writing, art, advertising, and science. For example, in writing, they would
be asked to write very short stories, for which the investigators would give them a choice
of titles, such as "Beyond the Edge'' or "The Octopus's Sneakers." In art, the participants
were asked to produce art compositions with titles such as "The Beginning of Time'' or
"Earth from an Insect's Point of View." Participants created two products in each domain.
Practical intelligence. Practical intelligence involves individuals applying their
abilities to the kinds of problems that confront them in daily life, such as on the job or in
the home. They have defined this construct as what one needs to know, which is often not
 even verbalized, in order to work effectively in an environment, one has not been
explicitly taught to work in–and that is often not even verbalized.
TYPES OF INTELLIGENCE:
There are three main types of intelligence:

1. Emotional Intelligence
2. Social Intelligence
3. Spiritual Intelligence

1. Emotional Intelligence:

Psychologist Michael Beldoch theorized EQ which was later propagated by

psychologist Daniel Goleman, Emotional Intelligence has some key competencies which
then have further subheadings viz. self-awareness which includes self-confidence,
emotional awareness, self- assessment, self-regulation which includes self-control,
conscientiousness, trustworthiness, adaptability & innovativeness; self-motivation which
includes drive, commitment, initiative & optimism; social awareness which includes
empathy, political awareness, service orientation, developing others, leveraging
diversity; and social skills which includeinfluence, communication, conflict
management, leadership, change management and cooperation.

2. Social Intelligence:

Theorized by psychologist Edward Thorndike, which was later reinvented by

psychologists like Howard Gardner and Daniel Goleman. Gardner suggested that there
are multiple intelligences, out of which he mentioned two important ones, intrapersonal
intelligence and interpersonal intelligence. According to Gardner, interpersonal
intelligence includes sensitivity towards others‘ feelings, moods, temperaments and
motivations; and the ability to cooperate as member of a group. Gardner equated it with
Emotional Intelligence by Goleman.
In later developments, Goleman wrote the famous book called ―Social
Intelligence‖: The New Science of Social Relationships (2006), in which Goleman
separated two of the emotional- intelligence competencies; social awareness and
relationship management into a distinguished concept known as social intelligence thus
giving a new name ‗Emotional and Social Intelligence (ESI)‘ to all the competencies he
had earlier filled under one concentric term ‗EI‘. This ESI has been the biggest
differentiator between opening performers and average ones today.
 Thus, social intelligence is expansion or a superset of emotional intelligence. It is a
larger concept than emotional intelligence. Meaning, Social Intelligence is the
continuation of Emotional intelligence which makes it a more tangible and applicable
skill.

3. Spiritual Intelligence:

Spiritual intelligence is the skill of accessing values, abiding purposes, deeper

meanings, and unconscious aspects of the self and surrounding oneself with these
meanings, values, and purposes in settling into wealthy and more creative lives. Signs of
superior Spiritual Intelligence include access to energies being received from something
beyond the ego, beyond just ―I‖ and my daily concerns and the skill to think outside the
box.
Spiritual intelligence is the skill with which we are able to derive our innermost
purposes, meanings, higher motivations and values. It‘s our moral intellect, giving us an
inborn ability to distinguish right and wrong. It is the intelligence with which we exercise
truth, goodness, beauty, and compassion in our lives.

