Raven Progressive Matrices
Tests and Measurements
The Raven Progressive Matrices (RPM) is widely regarded as the most popular test that uses non-verbal questioning to measure intelligence of clear thinking and capacity for observation. The 1962 edition of this test allowed for an un-timed test to more clearly measure the above. This intelligence test is used particularly in educational organizations; however, it can be utilized to measure the general intelligence of anyone regardless of race, ethnicity or verbal IQ. Part of the appeal of RPM is it crosses these cultural, social, economical and ethnic backgrounds without bias. Additionally, it allows for a true measure of intelligence regardless of previous learning. This test is often utilized to test a person’s giftedness. The domain of the test focuses on determining “a persons maximum capacity to form comparisons and reason by analogy without being overly taxing or unwieldy”, (Paul, 1985). By having a test that uses the matrices to identify ability to reason, the test allows for accurate measure regardless of previous exposure to learned material. In fact, this test is sometimes administered with a brain activity scan to determine the areas of the brain that are most stimulated. This can give clear insight into how the brains intelligence centers function during increased stimulation. The variable this test measures is intelligence. It has been said to be one of the most accurate measurements concerning administered testing. The matrices utilized in this test allow for multidimensionality regarding the desired measures of observation, reasoning and clear thinking. Several research studies have been conducted which lent validity to the RPM, and it’s correlation to Spearman’s G-Factor. (Kaplan, 2005) states, “In fact, the Raven may be the best single measure of g available, as shown by a multidimensional scaling by Marshalek, Lowman, and Snow (1983)”. It should be noted that...
References: Gallini, J. (1983). A Rasch Analysis of Raven Item Data. Journal of Experimental Education, 52 (1), 27.
Paul, S. (1985). The Advanced Raven’s Progressive Matrices: Normative Data for an American University Population and an Examination of the Relationship with Spearman’s g. Journal of Experimental Education, (54) 2, 95.
Neisser, U. (1997). Rising Scores on Intelligence Tests. The Scientific Research Society, 85 (5), 440+.
Kaplan, R. and Saccuzzo, D. (2005). Psychological Testing.
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