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RSPM Manual - random
BIOTECHNOLOGY (Jawaharlal Nehru University)
Studocu is not sponsored or endorsed by any college or university
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APPENDIX - G
RAVEN'S PROGRESSIVE MATRICES
ALONG WITH THE MANUAL
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Standard
Progressive Matrices
Sets
A,
B, C, D and E
(Revised Order 1956)
Prepared by J.C.Raven.Msc.
Published by H.K.Lewis & Co,Ltd., London, and Printed at the
University Press, Cambridge
All Rights Reserved.
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1
THE DESIGN-AND USE OF THE SCALE
"... To understand the respective natures of
. eduction and reproduction—in their trenchant con­
trast, in their ubiquitous co-operation and in their
genetic inter-linkage—to do this would appear to be
for the psychology of individual abilities and even
for that of cognition in general, the very beginning
of wisdom." (C, Spk a r m a n .)
While the Mill Hill Vocabulary Scale is designed to assess a person's ability to recall
'acquired information, Progressive Matrices (1938) was constructed on the a priori assumption
that if Spearman’s-principles of noegencsis were correct, it should provide a test suitable for
comparing people with respect to their immediate capacities for observation and clear think­
ing.. Reported investigations show how far, and under what conditions, these two com­
plementary tests provide a. practical means of assessing a person's intellectual development,
traihability or.mental impairment.
• '
• Progressive Matrices (1938). is a test of a person's capacity at the time of the test to
apprehend meaningless figures presented for his observation, see the relations between them,
conceive the nature of the figure completing each system of relations presented, and, by so
doing, develop a'systematic-method of reasoning.
'-A A.The scale-consists of 60' problems divided into five sets of 12.-In each, set the first
• problem is as nearly as possible self-evident. The problems which follow become'progres­
sively more.difficult. The-order of the tests provides the standard training in the method of
working. The. five sets provide Jive opportunities for grasping the method and five progres. sive assessments .of a persons.capacity for intellectual activity. To ensure sustained interest
'and freedom from fatigue, the figures.in each problem .are boldly presented,, accurately,
•drawn and, as far as possible, pleasing to look at. ’The scale is intended to cover the whole'
range of intellectual development fruin the time a child is able to grasp the idea of finding
it missing piece to complete a pattern, and to be sullicicntly long to assess'a person's-maximum
capacity to form comparisons and reason by analogy without being unduly exhausting or
• unwieldy. The scores obtained by adults tend to cluster in the upper half, of the scale, but
• there are enough difficult problems to differentiate satisfactorily between them.
»
. Everyone, whatever his age, is given exactly the same series of problems in the same
order and is asked to work.at his own speed, without interruption, from the beginning to‘the
end of the scale. As the order of the problem provides the standard training in the method
of working, the scale can be given cither as an individual,.a self-administered or as a group
test. A person's total score provides an index of his intellectual capacity,- whatever his
nationality or education.* The. contribution which each of the five sets-makes to the
total provides a means of assessing the consistency of the estimate and the psychological
significance of discrepancies- in the test results.
.
...
* From published correlations between children’s-scores on Progressive Matrices (1928).and tests
of reading, spelling ■ and elementary arithmetic, the scale appears to justify this claim, although- con­
clusions based on score correlations can never be accepted uncritically,
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2
It. is o ften useful' to describe the scale as a test .o f o b serv atio n o r clear th in k in g . ; By
itself it is.n o t a'test of " g en eral intelligence " and it is alw ays a m istak e to d escrib e it as such.
H acji p ro b lem 'ui the scale is really th e " m o th er " o r "so u rc e " -of a system o f th o u g h t-hence the n am e • 'P rogressive M atrices ”. T h e .scale h as a re-test reliab ility varying, .''w ith'
age, fro m 0.83 -to 6.93. It correlates 0.86 w ith th e .T erm an -B in et test, an d h as b een .fo u n d
to have a G ; satu ratio n .o f 0 .8 2 .f
-
‘
.
• Y o u n g ch ild ren , .m entally defective persons an d very o ld -p eo ple are n o t expected to
solve m ore than; th e;p 'rb b iem s; in . S ets A 'rin d B o f th e scale an d th e ca'sier. p ro b lem s o fS e tsC and D , w here reaso n in g by antilogy is n o t essential. .. A fter th ey can n o lo n g er solve .th e'
problem s, they m ay still:.choose the correct an sw er’fo r-o th er reasons. . P o r n o rm al ad u lts; S ets A
and-'B provide little-m o re th an train in g in the m eth o d o f w o rk in g . If .a^pprson is .allow ed
only a lim ited tim e an d does not. com plete the easy p ro b lem s o f S ets pD ,an d ' JB ' b efo re
stopp ing, the total estim ate is n o t necessarily valid. W h en th e 1938 scale w as constructed,
.these lim itations w ere , know n, iiiK juiries carried o u t since 19.38 h av e show n th at in practice,
as an untim ecl capacity''test an d 'also 'as a 20-m inute speed o r ." ei'iieiency "' test, th e results
obtained w ith ad u lts are m ore reliable and psychologically valid th an one m ig h t-ex p ect-fro m
so few effective p ro b lem s arran g ed in sets o f O verlapping d ifficu lty ,' A s o rig in ally in ten d ed ;
the scale h as-in practice p ro v ed to -be su itab le fo r use w ith b o th ad u lts an d ch ild ren .
P o r com parative studies, the stan d ard 1938 scale is n o w used in tern atio n ally .: N o
general rev isio n 'o f it-'appears to be eith er necessary o r d esirab le.* P ro m th e results obtained
w ith it, derivatives can alw ays be constructed to m eet p articu lar d em and s. In -1947, tw o .su ch
derivatives w ere p rep ared fo r fu rth er ex p erim en tal w ork.