INTELLIGENCE TESTING:
Intelligence testing refers to the practice of measuring people‘s performance for predicting future
behaviour and life prospects and as a tool for identifying interventions with several diagnostic
instruments (intelligence tests). The interchangeability of ‗IQ‘ and
‗Intelligence‘ in popular terminology creates an indistinctness, with IQ referring sometimes the
result of a test and sometimes to the intelligence as a characteristic that is the inferred cause of
the score.
Some of the mainly used intelligence tests include Wechsler scales & the Stanford-Binet
Intelligence Scale. The American adaptation of the original French Binet-Simon intelligence test
is known as the Stanford-Binet Intelligence Scale; Introduced by Lewis Terman in 1916, a
psychologist at Stanford University. The individually administered test evaluates persons from 2
years of age and older and is designed primarily to be used for children. It consists of several
problems which measure arithmetic, memory, and vocabulary skills.
The test is scored in the domain of intelligence quotient (IQ) which is a concept by William Stern
and which was later adopted by Lewis Terman in the Stanford-Binet Scale.
IQ is calculated on the basis of the statistical range of people who are likely to have a specific
IQ. Intelligence test scores follow an approximately common distribution, with most of the
sample scoring near the center of the distribution curve and scores dropping relatively quickly in
frequency outwards and away from the curve‘s center.
Stanford-Binet Scale (SB):
A standardized evaluation of cognitive abilities and IQ for individuals of ages 2 to 89
years. It currently includes five verbal and nonverbal subtests that produce Verbal,
Nonverbal, and Full-Scale IQs (A standard deviation of 15 and mean as 100) as well as
Reasoning, Knowledge, Visual and Spatial Processing, and Working Memory index
scores. The Stanford– Binet test was called this, as it was brought to the United States by
Lewis Terman in 1916, a professor at Stanford University, as a modification and
extension of the original Binet–Simon Scale developed by Alfred Binet and French
physician Théodore Simon (1873–1961) in 1905 to evaluate the intellectual ability of
French children. The current Stanford–Binet Intelligence Scale (SB5) is the fourth
revision of the test which was developed by an American psychologist Gale
H. Roid and was published in 2003.
Wechsler Adult Intelligence Scale (WAIS):
WAIS is the intelligence test developed for individuals age16 to 90 yrs. It was published
in 1955 and revised in 1981 for the Wechsler–Bellevue Intelligence Scale (WBIS, 1939)
as a modification and replacement. Which consisted of subtests which generated two
distinct verbal and performance scores and overall IQ. The third edition (WAIS–III, 1997)
included seven verbal subtests (Information, Similarities, Comprehension, Arithmetic,
Digit Span, Vocabulary, Letter–Number Sequencing) and seven performance subtests
(Digit Symbol, Picture Arrangement, Object Assembly, Picture Completion, Block
Design, Matrix Reasoning, Symbol Search). Depending on the specific combination of
subtests administered, the test produced a Perceptual Organization, a Processing Speed,
Verbal Comprehension, and a Working Memory index score; a Verbal and Performance
IQ, and an Overall IQ with mean as 100 and standard deviation 15; or both index scores
and IQs. The current version, WAIS–IV (2008), still has most of the subtests of the
WAIS–III but has modified some and added 3 new ones (Visual Puzzles, Figure Weights,
and Cancellation). Its core battery of 10 subtests yields a Full-Scale IQ and index scores
on the same four domains of cognitive ability (verbal comprehension, perceptual
organization, processing speed, and working memory).
Wechsler Intelligence Scale for Children (WISC):
The intelligence test developed initially and standardized for children of ages 6 to 16 yrs.
and 11 months. It currently includes 10 core subtests (Similarities, Picture Concepts,
Matrix Reasoning, Digit Span, Letter–Number Sequencing, Vocabulary, Comprehension,
Block Design, Coding, Symbol Search) and five supplemental subtests known as
Reasoning, Information, Picture Completion, Cancellation and Arithmetic) that measure
processing speed, and working memory capabilities, comprehension, reasoning,
producing index scores for each and a Full- Scale IQ with mean as 100 and standard
deviation 15. The most recent version of the test was published in 2003 and is known as
the WISC–IV.
INTELLIGENCE QUOTIENT-
The intelligence quotient, or IQ, is a measurement of one‘s reasoning and problem-
solving abilities. It essentially indicates how well one performed on a particular test when
compared to other people of the same age. While IQ tests vary, the average IQ score for
many is 100, with 68 percent of values falling between 85 and 115. The term "IQ" is
derived from the German term "Intelligent-Quotient," which was coined by psychologist
William Stern. The Stanford-Binet Intelligence Scale and the Wechsler Adult Intelligence
Scale are two popular standardized examinations (WAIS). The fifth edition of the
Stanford-Binet Intelligence Scale is now available. It is a cognitive ability and
intelligence test that is used to diagnose developmental or cognitive deficiencies in young
children. The test measures five subjective factors and consists of both verbal and
nonverbal subtests.
The five factors being tested are:

● Knowledge
● Quantitative reasoning
● Visual-spatial processing
● Working memory
● Fluid reasoning.

