Lesson – 6

Raven’s Progressive Matrices

6.0 Introduction
The endeavor to study individual differences in intelligence using
scientific methods led to the beginning of psychological testing
development of general mental test marks the outstanding success of
scientific measurement of individual differences. Today psychologists
have made numerous attempts to define and measure intelligence.
Despite their enthusiasm and continued attempts, the meaning of the
term is not free from controversy. There is not a single definition,
which is readily acceptable to all psychologists and educationists. In
order to understand the meaning of this term, it is essential that the
view points of different experts be carefully examined. A variety of
definitions have been given by psychologists. Each can be classified
into one of the following three groups:
One group of definitions places the emphasis upon adjustment
or adaptation of the individual to his total environment. According to
definitions of this type, intelligence is general mental adaptability to
new problems and new situations of life. It is the capacity to
reorganize one’s behaviour pattern so as to act more effectively and
more appropriately in novel situations.
A second type of definition states that intelligence is the ability
to learn. According to this definition, a person’s intelligence is a
matter of the extent to which he is educable, in the broadest sense.
The more intelligent the individual is, the more readily and extensively

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he will be able to learn. Hence, the greater is his possible range of
experience and ability.
Still others have defined intelligence as the ability to carry on
abstract thinking. This means the effective use of concepts and
symbols in dealing with situations, especially those presenting a
problem to be solved through the use of verbal and numerical
symbols. It should be apparent that the three categories of definitions
foregoing are not and cannot be mutually exclusive. For the most
part, their authors differ in emphasis. Obviously ability to learn must
provide the foundation for adjustment and adaptation to changing on
new conditions. And a person may be expected to have learned more
or less from situations he had encountered and to which he had
previously made adjustments.
The third type of definition is also inseparable from the other
two. A person learns abstraction-principally verbal and numerical
through experience, through contact with and perception of the
objects, events, qualities or relationships for which the symbols stand.
These aspects of intelligence – the ability to use symbols is itself the
result of an individual’s development and learning. And in turn, the
mastery and utilization of symbols promotes further learning.
The definitions of intelligence thus discussed state how
intelligence operates; that is through learning, adaptation, abstract
thinking. A brief presentation of theories on which these definitions
are based would certainly improve our understanding of the concept.
(i) Thorndike’s multifactor theory of intelligence is at one
extreme of the interpretations regarding the nature of mental
organization which indicates that intelligence is constituted of

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 a multitude of separate factors, or elements, each is being a
minute element of ability.
(ii) Spearman’s two factor theory which stands to the other
extreme is that intelligence is by and large, a general
intellectual capacity. He postulates the existence of a
general factor (g) and a specific factor (s) underlying
intelligence among which general factor is one upon which
all intellectual activity depends.
(iii) Intermediate between the above two theories are the group
factor theories. Based on this theory, intelligence is
understood as combination of traits or factors Prominent
among them is that of Thurstone.
The concept of measuring intelligence that is nothing but the concept
of intelligent quotient (IQ) was first time suggested by Stern in 1912.
However, it was actually introduced in 1916 American revision of the
Binet-Simon scale done at Stanford university by Terman. The IQ is
defined as the ratio of mental age to the chronological age or real
age, multiplied by 100 to avoid fractions and a general classification
of persons seeing in terms of IQ are given starting from below 69
(Mentally defective) to above 140 (Genius).
The present experiment that is Raven’s Standard Progressive
Matrices test talks of the individuals ability to think and create. The
main advantage of this test is that it can be administered on people of
different backgrounds even who had formal education. When we go
into the history of intelligence tests. These are classified on the basis
of the nature of items used in tests. The verbal (or paper or pencil
test) and the performance test are the natural outcome of such a

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classification. A verbal test is one in which the instructions and items
are reproduced usually through the written language before the
examinees. A performance test is one when language is used only to
impart instruction and items are to be answered by the examiner by
manipulating. As no written language is needed to answer, it can be
administered to literate and illiterate people. A non-verbal test is one
where no language is used at all.
The present Standard Progressive Matrices test was developed
by Raven in the mid 1930’s. it consists of 60 problems divided into 5
sets, each made up of 12 problems. It is a non-verbal test. The
reliability of SPM ranges from .89 to .97. it shows the validity range
from 54% to 86%.