P ro g ressiv e M atrices (1 9 4 7 ), S ets A , A b , B have been construc ted fo r - -use w ith
young children and old ..people,. for an th ro p o lo g ical studies and fo r clinical y/ork. T h cy'are
arranged so th a t. they- can be used satisfactorily w ith p eo p le w h o , fo r ■ any .reason, cannot
understand o r speak th e -H nglish language, suffer fro m physical d isab ilities, .a re .-intellectually
sub-norm al o r have d eterio rated . A transitional- set .of 12 p ro b lem s is placed b etw een -S ets
A and B o f th e L 9J8 -scale. T h e three sets to g eth er -cover th e co g nitiv e processes o f w hich
children under IT years o f age are usually capable.
;- T o. m ak e the- test ..independent of verbal' in stru ctio n s, th e p ro b lem s' are p rin ted on
coloured backgrounds and thfi scale' arran g ed so th at -it can -b e p resen ted in' th e fo rn i of
illustrations p rin ted in -a"b o o k , o r as boards w ith m o v ab le .pieces. W h en th e latter fo rm is
used, a person has sim ply to B e show n th at each o f th e m o v ab le piecc-s fits th e g ap in ’the
board bur th at only one com pletes th e design. B y p lacin g a selected piece in position, a
person sees th e results o f his judgem ents. T h is train s h im . in th e m eth o d , o f w o rk in g: and
teaches him to b e ' careful';- S olutions by trial .'and erro r can be clearly distinguished, fro m
so lu tio n s'b y direct p ercep tio n an d inference. B y o m ittin g th e _ fo rm er, th e resu lts obtainedw ith S ets A , A b, B can be com pared w ith th e results o b tain ed w ith P ro g ressiv e M atrices
(1938).
'
' t Professori'Sir C yril'B urt— D ata basejd on test results of -1,000 seam en placed before (he W ar
C abinet E xpert C om m ittee on the w ork of psychologists-and psychiatrists in the Services.
* In' 1947,'-.a sm aH '.correctioh. w as m ade to the original test B .8. “
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3
B e fo re th e . c a p a c ity to fo rm c o m p a ris o n s a n d
re a so n
by
a n a l o g y h a s m a t u r e d , o r i n ..
c a s e s w h e r e i t h a s b e c o m e ’. i m p a i r e d ...S e t s A , .A b -,. B e a n b e u s e d t o a s s e s s t h e d e g r e e t o w h i c h
; a - p e r s o n ’s c a p a c i t y f o r o b s e r v a t i o n : a n d c l e a r t h i n k i n g h a s d e v e l o p e d o r t h e l e v e l t o w h i c h i t
• has
d e te rio ra te d .
M a tric e s
A fte r ■ th e
c a p a c i ty
to
re a so n
by
( 1 9 3 8 ) i s ; t h e .’ m o r e s u i t a b l e s c a le t o u s e .
a n a lo g y
h a s - -d e v e lo p e d , . P ro g re s s iv e
I f , .o n u s i n g t h e m , S e t s A , A b , B p r o v e
to b e t o o s i m p l e , t h e y c a n b e i m m e d i a t e l y f o l l o w e d b y S e t s C , . D a n d E o f t h e 1 9 3 8 s c a l e .
... B y ., o m i t t i n g a p e r s o n ’s - s c o r e - o n - S e t A b , . h is . t o t a l s c o r e o n S e t s A , B , C ,! D a n d E c a n b e u s e d
to a s s e s s h is p e r c e n tile g r a d e f r o m
th e p u b lis h e d n o rm s fo r P ro g re ss iv e M a tric e s (1 9 3 8 ).
P r o g r e s s iv e M a tr ic e s ,. 1 9 4 7 , S e ts la n d 1! h a v e b e e n c o n s tru c te d f o r u s e w ith p e rs o n s
o v e r t i y e a r s o f a g e o f a v e r a g e o r m o r e t h a n a v e r a g e i n t e l l e c t u a l a b i l i t y .' T h e y c a n b e u s e d
w i t h o u t a t i m e l i m i t i n o r d e r t o a s s e s s a p e r s o n 's m a x i m u m c a p a c i t y f o r o b s e r v a t i o n a n d
: d e a x - t h in k i n g , o r w i t h a t i m e , l i m i t t o a s s e s s h i s s p e e d o f a c c u r a t e i n t e l l e c t u a l w o r k .
In th e
f i r s t s e t , t h e r e a r e 1 2 p r o b l e m s . . T h e y a r e d e s i g n e d t o 'i n t r o d u c e a p e r s o n t o th e - m e t h o d o f
w o r k i n g .. I n 't h e s e c o n d , s e t , t h e r e . a r c 4 8 - p r o b l e m s .
In p r e s e n ta tio n a n d a rg u m e n t, th e y
r e s e m b l e t h e . p r o b l e m s i n 'S e t s . G , D a n d E o f t h e 1 9 3 8 . s c a l e :
S o t h a t t h e 'v a l i d i t y o f t h e
t o t a l s c o r e d o e s n o t d e p e n d ;u p o h e v e r y o n e a t t e r n p t i n g - a l l t h e p r o b l e m s i n t h e s c a l e b e f o r e
s t o p p i n g , t h e y a r c a r r a n g e d - i n - g r o u p s '. o f
A
a c c o rd in g
to
a rg u m e n t
a n d 'o r d e r
o f d iffic u lty .
. . . A n '.; a d u l t o f s u p e r i o r i n t e l l e c t u a l , c a p a c i t y t a k e s a t l e a s t - l v a lf - 'a n .- h o u r t o s o l v e t h e m a l l , .w h i l e •
: ';.i a ''p e r s o n ’s i n t e r e s t a n d ' a t t e n t i o n a r e - u s u a l l y m a i n t a i n e d f o r m o r e t h a n a n h o u r w i t h o u t b o r e :dom .
S e t I w i l l - i n d i c a t e - i n - .a - f e w - n i i n u t e s . w h e t h e r a . p e r s o n c a n . b e r e g a r d e d a s i n t e l l e c t u a l l y '
'. " d u l l " , " a v e r a g e . ” o r ‘ T b .r i g h t Y .