It's been difficult to pin down the specific genetic and environmental components that
influence IQ scientifically, although various characteristics of the environment, such as
socioeconomic level and education, are linked to IQ, and malnutrition has been proven to
lower IQ.
There is evidence that IQ is influenced by hereditary factors.

● Identical twins are found in identical twin studies. Identical twins have IQs that are more
similar than fraternal twins.
● Adopted children raised together in the same setting have IQs that are more similar to
siblings raised together in the same home.
● Identical twins raised in different environments had lower IQs than identical twins raised
in the same environment.

Factors That Affect IQ:

Genetic
Our genes do influence intelligence and IQ. Different studies have placed the genetic component
at different levels ranging from 30-80%, but it is agreed that the level of genetic influence
increases with age, at least from childhood through to early adulthood. Studies also approve that
the proportion of the variability of IQ amongst adult individuals that can be reported for by genes
is 60-80%.
Environmental factors
We may be genetically susceptible to a certain brain volume, structure and pathways, a
convinced level of intelligence set by our biology but how much we accomplish isn‘t grounded
on biology alone. The type of life we live also affects intelligence. Researchers often study twins
who‘ve been separated at birth to understand further the roles nature and nurture play in human
intelligence. They hypothesize that if intelligence is purely biological, identical twins detached at
birth should still have equal IQs. But that‘s not constantly the case, they find. Genetic effects
cause bright children to seek out more stimulating environments that further increase IQ.
Programs aimed at raising IQ are more likely to yield long-term IQ gains if they encourage
youngsters to seek out cognitively challenging situations. Training in the use of working memory
has been proven in recent research to improve IQ. However, it is unclear how long gains will last
once training has ceased.
RAVEN’S PROGRESSIVE MATRICES AND VERSIONS:
Raven's Progressive Matrices (frequently mentioned simply as Raven's Matrices) or RPM could
also be a verbal test generally wanting to live general mortal intelligence and abstract logic and is
taken into account a verbal estimate of fluid intelligence. It's one of the foremost common tests
administered to both groups and individuals ranging from 5-year-olds to the senior. It comprises
60 multiple choice questions, listed as of accelerating difficulty. This format is supposed to
measure the test taker's logic capability. The tests were first developed by John C. Raven in
1936. In each test item, the subject is asked to classify the missing element that completes a
pattern. Numerous patterns are presented within the type of a 6 × 6, 4 × 4, 3 × 3, or 2× 2 matrix,
giving the test its name. The test was introduced in 1938 and has numerous variations. Because
it's verbal, and in utmost situations requires little relative having the examiner point to the proper
item, it's frequently employed in situations where observers need a measure of capability that is
not poisoned by educational background or by artistic or verbal scarcities. All of the test
particulars are composed of geometric numbers that need the test taker to pick among a series of
styles the bone that the maturity directly represents or resembles the one shown within the
encouragement material. The test particulars are presented in graded situations of difficulty and
there are test pamphlets for colorful age situations. Raven's Progressive Matrices and Vocabulary
tests measure the 2 main factors of general intelligence ( firstly linked by Charles Spearman) the
power to suppose easily and add up complexity, which is known as educative capability (and the
installation to store and reproduce information, mentioned as reproductive capability. The tests
were firstly developed by JohnC. Raven in 1936 and is presently certified by PearsonPLC.
 1. Standard Progressive Matrices

It's a covey or collectively administered test that nonverbally assesses intelligence in

children and grown-ups through abstract logic tasks. It's seldom called Raven's, although
the SPM is just one of three tests that together comprise Raven's Progressive Matrices.
Applicable for periods 8-65, the SPM consists of 60 problems (five sets of 12), all of
which involve completing a pattern or figure with a neighborhood missing by choosing
the right missing piece from among six druthers. Patterns are arranged so as to accelerate
difficulty. The test is untimed but generally takes 15 45 twinkles and results in a raw
score which is also converted to a percentile ranking. The tests are frequently given to
hail and speech bloodied children, also non- English speakers.