6.1 Aim
To assess the intellectual capacity of an individual through
Raven’s Standard Progressive Matrices test

6.2 Method
6.2.1 Subject
Name in initials, age, gender, and occupation
6.2.2 Materials Required
 Standard Progressive Matrices Test Manual.
 Standard Progressive Matrices Answer Booklet.
 A pencil and an eraser.

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6.2.3 Procedure
The subject is made to seat comfortably and in a relaxed
manner. The Standard Progressive Matrices Test Manual and its
answer booklet are given to the subject and he should be told to fill
up the personal details given on the answer booklet. Ask the subject
to open the booklet and ask him to look at the problems. There are
five sets as A, B, C, D, E and each set containing internally with 12
problems each as for example in set A – A1, A2, A3,-- A12 and so on.
Coming to the individual problem there are patterns given in each
with a bit missing (cut of it). The subject should be told to look at the
pattern and as there are six bits given below that pattern, the right
one which would fit in the above pattern is to be sorted out. The
answer should be written in the answer booklet in the space given for
the same item. All the sets should be answered as above said. Each
set is prepared in the increasing order of difficulty.
The subject is instructed not to leave any answer and can use
sometimes if he is not sure of the answer can use guesses. There is
also no time limit for the test. Regarding the scoring as per the norms
of the standard progressive test manual, the obtained scores of each
set are to be compared to the expected scores at the particular age of
the individual and discrepancies that arose as the difference between
the obtained and expected values are to be observed. Basing on the
total score the percentile is to be sorted out. 25 to 75 percentile which
is the in between score is regarded as average and below this is
considered poor and above as highly intellectual.

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6.3 Results and Discussion:
The results for the experiment are presented based on
fictitious data, which are given as follows. This would enable the
students to have comprehensive understanding of the possible
results in the case of their subjects and further enable them to
present meaningfully.

In the present experiment standard progressive

matrices has been demonstrated on 18 years old girl.
Table one shows the total score of the subject.
The total score is 57 and the subject’s percentile is 95%. The
subject got first grade, which is superior. The time taken by the
subject to complete this test is 50 minutes. Generally the time
taken for standard progressive matrices is 30 to 35 but the
subject has taken 15 minutes more time to concentrate and
complete the task.
The table 2 shows the discrepancies on standard
progressive matrices. Which is the difference between expected
and observed scores. The discrepancies obtained are 0, 0, -1, -
1, 2, in the sets A, B, C, D and E respectively. Since the
discrepancies are with in +2 and –2 the subject did not resort to
guessing.
The percentile score of the subject is 95%, which places
the subject in grade – I, which means that the subject intellectual
capacity is superior.

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Table 1 Score on Standard Progressive Matrices

Total score 58
Percentile 95%
Grade I st Superior
Time 50 minutes

Table 2 Discrepancy scores on SPM

Sets A B C D E
Obtained scores 12 12 11 10 12
Expected scores 12 12 12 11 10
Discrepancy 0 0 -1 -1 2

6.4 Conclusion:
Standard progressive matrices has been administered on
miss P.V.K aged 18 years and studying [Link]. The subject is found to
be intellectual superior.

6.5 Questions for Discussion:

1. What is the average performance of the subject?
2. In the case of your subject what kind of conclusion can be
inferred based on the performance?

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 3. How does the individuals vary in the group? Highlight any
extreme cases in the group data. Why do you think there is so
much variation in the group?

6.6 References:
1. Singh A. K (1997) Test Measurement and Research
Method in Behavioral Science. Patna, Bharat Bhavan
Publishers and Distributors.
2. Anastasi, A & Urbina. S (1997) Psychological Testing.
New Jersy.
3. Court HJ Raven JC and Raven J (1998) Manual for
Raven’s Progressive Matrices and Vocabulary scales,
Section 3 Edition, Oxford Psychologists press.

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