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AbstractObjectiveMethodsResultsConclusionsThe aim of this study was to create age-stratified norms for the Raven’s Standard Progressive Matrices (SPM) for Sri Lankan adults.A sample of 610 adults (age: 18–72 years; education: 1–19 years), underwent the 60-item version of the SPM under individual supervision of a test administrator. The sample was stratified into 5-year age bands, and the norms are presented as percentile tables and percentile curves.The age-related changes were more accurately predicted by a curvilinear model (overall R2 = 0.961) than a linear regression model (R2 = 0.639). The SPM norms are presented as age-stratified percentile tables, as well as sex-, age- and education-adjusted multiple regression equations. The highest percentiles in the younger end of the age spectrum showed a ceiling effect. In the context of age-stratified US (1993) and British (1992) norms, older individuals in the Sri Lankan sample scored much lower than their Western counterparts. However, the difference narrowed in the younger age bands, showing no difference among the 18-to-22-year age bands in the three countries.This age-by-country interaction can be partly explained by poorer education in the older individuals in the present sample compared to those in the US and UK standardization samples. SPM norms presented in this paper fill a hiatus in assessment of general intellectual ability in Sri Lankan adults. Given that Sri Lanka improves its educational, socioeconomic and health standards faster than the nations who have already reached higher standards, these norms would require re-standardization in the coming decades. [ABSTRACT FROM AUTHOR]

This study aims to investigate the connection between the degree of visual impairment and educational task performance and management in the e-learning environment with an emphasis on writing and visual recognition disorders. The study was conducted in 2019 in Beijing city, Anhui province, Jiangsu province, Guizhou province, Zhejiang province (China) among 125 students of online English courses. The age of participants corresponded to the sixth grade (9.0 ± 2.5 years). The e-learning course included three 10- lessons blocks, after which students underwent individual online training with the integrated application of the Gottschaldt's, Poppelreuter-Ghent's, and Raven's tests. The level of visual impairment inversely depends on the tasks' accomplishment -- the more severe the vision loss, the worse the learning outcomes. Pearson's correlation coefficients between the educational performance and mild visual impairment were 0.79 (Gottschaldt's Hidden Figure test), 0.81 (Raven's Progressive Matrices test), and 0.83 (Poppelreuter- Ghent's Overlapping Figures test). [ABSTRACT FROM AUTHOR]

This study emerged from a state initiative to improve teaching and lift school outcomes in Melbourne, Australia. At the invitation of participating schools, the data presented here were produced for follow-up sessions in a professional development program using the 'Developmental Management Approach'. Fieldnotes of teacher talk intended to give students opportunities to choose to behave prosocially were collected in this accidental action research. The observational summary from the fieldnotes was used in discussions with participating schools. Implications of the power of classroom hinting by teachers and its potential influence on students' prosocial engagement and moral development are discussed using Raven's typology. [ABSTRACT FROM AUTHOR]

This study investigates the correlation of self-report accuracy with academic performance. The sample was composed of 289 undergraduate students (96 senior and 193 junior) enrolled in two engineering classes. Age ranged between 22 and 24 years, with a slight over representation of male students (53%). Academic performance was calculated based on students' final grades in each class. The tendency to report inaccurate information was measured at the end of the Raven Progressive Matrices Test, by asking students to report their exact finishing times. We controlled for gender, age, personality traits, intelligence, and past academic performance. We also included measures of centrality in their friendship, advice and trust networks. Correlation and multiple regression analyses results indicate that lower achieving students were significantly less accurate in self-reporting data. We also found that being more central in the advice network was correlated with higher performance (r = .20, p < .001). The results are aligned with existing literature emphasizing the individual and relational factors associated with academic performance and, pending future studies, may be utilized to include a new metric of self-report accuracy that is not dependent on academic records. [ABSTRACT FROM AUTHOR]

Confidence ratings (CR) have often been integrated into reasoning and intelligence tasks as a means for assessing meta-reasoning processes. Although it is often assumed that eliciting these judgements throughout reasoning tasks has no effect on the underlying performance outcomes, this is yet to be established empirically. The current study examines whether eliciting CR from participants during a fluid-reasoning task influences their performance and how this effect is moderated by their initial self-confidence in their own reasoning abilities. In a first experiment, we found that participants performing CR during Raven's Progressive Matrices significantly outperformed a control group who did not provide ratings. Additionally, a second experiment demonstrated that CR only facilitated performance in participants who have a high level of initial self-confidence in their reasoning ability, whereas they were detrimental to participants low in self-confidence. [ABSTRACT FROM PUBLISHER]