2. Coloured Progressive Matrices

Designed for youngish children (periods 5 – 11), aged people, and people with learning
issues, these are presented with a coloured background to make them more visually
stimulating for actors. a couple of the toughest particulars are in black and white. There
are 36 particulars and this test takes 15 to a partial hour to administer. This is frequently
the only of the Raven‘s Progressive Matrices. It contains the two first sets from the
standard Matrices with an redundant set of 12 particulars fitted in between the two.

3. Advanced Progressive Matrices

This set contains 48 particulars – a covey of 12 and another set of 36. They are black and
white and come increasingly harder as progress is made through the sets. These questions
are geared toward grown-ups and teenagers of advanced intelligence. Administration
takes 40 – hours. These are the foremost delicate of the Raven‘s Progressive Matrices.
These effects are applicable for grown-ups and adolescents of below average intelligence.
RESEARCHES

1. Sex differences on three factors identified in Raven’s Standard Progressive Matrices

by Richard Lynn, Jüri Allik and Paul Irwing. (Lynn, R., Allik, J., & Irwing, P. (2004).)
The research aims to address the disputed issue of whether the PMS is a pure
measure of reasoning ability and g or of whether it contains item measuring some kind of
visualization or spatial factor in addition to reasoning.
Methodology:
The test was administered to a sample of 2735 adolescents of 12- to 18-year-olds in
Estonia. Since male and female students attend mixed secondary schools in Estonia, there
is less to no difference in the socioeconomic status between the families. The data was
collected in 2001. The testing was untimed. The 60-item test was analysed using the
Mplus program introduced by (Muthén & Muthén, in the year 1998. It was used for
exploratory factor analysis of categorized data.
The results of the three factors were as follows:

● Number of factors – this was depicted using the ‗scree plot of eigenvalues‘ of the
principal component analysis. The parallel analysis specified the presence of 7
factors, which appeared to be overinclusive.
● Exploratory factor analysis – the case per item ratio of the study elevated over 45,
which is usually greater than sufficient for the stability of factors. Initially, the
data for one, two, three and four factor solutions was analyse using a mixture of
maximum likelihood and slanted least squares exploratory factor analysis for
categorical data as applied in Mplus. These solutions provided the basis for
successive confirmatory factor analysis.
● Confirmatory factor analysis – all models were independently tested using the
LISREL 8.30 to verify the factor solution found in the exploratory factor analysis.
It was done to test the invariance technique of the solutions and to offer a more
rigorous test for the number of factors. Responses to some items were too twisted
to provide a precise estimate for the asymptotic covariance environment.

The exploratory and confirmatory factor analysis projected the set of the items on
three factors, which were later acknowledged as the gestalt extension found by Van der
Ven and Ellis.

2. The Shortened Raven Standard Progressive Matrices: Item Response Theory – Based

Psychometric Analyses and Normative Data. By Wim Van der Elst, Carolijin Ouwehand,
Peter
 van Rijn, Nikki Lee, Martin Van Boxtel and Jelle Jolles. (Van der Elst, W., Ouwehand,
C., van
Rijn, P., Lee, N., Van Boxtel, M., & Jolles, J. (2013).)
The aim of the study was to assess the psychometric properties of a shortened
version of the Raven‘s Standard Progressive Matrices (SPM) under an item response
theory framework.
Methodology:
The Shortened Raven‘s Standard Progressive Matrices was administered to 453
cognitively healthy adults of the ages between 24 and 83 years. The IQ score estimations
that were obtained under the one- and two- parameter logistic models were quite similar,
but the two- parameter logistic based test version had a higher precision of measurement.
The results showed that the elder age group females were related with a lower
Raven SPM test score. A user-friendly computer was used to facilitate the scoring and
norming of the shortened Raven SPM under the different frameworks.

● Psychometric Properties of the Shortened SPM – Eight out of thirty-six of the

items did not fit in the 1PL model (p values of the Bock χ2 values <.01).

● The effects of age and sex on the shortened Raven SPM scores – The final

regression models showed that older age and being female were associated
with lower θs.1PL and θs.2PL scores. The quadratic age effect was not
noteworthy, which means that the age-related decrease in the capability
measures remained constant over the whole age range that was considered.