.
If a p e rso n
a p p e a rs
to
be
of
a v e rag e ' o r' m o re
a v e r a g e a b i l it y , i t c a n - b e f o l l o w e d b y S e t 1 1 a n d t h e 'e s t i m a t e m a d e m o r e e x a c t .
th a n
T o assess a
p e r s o n 's " e J l i c i c n c y " i n t h e : s e n s e o f h i s s p e e d o f a c c u r a t e i n t e l l e c t u a l w o r k , h e c a n b e a s k e d
• t o s o l v e a s m a 'n y '.'- p r o b l e m s a s . h e c a n 'i n ; S c i I I i n a s p e c if i e d t i m e .
. . ' v a r i e d t o o b t a i n a '.d e s i r e d s c o r e - d i s t r i b u t i o n .
' COMPARATIVE STUDIES
'
I.
T h e tim e a llo w e d c a n b e
W i t h t h e M i l l H i l l V o c a b u l a r y . S c a l e , P r o g r e s s iv e M a t r i c e s
(1 9 3 8 ) h a s b een u sed
t o s t u d y n o r m a l c h a n g e s i n t h e r e c a ll o f . i n f o r m a t i o n a n d i n p r e s e n t c o g n i t i v e a c t i v i t y b e t w e e n .
6 a n d (S 3 y e a r s o f a g e .
E x a c t i n f o r m a t i o n is s t i l l
a c tiv itie s in
illn e ss .
h e a lth a n d
W e s till n e e d
needed
c o n c e rn in g
to
k n o w , th e
d e g re e
b e t w e e n t e s t a n d - r e - te s t s c o r e s a r e d u e t o f u n c t i o n a l
v a r ia tio n s
in
th e
llu c lu a rio n s
to ' w h ic h
p e rso n
of
th e se
d illc rc n c e s
te s te d ,
to
th e
f o r m o f t h e - t e s t , o r t o b o t h . . . W e - a l s o n e e d t o k n o w h o w f a r . t h e h i g h r e - t e s t r e l i a b i li t y o f
s u c h t e s t s a s t h e M i l l H i l l V o c a b u l a r y . S c a l e a r i s e s f r o m t h e t e s t ’s i n s e n s i t i v i t y , t o - v a r i a t i o n s o f
'm e n t a l a c t i v i t y .
W e n e e d t o k n o w b o t h - .t h e m e r i ts a n d d e m e r it s o f u s i n g ’ t h e M a tr i c e s a n d V o c a b u l a r y
T e s t s , t o g e t h e r i n ..p l a c e o f ;a s i n g l e t e s t o f w h a t i s
c a lle d
r e l a t i v e v a l i d i ty o f - e a c h - f o r p r e d i c t i n g a : p e r s o n 's
c a p a c ity
c o u rs e o f tra in in g h e w is h e s to p u rs u e a n d h is
fre s h s itu a tio n s ,a n d
p r o b le m s ..
W e know
" g e n e r a l - i n t e l l i g e n c e ” , a n d '. t h e
a d a p ta b ility
to
p ro fit
fro m
s tu d ie s' d e s ig n e d - to
show
how
p a rtic u la r
t h a t t h e a c q u i s i t i o i T M c l .u t i l i s a t i o n o f k n o w l e d g e
d e p e n d u p o n a p e r s o n 's e n v i r o n m e n t a s w e l l a s u p o n h i s i n d i v i d u a l c a p a c i t i e s .
s o c io lo g ic a l
any
in ^ a p p ly in g h is . k n o w le d g e , to
endow m ent
and
e n v iro n m e n t
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W e s t il l n c - c d
to g e th e r
a ife c l
'
lOMoARcPSD|20427001
4
intellectual development. ;Wc also need psychological studies designed to. show how. a
person’s attitude .to his environment and to' his own abilities affects, the use he makes of.hisopportunities. 'At the same time; we need critical, experimental and-statistical studies con-:
cernlng the psychological determinants of skilful conduct and the value of (a) verbal tests
designed to assess the recall of acquired knowledge, (b) perceptual tests designed to assess
present clarity and rate of thinking and (c) tests o( what is perhaps best called " anticipa­
tory awareness " designed'to.assess general and specific aptness of perception and conduct.
' II; Work so;far carried out'with Sets A,'Ab, 13 suggests that neither the .develop­
ment' nor the decline of- mental , activity, with age, is of a single kind or at a single rate.
Between 3' and 6. years .of age . a child's interest and attention appear to vary too much for
a test of his. immediate cognitive, activity, by itself, to be a highly reliable indication of his
subsequent intellectual .development. . In addition to this,, somewhere between 8 and 11 years
of-age there appears .to be a rapid development, if not a complete transformation, in a
child’s processes of reasoning. This, perhaps decisive, stage in intellectual maturation
•appears to be one of the 'earliest; to decline, in later life and one which may or may not be
impaired.as.the result of brain injury. We still need to study more exhaustively individual,
group and ucial differences in the nature and rate of intellectual -maturation. We also
need- clinical' studies designed to'show differences in the test performances characteristic of"
intellectual deficiency or .Loss of;intellectual ability' due to senility, .'brain injury or other
physical disabilities. -The knowledge-acquired from these studies may lead to further
revisions of this test and modifications of it for particular purposes such as for use with blind
people, or for people .suffering from-localised brain damage.
ill. A person’s " maximum capacity " for clear thinking- has been found to vary with
health'anti improve with practice "less. than his speed of -accurate intellectual work, hlore
systematic information, is- needed'concerning the effects which both ill-health and intentional
training have upon a person's test performance and the relative'merits of Set 11 of'the 19-17
Mainers as an unliincd capacity test ami as a limn! eflicieuiy lest of average Ift superior
iiiictki.in.il ability. We know that certain problems in this Set need to lie niodiiicd and that
liiey are’not in their absolute .order ol .difficulty, but the lesl is free from the limitations of
Progressive Matrices (1938) used with, a time limit. The re-test reliability of Set II has
been found to increase rapidly after 1-1 years of age. Low re-test reliability before the age of
11 years appears to. be due, in part at least, to the fact that before this age, a child’s ability
to form comparisons-and reason, by analogy is often too recent-an-intellectual, development
for it to he exercised with a consistent degree of efficiency. We need to know more about the
test's formrd constitution and- functional consistency. We need to determine more exactly
its re-test .reliability at .different ages and sensitivity to fluctuations in intellectual output.’