A total of 383 participants (aged 19 to 66 years) completed the Raven's Progressive Matrices, the Myers-Briggs Type Indicator (MBTI), the Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B), and the California Psychological Inventory-434 (CPI-434). Results showed that IQ was positively correlated with perceiving (MBTI), control (FIRO-B), intellectual efficiency (CPI-434), achievement via independence (CPI-434), and negatively correlated with sensing (MBTI), internality (CPI-434) and norm-favouring (CPI-434), supporting the majority of the hypotheses. Participants' age was correlated with many measures, particularly intelligence and accounted for a third of the variance in IQ scores. Limitations are considered. [ABSTRACT FROM AUTHOR]

The current study aimed at identifying the differences in moral Judgment levels among female students according to their giftedness and grade levels. In specific, the study attempted to answer the following questions: (1) Does moral judgment differ due to the differences in giftedness and grade levels? (2) Is it possible to efficiently predict the moral judgment levels for female students through non verbal intelligence, creativity, and achievement? A sample of (232) female students has been randomly selected as of (115) from 11th grade and (117) from 8th grade. This was selected from ten schools of the capital district of Kuwait. The moral judgment test, Raven's progressive Matrices, Torrance Tests for Creative Thinking (verbal form), and the student's general average were utilized to answer the research questions. The results revealed that there are statistical significance differences in moral judgment according to the main effects of giftedness and grade level. And it is possible to predict the moral judgment through creativity only. [ABSTRACT FROM AUTHOR]

This study explores the relationship between intellectual ability (IA) and the treatment needs of male offenders in a therapeutic community prison. A sample of 1627 offenders with varying levels of IA as measured using the Raven's Progressive Matrices (RPM; Raven, 1958) were compared on psychometric measures assessing offence-related treatment needs. A multivariate analysis of variance (MANOVA) revealed that offenders with a lower level of IA had significantly higher scores on particular scales of the Hostility and Direction of Hostility Questionnaire (HDHQ; Caine, Foulds, & Hope, 1967), the Psychological Inventory of Criminal Thinking Styles (PICTS; Walters, 1995) and the Blame Attribution Inventory (BAI; Gudjonsson, 1984), and a multivariate analysis of covariance (MANCOVA) found that these differences persisted even after controlling for social desirability. Findings suggest that offenders with a lower level of IA may require adapted treatment interventions that target differences in treatment need. [ABSTRACT FROM AUTHOR]

Few studies have examined the impact of age on reactivity to concurrent think-aloud (TA) verbal reports. An initial study with 30 younger and 31 older adults revealed that thinking aloud improves older adult performance on a short form of the Raven's Matrices (Bors & Stokes, 1998, Educational and Psychological Measurement, 58, p. 382) but did not affect other tasks. In the replication experiment, 30 older adults (mean age = 73.0) performed the Raven's Matrices and three other tasks to replicate and extend the findings of the initial study. Once again older adults performed significantly better only on the Raven's Matrices while thinking aloud. Performance gains on this task were substantial (d = 0.73 and 0.92 in Experiments 1 and 2, respectively), corresponding to a fluid intelligence increase of nearly one standard deviation. [ABSTRACT FROM AUTHOR]

The present study explored the effects of a mediated intervention programme on a sample of Grade 5 learners, in a remedial school. The participants (n = 20) were systematically sampled and they constituted two groups; namely, Individual Mediation (n = 10) and Group Mediation (n = 10). It was hypothesised that participants exposed to this programme would yield a significant improvement in cognitive functioning as measured by the Raven's Coloured Progressive Matrices. It was further proposed that participants within the Individual Mediation group would perform significantly better than those within Group Mediation. Set Variations B-8 to B-12 from Feuerstein's Learning Potential Assessment Device served as a vehicle for mediating cognitive deficiencies. Results revealed a significant improvement in scores only within the Individual Mediation group. Despite the statistically significant improvement yielded within the Individual Mediation group, no statistically significant difference was found between the Individual Mediation and the Group Mediation sample. These findings are discussed in light of existing literature and future recommendations are suggested. [ABSTRACT FROM AUTHOR]

The study compares overexcitability scores of Turkish 10th graders who are grouped in terms of their intellectual abilities, motivation, creativity and leadership as well as gender. 711 students who were administered Raven Advanced Progressive Matrices Test (APM) were divided into three intellectual ability categories. From this pool, 105 subjects were selected as the sample of the study. Teacher Observation and Evaluation Form (TOEF) was used for categorizing students in terms of motivation, creativity and leadership. On the other hand, Overexcitability Questionnaire (OEQ) was administered to the sample for assessing their overexcitabilities. According to the findings of the study, overexcitability scores of highly intelligent, motivated, creative and leader students in some overexcitability areas are significantly greater than those of their lower counterparts. No gender differences are found in regard to overexcitabilities. [ABSTRACT FROM AUTHOR]