● Regression – Based Normative Data for the Shortened Raven SPM –

Normative adaptations of the shortened Raven SPM aptitude scores into

age- and sex-corrected IQ scores are obtained by means of the four-step
procedure. The four-step normative procedure offers accurate norms but
lacks user- friendliness since the user of the norms has to actively make the
essential computations.

3. Reaction time correlations with intelligence test scores obtained under either timed or

untimed conditions by Philip A. Vernon and Lida Kantor. (Vernon, P., & Kantor, L.
(1986).)
 The aim of the study was to establish a correlation between intelligence test scores
and reaction time in adolescence populations.
The methodology consisted of administering 113 high school students the
Multidimensional Aptitude Battery (MAB) in one of two random groups which were
timed and untimed. Following that, all the students were given a battery of 8 reaction
time tests. Statistical analyses showed that combinations of RTs could more or less
predict IQ scores in both groups. Zero-order correlations between every Reaction Time
test and the IQ scores were also approximately equal for timed and untimed Verbal and
Full-Scale scores but with Performance scores, correlations were higher in the timed
condition. The relative difficulty of the RT tests influenced correlations with IQ scores
more strongly in the untimed condition. The conclusion arrived at was that timed and
untimed intelligence tests do not impose the same information- processing demands on
subjects but the speed with which they could cope with these demands is important in
both conditions.

4. ​Sex Differences on the Progressive Matrices: A meta-analysis by Richard Lynn and

Paul Irwing. (Lynn, R., & Irwing, P. (2004).)

A meta-analysis was obtained on 57 studies of sex differences in general population
samples on the Standard and Advanced Progressive Matrices (SPM and APM
respectively). The aim of the meta-analysis was to address three problems before
analysing the data: ―Apples and Oranges‖ ―File Drawer‖ ―Garbage in Garbage out‖
introduced by Sharpe (1997).
Methodology:

a. Criteria for selection of students – The three problems were the base to finding the
students:

Apples and Oranges: this problem is that unlike phenomena are sometimes
accumulated and averaged, where aggregation shows different properties for
different phenomena.
File Drawer: the studies producing noteworthy effects tend to be published, while
those producing non significant properties tend not to be published and remain
secreted in the file drawer.
Garbage in Garbage Out: it considers what to do with poor quality studies.

b. Literature search – Once the meta-analyst has drawn up principles for studies to be
included in the analysis, it is essential to obtain all the studies being under these criteria.
This is a tough problem and one that it is hardly possible to solve completely.
 Meta-analysts try to find all the relevant studies of the spectacles being considered by
examining previous analyses and searching abstracts.
c. Organization of meta-analysis – The studies have been ordered into two categories.

The first contains studies of wide-ranging population samples for the SPM and
APM and offers sex variances for individual years of the ages 6 to 19 and for
10-year age groups of 20–29, 30–39, etc., till 80–89. Data for the SPM and APM
are collective because it is considered that the APM measures the same
nonverbal reasoning ability as SPM.

d. Strategy of analysis – The analysis broadly trailed procedures developed by Hunter and
Schmidt (1990). Cohen‘s d (the difference between the male and female means divided
by the within group standard deviation) was accepted as the measure of effect size
(Cohen, 1977). In the mainstream of studies, means and standard deviations were
described, which allowed direct calculation of d. In a minority of cases, estimations of the
standard deviation were found from tables of percentiles.