We also need to demonstrate its value as a means of diagnosing temporarily impaired intel­
lectual efficiency, or for predicting short-and long-term success inany course of-work a
person chooses to pursue, finally, the effect of dunce solutions on the total estimate, which
.this test shares with aLl tests of the multiple choice type, needs to be studied more thoroughly.
The-information obtained should lead to a revision of this test and derivatives of it, which
can be. used satisfactorily alone or in batteries with other tests.
It is anticipated that these three groups of comparative studies will, provide informa­
tion of basic, -psychological, importance, as well, as prepare the way for future revisions orderivatives of the tests used. \
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.
i.
"
' .
• 5
..
.■.
The history of m ental testing is.'butlined, and the-uses and lim itations of m ental tests
are discussed, in a book, ’• H um an N ature, its D evelopm ent, V ariations and A ssessm ent
Por inform ation concerning the psychological theory on w hich Progressive .M atrices (1938)
arid the M ill H ill V ocabulary ' Scales arc based, users arc advised to read this book.
The book also discusses the. consistency, rc-test reliability and psychological validity of
m ental tests in relation- to the w ays in w hich the tests are presented,- their sensitivity to
fluctuations in the m ental functions assessed, and their resulting practical I usefulness for
assessing individual differences in, and variations of, m ental activity in health and illness.Such questions arc not discussed in the G uides to using either Progressive M atrjces (1938)
. or the M ill H ill V ocabulary Scale. ’..They provide only the standard procedures for adm inis­
tering and m arking the tests.
A n adequately designed and standardized m ental test could not' be> tile ■n'orlt of one
person, and I w ould like to record m y indebtedness to Professor A vcling;'w ho, until'H is death,
'directed m y studies, to Professor Spearm an w ith w hom 1 had llie pleasure of w orking, and.
tu Prolessor H urt lor his correspondence and publications. P erhaps even m oie I am indebted
to Professor Penrose, in w hose U nit at the R oyal P astern C ounties Institution 1 w as lirst able
to-give the w hole of m y tim e to psychological research, and to D r, P. K . M cC ow an,
Physician Superintendent of T he C richton R oyal, w ho has- m ade -it possible for the w ork to
continue'and develop.. M ost of all, I am indebted to m y colleagues and the m any people
w hose co-operation- has m ade the w ork so far successful.
. * "H um an N ature,- its D evelopm ent, V ariations and A ssessm ent” (1952), -J. G . Raven (H . K .
Lew is & Co., Ltd., London).
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•6
.. INSTRUCTIONS- FOR USING PROGRESSIVE MATRICES (1938)
THE INDIVIDUAL TEST
Particulars of the person to be tested arc. filled in on the record form. The person
giving the test opens the book at the first.illustration, A.l, and says: "Look at this (point­
ing to the upper figure). It, is .a pattern with a bit taken out. Each of these bits below (he
points to each‘.in turn) is the fight shape to fit the space but they do. not ail complete the
pattern." He explains why-numbers 1, 2 and 3 are wrong and why number 6 is nearly
right. He'then says: Point to. the piece which is quite right." If the. person does not
point to the. right piece he continues his explanation until the nature of the problem to be
solved is dearly grasped.
'
'
The person giving the -test explains that on every page there is a pattern with part
left out, and says: "Ail you have to do is to point each time to- the‘bit which is the right
one to complete the pattern.'' As he turns to illustration A.2, he says: " They are simple
•at the beginning and get harder as you go on. If you pay attention to the way the easy ones
go, you will'find the later ones less dillicult. Just point to the piece which completes the
pattern. Now carry on at your own pace. See how many you can get right. You can have-as
much time as you like. There is no need to hurry. Be careful. Remember each time only
one bit is quite right." •
The person giving the test records the number of the piece pointed to in
in the appropriate place.-on-'the record form. He sees that the pages are turned
at a.time. If necessary, he guides the person's attention to each problem in its
order. Apart from this, he gives no assistance in the method of' working,. as the
order in which the problems are presented provides the necessary training.
each test
over one
standard
standard
THE SELF-ADMINISTERED OR GROUP TEST
Materials
..<•
• A. set of test books is required. These can be used repeatedly. Each person requires
form and. pencil. .Illustrations of the record form..and.test A.-l, drawn twice the
original size,' can be used for demonstration purposes. Stencil keys facilitate rapid marking.’?
2;-record
Accommodation
•
. The test can'be given to a group of any size according to accommodation. Approxi­
mately one hour must be allowed for each group tested. Persons to be tested are seated
comfortably at tables with room for books and record forms and sufficiently apart to
prevent, copying. Space is leftso that supervisors can pass easily between people without
disturbing them.' They should all face the person in charge. .When a person does the test
by himself, h$ should be seated comfortably at a table in a quiet room. .
* Stencil marking keys are obtainable from H. K. Lewis & Co., Ltd., 136 Gower Street, London, W.C.1.
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iP ro c c d u re
P e n c ils a n d re co rd fo rm s a rc d istrib u te d . T ile p e o p le to b e te sted a rc a sk ed to fill' in
p a rtic u la rs . a b o u t th e m se lv e s o n th e , re co rd fo rm . W h e n ,th is, h a s b e e n d o n e th e te st b o o k s
a re g iv e n o u t. - T h e y a re .a sk ed n o t to o p e n th e b o o k s u n til e v e ry o n e is re a d y .