Raven's Progressive Matrices (RPM), a widely used test of reasoning, is sensitive to aging, but it has not proven to be helpful in the assessment of acquired focal or lateralized brain damage. Clinical experience suggests that the test is insensitive to traumatic brain injury (TBI), but the data are difficult to interpret because of rapid inflation of norms over time (the Flynn effect). In examining data from 64 adult patients with TBI who were administered the Standard RPM between 1981 and 1989, we used previous and subsequent norms conjointly to adjust for the Flynn effect. Anterograde and retrograde adjustment of norms led to highly convergent results. After adjustment for the Flynn effect, RPM performance was comparable to Wechsler IQ, significantly below estimated premorbid IQ, and nearly 2 SD above performance on 2 TBI-sensitive neuropsychological tests. We conclude that RPM performance is neither more nor less sensitive than Wechsler IQ to the consequences of TBI in the adult, but erroneous conclusions are likely to be reached if the Flynn effect is not taken into account. [ABSTRACT FROM AUTHOR]

An important debate in the reasoning literature concerns the extent to which inference processes are domain-free or domain-specific. Typically, evidence in support of the domain-specific position comprises the facilitation observed when abstract reasoning tasks are set in realistic context. Three experiments are reported here in which the sources of facilitation were investigated for contextualised versions of Raven's Progressive Matrices (Richardson, 1991) and non-verbal analogies from the AH4 test (Richardson & Webster, 1996). Experiment 1 confirmed that the facilitation observed for the contextualised matrices was in part due to extraneous aspects of commentaries originally intended to activate domainspecific processes. Experiments 2 and 3 indicated that the remainder of the facilitation for the matrices, and all of the facilitation for the analogies, could be explained by visual salience: Converting the item elements into realistic objects had enabled them and their transitions to be identified more easily. Hence, performance at simplified abstract items was as good as, or better than, at contextualised items. It is concluded that facilitation effects cannot be interpreted as showing that domain-specific processes constitute a self-contained system separate from domain-free processes. In turn, this means that domain-free processes cannot be dismissed as being unimportant for reasoning. [ABSTRACT FROM AUTHOR]

Focuses on the Raven's Progressive Matrices Test (RPM) developed by J.C. Raven and evaluates its usefulness in identifying gifted and talented students. Objectives; Reliability; Norms; Validity; Administration and cost; Identifying underserved populations; Identifying additional cognitive traits; Selecting the appropriate level; Recommendations.

The performance of 3692 Tanzanian secondary school pupils on Raven's Standard Progressive Matrices Test is analyzed. Differences in mean level of performance were found to be associated with ethnic group (African or Asian), age, and sex of the student, but were independent of form level and tribe or community groupings. [ABSTRACT FROM AUTHOR]

The article focuses on researching changes in the trends of intelligence quotient (IQ) tests in context to Flynn effect, Wechsler test, and Raven Progressive Matrices.

Most research on the relation between psychopathy and intelligence has been conducted with incarcerated male samples. However, psychopathic traits can be found among non-incarcerated individuals, male or female, possessing high intellectual capacities. The construct of psychopathy has been comparatively understudied in women. We hypothesized a positive correlation between interpersonal psychopathic traits and intelligence among females, whereby those non-criminal females having high scores on these traits would be more intelligent than those having low scores on these traits. We carried out a correlational analysis and group comparisons on a sample of 121 non-criminal females. Variables that were measured include the Psychopathic Personality Inventory (PPI) total score and its two subscales; the Levenson Primary and Secondary Psychopathy (LPSP) total score and its two subscales; Psychoticism (P) and intelligence measured by Raven's Standard Progressive Matrices (SPM). A significant positive correlation (r = .33, p < .05) was found between LPSP-I (interpersonal affective factor) and SPM. Separate ANOVAs were conducted to compare SPM scores of the participants, when they were allocated to groups based on either the PPI or the LPSP scores. Performance of the interpersonal affective group (M = 53.32, SD = 3.45) was better than that of the two other groups (M = 50.26, SD = 3.25 for "Impulsive Antisocial", and M = 49.37, SD = 4.67 for "non psychopathy"). [ABSTRACT FROM AUTHOR]