APPLICATION AND SIGNIFICANCE OF SPM

In educational settings the Matrices have an extended history of operation and use.
Scores are fairly innocent by verbal and ethnic background and should be used as an
honest predictor of success in a tutorial environment for both children and grown-ups. *
In clinical settings the trust ability of the measures and lack of bias makes them ideal
tools in neuropsychological assessment, working with senior people and important
clinical groups whose particular requirements make the strain of more traditional
cognitive testing unrealistic.
For several times the Matrices have plant wide operation in multitudinous
exploration studies. Their strong theoretical background, lengthy citation count and
operation across multiple language, ethical and artistic groups make them ideal tools for
examinations taking measures of cognitive capacities during a good range of
organizational, educational and clinical settings.
The quality Progressive Matrices is generally used as a part of A battery of
individual tests, frequently with the Mill Hill Vocabulary Scales. The SPM may be an
element of a series of three tests (Raven's Progressive Matrices) for persons of varying
periods and/ or capacities, all conforming to the same relatively verbal logic problems.
The SPM is taken into account as an" average" position test for the overall population.
All entrants to British dogfaces from 1942 onwards took a twenty nanosecond
interpretation of the SPM, and implicit officers took a especially acclimated interpretation
as a neighborhood of British War Office Selection Boards. The routine administration of
what came from the standard Progressive Matrices to all or any or any entrants (
 selectees) to numerous military services throughout the earth ( including the Soviet
Union) continued a minimum of until this century.
METHODOLOGY
- TEST DESCRIPTION
The test consists of 60 problems divided into 5 sets of 12. In each set, the first
problem is as nearly as possible self-evident. The problem which follows becomes
progressively more difficult. SPM was designed to cover the widest possible range of
mental ability and to be equally useful with persons of all ages, whatever their education,
nationality or physical condition. The test can be administered in a group or individually
within the age range of 8-65 years. The test is also designed to provide a reliable estimate
of a person‘s capacity to think clearly when allowed to work steadily at his or her own
speed from the beginning to the end without interruption. It is usually untimed, but
participants take 15-45 minutes usually and results in a raw score which is then converted
into a percentile rank.

Reliability-

Since SPM is a homogenous evaluation, a split measure of reliability should show a

high correlation. Internal accuracy results from the majority of studies show a correlation
of at least
0.90 with a modal value of 91. The technique used in test-retest reliability reports varies
greatly and the time periods between experiments vary from one week to three years.

Validity-

The concurrent and predictive validity of traditional progressive matrices varies

with age, probability, sex and homogeneity of the study, measurements process and so on.
For English speaking students and puberty, accurate correlations of SPM with Binet
Weschler‘s scales ranges from +0.54 to +0.86. When it comes to predictive validity,
English as well as non-interpersonal and intrapersonal abilities are significant.
Naturalistic capacity was applied to the 8th intelligence in 1997. Predictive validity of
English and non-English speaking children and teenagers usually ranges up to +0.70.

Age norms-

The test norms range from 18 to 65 years of age (for adults).

Scoring and Interpretation-

Scoring can be done manually, by counting the number of correct responses. Once
you obtain a raw score, the interpretation and percentile are obtained from the manual
using the raw score.
DEMOGRAPHIC DETAILS:

1. Name – AS
2. Age – 21 years
3. Gender – male
4. Marital status – Single
5. Educational background – Graduate
6. Occupation – Student
7. Family structure – Nuclear
8. Ordinal position – 2
9. Genogram -

10. Mother‘s occupation – doctor

11. Mother‘s educational background – MBBS
12. Father‘s occupation – Service
13. Father‘s educational background – Graduate
14. Geographic location – Kalyan, Maharashtra
15. Socio economic status – Middle class

CASE HISTORY

KG is a 21-year-old male. he is a bmm graduate from birla college. His presenting

complaints were that he has been feeling low and anxious for a couple of months. He is
worried about his future as he will be leaving for London soon for his higher studies and
separating from his parents and starting a new life in the foreign country is worrying him.
The participant was asked about the presence of any current or previous medical or
psychiatric conditions to which he replied that no history of medical or any psychiatric
condition is present in the subject or in their family. The subject also had a normal
childhood. The participant was then asked about her college and academic performance
to which he replied that he was one of the toppers in school and math was his most
favorite subject and he is also very fluent in English language, but his grades became
average in high school. he also complained of having lack of concentration and
dedication to finish a task and that’s what affected his academic performance according to
him. She feels pressured even to complete minimal tasks and feels relief only after it’s
completed. The subject was asked what he likes to do for fun to which he replied that
sketching and listening to music, discovering new songs are his hobbies and interest and
he also enjoys solving Sudoku puzzles or Rubik ‘s cube in his free time.
The participant was then asked about his sexual health, his sexual orientation,
masturbation, and from where did he acquire the information about sex and sexual health
to which he replied that he is a straight male, he said he masturbates occasionally and he
acquired the information about sex and sexual health through the internet and his friends
as very little to no information was provided in high school level.
The participant was then asked about his religious beliefs to which he replied that he is
born in a Muslim family but he is an atheist and doesn't believe in religious beliefs.
When asked about substance intake, he said he does not drink, smoke, or consume any
substance. He stays with his parents and they belong to an upper middle-class family. The
subject has a normal relationship with their parents but keeps getting in arguments with
them. AS has an older sister. Both have a very good bonding.
When asked to describe themselves, the subject said that he finds himself creative as well
as emotional in nature and complains that they have a problem of overthinking and over
analyzing everything. he was then asked about strengths and weaknesses, being creative
was their strength and having trust issues they considered as their weakness, and that‘s
why they don’t have a lot of friends and only a few close ones. he says that he has a blunt
personality and cannot pretend any false self in front of others and that‘s why he also
stated that he is often misunderstood as an egoistic person because of his lack of efforts to
maintain contact with other people. That‘s why he often keeps to himself and doesn‘t
share any of his feelings with anyone. His actions reflect his core and moral values and he
sticks to them and is not easily influenced by his friends or anyone else.
he was then asked about his present mental state or does he feel any changes to
which he replied that college has been very hectic and that its his final year he is a little
tensed with career and moving out of the country, “it’s a big life changing event and that
brings in some anxiety” he said.
The subject then took the test.
MATERIALS REQUIRED :