T h e p e rso n .-in ... c h a rg e -sa y s ; ..'" O p e n y o u r b o o k s . to ’ th e first p a g e . .I t is 'lik e
.th is,'.’'. H e o p e n s a b o p k .p r d c'm O h str'atio’n e n la rg e m en t fo r'th e g ro u p -to se c . " A t th e -to p
it say s S e t ..A . a n d 'y o u -h a v e a c b lu rn n A , h e re , o n y o u r sc o rin g fo rm .. T h is is A . 1. Y o u
■see..:w h at it is.-' T h e u p p e r;p a rt is .a p a ttern W ith a b it m issin g . H ac b .-o f th e se .b its b e lo w (h e
rp o in ts to each ’ in tu rn ); is'.th e -rig h t sh a p e , to fit .th e sp a c e, b u t-th e y d o n o t .a ll c o m p le te v th e
.p a tte rn , ■ N u m b e r T - (h e p o in ts to ' th e , b it a n d th e n to th e p a tte rn ) is q u ite th e w ro n g p a tte rn .
N u m b e rs 2 a n d - 3 a re w ro n g — th e y -fit th e sp a c e, b u t th e y a re n o t th e rig h t p a tte rn . W h a t
a b o u t n u m b c M S ? It-is -th e -rig h t-p a tte rn -(h e illu stra te s th a t th e p a tte rn : is -th e sam e -as th e
'p a tte rn -a b o v e ) b u t it d o e s n o t g o a ll o v e r. P u t y o u r lin g e r o n th e o n e th a t- is q u ite rig h t.”
T h e p e rso n in ' c h a rg e n o tic e s 'if th is is d o n e c o rrec tly . If n e c e ssa ry lie g iv e s fu rth e r e x p lan a ­
tio n , a n d th e rr say s : " Y e s, n u in b e r 4 is th e "rig h t o n e , S o th e a n sw er to A .I is 4 — w rite 4
'h e re , a g a in st n u m b e r I J m C o lu m n A o n y o u r sc o rin g -fo rm . D o n o t tu rn -o v e r y et".'
■ T h e p e rso n -in -x h a rg e w a its .fo r e v e ry o n e to fin ish a h 'd ; c o n tin u e s : !‘ O n e v e ry p a g e in
■■'yoiir:'b 'o o k th e re is. a'. p a tte rn -w ith " a-b it-m issin g . Y o u h a v e to d e c id e e a c h tim e w h ich o f th e
• p its b e lo w is th e rig h t'o n e to c o m p ile te ' th e. p a tte rn - a b o v e . W h e n y o u h a v e fo u n d th e rig h t
b it y o u w rite 'th e n u m b e r-'o f It;’d o w n - o n y o u r sc o rin g fo rm a g a in st th e n u m b e r o f ; th e
:':'pat’t e n ii' T h e y , a rc sim p le'’a t th e . b e g in n in g a n d -g e t h a rd e r as y o u g o . o n . T h e re is n o c a tc h ,
iilfp y o u -p a y a tte n tia n ; tc r th e w a y th e e a sy o n e s g o y o u w ill fin d th e la te r'o n e s le ss d ifficu lt'.
-/Try.each in'- tiirn,. frotpjbe beginning, right 'to she end of the booh. W o rk a t y o u r o w n ’p a c e .
;D o h o t m iss a n y o u t. 'p o -n o b tu rn b a c k . S e c h o w .m a n y y o u c a n g e t rig h t'. Y o u c a n 'h a v e as
;m u c h tim e as y o u lik e.; T u rn o v e r a n d d o th e n e x t o n e ."
..- W h e n .su ffic ien t’ tim e h a s b e e n a llo w e d fo r e v ery o n e to w rite d o w n th e a n sw e r to A .2 ,
V th e ^ p erso n .’ini- c h a rg e sa y s
T h e rig h t o n e o f c o u rse , is n u m b e r 5 . .S e e th a t y o u h a v e w ritte n
a th e fig u re -5 'a g a in st-n u m b e r.-2 in -G o .lu m n A o n y o u r fo rm .
p u n tii y o u g e t to . th e : en d ;.-o f ' tii'c b o o k ."
.’Supervision '
G o o n lik e , th a t b y y o u rse lv e s
':p'.'p
M istak e s . o ccu r,,'-lh i fillin g -u p fth c re c o rd fo rm .
S u p e rv iso rs sh o u ld see th a t .'e ac h
-IfirsO ^ .h ^ i'cn te re d ae b fr^ c H y /O n ' h is-fo rm ; h is o w n so lu tio n s to th e first fiv e p ro b le m s." ;O n c e
V a r-p e rso n h a s' g ra s p e d ' n a tu re .b f-th e in itia l p ro b lem s, su p erv iso rs g iv e - n o ' fu rth e r a ssistan c e
i in th e m e th o d o f re a so n in g b u t se e th a t e a ch p e rso n re c o rd s h is -o w n c h o ice s c o rre c tly .
P e o p le fre q u e n tly o m it' a p ro b lem . F ifte e n m in u te s a fte r th e c o m m cm ic m e iit 'o f th e
rviiso rs se e th a t e a ch 'p e rso n is still re c o rd in g h is c h o ice s a g a in st th e :c o rrec t n u m b e rs'
te st,' su ppeerv
o n h is re co rd fo 'rm .
A fte r- a b o u t h a lf.’ a n /h o u r p e o p le .a re a sk e d to in d ic a te w h e n th e y h a v e fin ish e d .•'W h e n
th ey .-d o ji-isu p q rv iso rs'se c th a t th e re co rd fo rm lia s "b een , fille d u p 'c o rre c tly ’ a n d " th a t e v e ry '
p ro b lc n i'-h a s- b e c n a ttem p te d . A s p e o p le fin ish th e y a rc a s k ed 'to g iv e in th e ir b o o k s a n d g o
o u t, o r to .-p ro c ee d .to th e 'n e x t te s t-if th e re is o n e .
_
■' F o r p u rp o ses o f tim in g ,‘th e te st is ta k e n L o b e g in w :h#n*. th e p e rso n in c h a rg e sa y s:
" T u rn o v e r a n d d o T h e .n e x t o n e (A .2 ) y o u rself." T lie tim e o f e n d in g th e te st is n o te d as
sc o rin g fo rm s a rc h a n d e d - in .
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•*8
yi.-. su
RECORDS AND MARKING
1 v i\lw&l;\Vhcn the scries is given as an individual test, the person recording results enters on
^■VU^form.’the number ' of each .piece. pointed to. If a person points to more than one
yypiccepthe piece he finally points to. counts right or wrong. I£ a person given the group test
:-5Vcnters-piore.than one.number;against any item in the scale, he must be told to cross out all
;v. but the-right one; :If the mistake is not observed until after the test is over, the number on
|0the^exh:eme. right .only is considered;, whether-the other numbers are right or' wrong.
The'standard record 'forinp is ’arranged so that it can be quickly and accurately marked
•' by-- superimposing, a stencil marking' key.'
...
•
A person’s score on the-scale is. the total number of problems he solves correctly when
he is 'allowed to work quietly through the series from the beginning to the end.
t; By. subtracting from a. person’s- score oh each of the five sets the score normally
expected on each set for the same total score on the scale, the consistency of his work can
be assessed-; The score to be expected is given in TABLES 1 or II. The difference between
.•the:score'a person obtains on each , set and that normally expected for his total score can be
■ shown iiumcrically as follows;—■.
'’Discrepancies.: 0,-1,
-2, +1.”.
ilf'l-petsoh-'s .score on one .of the sets'.deviates-'By more than '2, his total’ score on the scale
cannot'be 'accepted'at-its face', value, as a consistent estimate of his general capacity for. intcil lectual activity.-■ Forrgeneral purposes ".the total store appears'to'be relatively valid even
Vwlieiv-'discrepancies of more than ;2: points, occur in the break-up.
' •
a. certain .proportion of. cases-a person -selects' a right figure' by chance.' When a
'pefsbn;;.isf.:ahdwed to complete the whole of the scale, the number of chance selections will
be proportional to the number of problems in which he fails. People who obtain low scores
; have. a., proportionately greater number of successes by pure chance. To this extent low total
•score? are always less consistent and reliable than high scores
The .most satisfactory method of interpreting the significance of -a person’s total score
is to consider it.in terms of the frequency with which a similar score is found to occur
.amongst people of his. own age. 'Phis method shows at once his intellectual capacity relative
UQ.pllier.people of his own age-and. the frequency with which one should expect to find people
pf. similar .capacity. It. 1ms thy advantage that no a priori assumption is. made that in
childhood:.'the- development of-'"•■intellectual capacity ■ is necessarily uniform, or that at
Maturity it.is-.-necessarify distributed symmetrically throughout the general population.
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9
'.-'.•.F o r p r a c tic a l p u r p o s e s it is c o n v e n ie n t to ta k e c e r ta in 'f ix e d p e r c e n ta g e s o f th e p o p u o b la tio n - a n d to g r o u p p e o p le a s th e ir s c o re s f a ll b e tw e e n th e m . I n th is w a y it is p o s s ib le to
' c la s s ify a p e r s o n -a c c o r d in g to th e s c o re h e o b ta in s a s :—
GRADE
I
; .
.
y
II
•
" definitely above, the average in intellectual capacity ",
if h is s c o r e lie s a t o r
a b o v e th e 7 5 th p e r c e n tile ;
j.--.
:
'
.
/ / - r y i f h is s c o r e lie s a t o r a b o v e th e 9 0 th p e r c e n tile .
I ll " intellectually average
. ..' c e n tiie s ; .
' • . ■
.
•
l,
o r " hit elleci unity superior " , if h is s c o r e lie s a t o r a b o v e th e 9 5 th p e r c e n tile
f o r p e o p le o f h is a g e .
”,
if h is s c o re lie s b e tw e e n th e 2 5 th a n d 7 5 th p e r,
./ / / + , if h is s c o r e is g r e a te r th a n th e m e d ia n o r 5 0 th p e r c e n tile f o r h is a g e ;
III— ,
;
IV
if h is s c o r e is le s s th a n th e m e d ia n .
".definitely below average in intellectual capacity ",
if h is s c o r e lie s a t o r
b e lo w th e 2 5 th p e r c e n tile ;
■
IV— ,
■
•A .-T T .'"f: '
V -
if h is s c o r e lie s a t o r b e lo w th e 1 0 th p e r c e n tile .
".intellectually defective ",
if h is s c o r e lie s a t 'o r b e lo w
th e 5 th p e r c e n tile
f o r h is a g e -g r o u p .
T h e n e c e s s a r y p e r c e n tile s c o re s f o r th e in d iv id u a l a n d g r o u p te s ts b e tw e e n th e a g e s
o f 6 a n d 6 5 a r e s h o w n in T A B L E S I I I , I V a n d V , T h e in d iv id u a l te s t a p p e a rs to in tr o d u c e
e m o tio n a l f a c to r s w h ic h a r e le s s o p e r a tiv e w h e n a p e r s o n is a llo w e d to w o r k q u ie tly a t h is
o w n s p e e d . T h e s e lf - a d m in is te r e d o r g r o u p le s t a p p e a r s to p r o v id e a m o r e r e lia b le s a m p le
o f a p e r s o n 's o u tp u t o f in te lle c tu a l a c tiv ity d u r in g th e te s t. P e o p le o v e r jO y e a r s o f a g e c a n
b e g r a d e d I, .1 1 , I I I o r .I V , b u t th e r e is a t p r e s e n t in s u ffic ie n t d a ta to d is tin g u is h b e tw e e n
p e o p le w h o a r e - G r a d e . I V - a n d th o s e ;'w h o a r c G r a d e IV — o r G r a d e . V .