pencil, eraser, manual, questionnaire

PROCEDURE
Arrangement of the materials:

● A booklet of the Raven‘s Standard Progressive Matrices

● Corresponding answer sheets
● Pencils, blank paper

Precautions:
Rapport must be obtained. A detailed case history must be recorded. The test must not be
exposed to the subject before giving instructions. All items should be answered. It should be
ensured that the subject has understood the instructions well. The time limit must be strictly
followed.
Instructions to the subject:
Similarly on every page of the booklet, there is a pattern with a portion missing.

● You must choose the right piece out of the options given below the pattern.

Immediately after deciding on the right option, you must write the option number next to the
item number on the answer sheet.

● The problems are simple in the beginning and get harder as you progress. Attempt all
problems. If you are not sure about a particular answer you may make a guess but do not
leave any item unanswered. Make sure that you record the answers in the right column of
the answer sheet. There is no time limit but try to finish as soon as possible.

Observations:
The subject was observed to be quite relaxed while doing the test. They were well groomed and
it was made sure that they‘re comfortable. They fumbled at few places as they couldn‘t perceive
the question. All their queries were attended to and resolved.
Retrospective Report :
The subject once finishing the test reported that they found the test very attention- grabbing and
insightful but also very lengthy, additionally they aforementioned that they enjoyed the test.
Scoring and Interpretation :

Question A B C D E
No.
1 4 2 8 3 7
2 5 6 2 4 6
3 1 1 3 3 8
4 2 2 8 7 2
5 6 1 7 8 1
6 3 3 4 6 5
7 6 5 5 5 1
8 2 6 1 4 6
9 1 4 7 1 3
10 3 3 6 2 7
11 4 4 1 6 1
12 4 5 4 7 3
Total 11 12 11 10 8
Expected 12 12 10 10 8
Score

Discrepan -1 0 +1 0 0
cy
The total sum of scores of all the sets is 52 which corresponds to the 90th percentile point which
falls under the grade II category meaning the participant is ‗Definitely above the average
intellectual capacity' and the total time taken to solve the questionnaire was approx. 20 minutes.

Discussion :
The participant‘s score falls under the above average intellectual capacity. He mentioned being a
rank holder in her school days and having a creative vision as he is also an artist who loves to
draw and paint and his hobbies include solving the Rubik‘s cube and sudoku.

Summary and conclusion :

The aim of the test is to measure human intelligence and abstract reasoning.
 Intelligence is not a single, unitary ability, but rather a composite of several
functions. The term denotes the combination of abilities required for survival and
advancement within a particular culture.‖ (A. Anastasi 1992, p.613)
The questionnaire consisted of 60 items divided into 5 sets of 12 questions each and
the participant scored a total of 52 out of 60. Expected scores and the discrepancy were
measured and the participant‘s score falls under the ‗Definitely above the average
intellectual capacity' category which concludes that the participant has above average
intellectual capacity and is good at abstract reasoning.
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