•' -T h e c o n s is te n c y o f a iy e s tim a te , th e to ta l s c o r e , o b ta in e d , . th e tim e r e q u ir e d ‘a n d th e
■ g r a d e r e a c h e d a re c o n v e n ie n tly s u m m a r is e d a s f o llo w s : —
_ .T o ta l s c o r e .................,...... . -1 6
G r a d e .................. ..
...... 1 H T
D is c r e p a n c ie s
.
T im e
0 , -I 1 , - - 2 , -P 2 , — - l .
................ 3 8 m in u te s .
F o r re a s o n 's a lr e a d y g iv e n , P r o g r e s s iv e M a tr ic e s ( 1 9 3 8 ) d o e s n o t d if f e re n tia te , v e ry
c le a rly b e tw e e n y o u n g - c h ild r e n , o r. b e tw e e n a d u lts o f s u p e r io r in te lle c tu a l c a p a c ity . I t c a n n o t
, b e g iv e n - s a tis f a c to r ily w ith . a . tim e - lim it a n d ta k e s u p to > 1 5 m in u te s to .c o m p le te .' T h e s e
a p p e a r to ■ b e th e c h ie f c r itic is m s o f th e s c a le . N e ith e r s h o r te n in g th e te s t, m a k in g it lo n g e r ,
d iv id in g it, m a k in g it c o n tin u o u s ,- n o r r e - a r r a n g in g d ie p r o b le m s o v e r c o m e s th e m , w ith o u t
. .lim itin g - th e u s e f u ln e s s .o f . th e s c a le .is a w h o le . \ It lia s , h o w e v e r , b e e n - p o s s ib le to c o n s tr u c t
..d e r iv a tiv e s .o f th e 1 9 3 8 s c a le to m e e t e a c h lim ita tio n s e p a r a te ly .
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NORMAL SCOM COMPOSITION
TABLE L—THE INDIVIDUAL TEST
"
,
Total Score
,
■ :io-
15
20
25
30-
35
40 .
45
50
6
8
. 9
10
10.
10
10
11
B
2
C .1
4
6
7
8
8
9
10
' 2
3
4
6
' 7
.8
10
12
. 12
11' ' . H
ll.
10
• I
1
2
3
4
7
9
9
10
a
0
0
0
i
2
3
1 4.
3
. 7
■10
/a .
‘.-.'Expected scort on each set ■
D
•
.
’ • •
E '
.
53
TABLE IL—THE SELF-ADMINISTERED or GROUP. TEST
@ul
A
B..
C-
P
:-a5-
8
4
. 2
i
'4 .
3
1
' 0
i 6'
. 8
E
. Total
0.
30'
■ M
A
B
c
D
. E
10
7
6
5
'
10
7
•Total
A
B
C
D
E
2
45
12 •
10
.9
9
3
7
3
2.
46 ■
12
10
10
.9
5
17'.^
8
5
3'."
1
0
32 "
10
8
7
5
2
47
12
' 10
10
9
6
18'
8
3
3
2
0
33
11
H
7
3
A.•J
4a
12
11
10
9
6
8
C,
•3
2
0
34
11
H
7
r»
2
49
20 ■; . 8
6
3
2
1
35
11
a
7
7
2
' .5°
6
.4
li
a
a
• 7'
6.
4
a?
.21,.' •
8
: 22< ' ..9
23-" ’
1
36
‘2
1
37
li
9
'2
'1
38
.11
9
C>
■
39
.' u
9
4o
n
'
4l
2-
9
'7
24-v .'.9
7
4 -
3
1
3
. 1
•4-
6
io-
7
12
a.
a
10
7
12
n
a
10
88
51
V
2
a
li
3
. 53
54
10
a
8 '
3'.
55
il
10
9
K
3
56
12
1£
10
9
9
3
57
12
10
9
9
3
58
12
.12. ■ .10
9
9
59. .
12
7 ■
2(5
10
7
5
3 .
1
,27 '
10
7
5
4
1
42
28
(0
7
6
4
1 .
43. . 12 .
7 ,
6
5
.1 ■
10
10
. 52
4
44
10
2
10
•10
11
a
* *5
.•25
29 .
12
12 •.
a
7...
•'
i
:
'
12 .
a
a
a '
12 .
12
a
a
8
12
12 ■
a
a
9
12
12
a
9
12
12
a
la
12
12
12
10
12
12 ... 12 • • a
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F<SS.
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'
TABLE'III—INDIVIDUAL TEST-
i.
...
I'Working pcrccofilc' points calculated from the natural scores of 733 Colchester children.^
y '"»7.....
frerxtilf' ;
Jornlt-
. . • . M
■ Chronological Age in Ye.itrs
; 6
Nl
fAr
19 •' 22 ;
|:90- .
<-7, .
! ■
i'co • ■', ,
17
13
1-2? .
-
•
.13
—
7 ;
e
.
SJ
.9
91
10
10J .11
Hi
12
13
131
25
24 ;• ■ 33
37
39
40
42
44
47
30
52
a
54
54
20
22
.2-1
28.
33
35
36'
38
41
44
48
49
49
50
JO. .
17
19
21 . 23
26
31
33
35.
38
42
43-
45
46
46
it
IS-
17. , .19
21
29
'22
24
26
22
31
35
37
33
40
61
' -r
'13
.17
78
20
23
26.
28
30
3.1
52
'33
13
14
14'
15
20
1
24
25
,26
13
14
16
.?.i
22
22
16
14 • '.14'
'
—•
?i
.
_
—
’•15
.'
—
—r.
.
'
;■—
—
.
**
?
A
4<
19
it'
'
'•TABLE IV—THE SELF-ADMINISTERED or "GROUP TEST (CHILDREN)
it'-VWorking'percentile, points, calculated, from the natural scores. of 1,407 .children.
iPrrctnlih
tePoinlf*.
I-; .v;
• '.
few
1&?0*.:
fV 75
i ' .50
|P-T
'
$
Chronological Age. m Years
■111
12 ■'
,10^
11
...81- '' 9 .
10
38
'39
41
43
45 .
48
50
51
51.
34
36
38
41
43
45
47
49
49
52
' 50
.24
29
32
'34 '
37
39
41
43
43
■ 46
14. '
32
53 ;
53
50 •
51
52
47
48
*&£i
63-'
4A
'44:
33
37
.
, 31
24
23
SO,.
S3
35
37 .
sa
61
.—
: •—
14
16
is;
20,:
23
26
29
32
..34 .
.13
■■ —. •
13
15
16
18
22
25
27 ■■■ ; 2S
—
13
14
15
76
17
19
'.r—
•
—1 ■, ' —
4-
V
l:.'
13,. .iH
18
. —. •'
V
121
■
5;
I
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lOMoARcPSD|20427001
: T A B L E V .— T H E S E L F - A D M I N I S T E R E D
• ' ." W o r k i n g
p e r c e n t ile
p o in t s
c a lc u la t e d
.
U-
'
95
eg
'
i
•
: .
••
.
90
...
i :-i ■:
•
'
(A D U L T S )
f r o m t h e n a t u r a l s c o r e s o f ’ 3 ,6 6 5 M ilitia m e n a n d 2 ,1 9 2
C iv ilia n s
23
30
35
40
45
30
35
60
65
53
53
54
53
52
50
48
40
44
42
54
53
51
49
47
45
43
41
39
39
37
35
33
»
54'
:•
49-
"49
(A1
37
47
45
43
41 ' .
• 44.
43
40
38
35
33
30
27
24
57
54
30
27
24
2’
13
15
13
28
28
25
—
—
—
—:
,2 3 .
'2 3
•1 9 .
—
•—
...
T
25
10
TEST
20
-V -
:; 7 5 . " '
50
GROUP
Chronological Age in Years
Percentile _
Points
' ”
or
..
5 .
'
.
— '
—
.
—
'
'—
’- ---
—
T- '
—
In Tables III, IV and-V, the median score •at each age is shown in hea vy type
Figures in italics. have been Interpolated tor smooth working.
? • - One person in 20 may be expected to obtain a score at or above the 05th percentile point. 'S im i­
larly one person in 20 may be.expected to obtain a score at or below the 5th percentile point. One,
i- person In 10 may be expected to. obtain a score at or above, the 80th: percentile point, and one In 1C
.at.or below the 10th percentile point. One person in.4 may be expected to obtain a score at or above
the 75th percentile point, and. one in 4 at .or below the' 25th. The score obtained by. one person in
qvery: two may be. expected to fall, between the 25Ui and 75th percentile points..
Vi;'
Too few dull people over 80 have,.as.yet, been tested for the 5th and 10th percentile points to
> b o accurately determined. • .. .
*
V ....
T A B L E V I.
R e la t io n s h ip
b e tw e en
P e r c e n t ile • G r a d e
and
T erm an
M e r r ill
c l in i c .g r o u p o f 3 0 1 c h ild r e n g i v e n e a c h
■
; -9 5 m d o v e r
:' 7 3 a n d o v e r ...... .......... ..... ...
■
....
.....
L_
- 5 a n d . u n d e r .......... .... ... .......... .
•'
T o t a ls ..
•
U nder
73
89
—
—
8 9 to
: 115-
' I
V ...
n .
O v e r 2 5 a n d u n d e r 7 5 ..... ..... .....
. 25 and u n d er____ .
:■
U nder.
. Grade.
...... ;.........
Q u o t ie n t
fo r
a
Terman Merrill 'l-Q.
Progressive Matrices (1938)
'f^rjfercenlile Croup'
I n t e ll ig e n c e
t e s t in d iv id u a lly .
nr
;
t v
.
/
2f
20
9
23
V
20
,
37
••
5?
• 85
19
•
..
15
—-
T o t a ls
...
17
29
14
36
10*
'—
132
43
36
•t*
.1 2 8
O ver
.1 2 7 ,
6 .
16
■
.
HI
20
9
_
.
6f
M
■
O ver
—
.
40
4 t . ..
!'. 3 L O i'.
t: Of the individuals syUh Tormah. Mefrlir inti-iliffcuca Quotient'iwo ela'siiea.lower tlmh their -Matrices.
Orad,a,. 0-had..apeeiflo defects'in.-reading, speeds sr education.
'
'
.'- i
* .Of the' individuals- with Terman. Mendl Tiileillgenco Quotient twooliases higher than their-Matrices..
Grade. 3 were excitable.! talkative',' social'failures or locking hi self-con tred.
■ <
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.
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.
14
SELECTJED-BIBLIOGRAPHY
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lo
the
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of
M rriid
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fcr;;.V , ■
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;;.T .Stevenson, W .
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—j A. ’
C.
{936 . Raven,
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•V— .— .
'
"A N ew . Scries of Perceptual Tests”, (lint. ]■ Med. Psychol.
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Ti.u j/t
... 1937
Spearman, C.
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1939
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'•'■'1942
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i«
it
t>
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n
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'
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• .
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15
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•
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An
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O r g a n i z a ti o n
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fry:
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;
in
<j-
i4).:
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:$y'
Sc 2,
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•
o f N e u r o t ic s
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■
.
.
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O f f ic e , L o n d o n ) .'
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lOMoARcPSD|20427001
.:
■
15NS
";
: . : ■'
-
•'
;
i6
•
'
...
■■
Fbukls, G . A . and R aven, J.:C , ..” N orm al C hanges in the; M ental A bilities of A dults ns A ge.
•
• /•
.... A dvances v; (f.'Mcnt. Sci. V ol. xctvj.
’.
,,
„
„
•
Intellectual-A bility and O ccupational G rade ", (Ocenp. Psychol. •'
. • V ol..xxti, P art'd).'
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xxxix, Part 1),
R aven,]. C .
„
" A C om parison of Skill am i A w kw ardness ”,
R oyal, D um fries);
". ■
'
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