Progressive Matrices Test Research Articles

Teenagers and their Addiction to Computer

Computer addiction of the teenagers seems to have become an important issue over the last 15 years in Romania, and it is still insufficiently analysed in our country. Our objective was to identify the incidence of computer addiction in a group of teenagers from a high-school in Bucharest and to pinpoint a series of characteristics. We gathered general data on our subjects: their background economical situation, health condition. The investigation methods were: CIDC and the 20 Items Scale, Draw-a-Tree, Draw-a-Person and Raven's Progressive Matrices tests. Our subjects who accepted to participate to our study do not manifest the characteristics specific for the psycho-pathological personality. There is however a high risk of developing such an addiction when speaking of pupils, but still latent.

Home Computers and Child Outcomes: Short-Term Impacts from a Randomized Experiment in Peru

This paper presents results from a randomized control trial in which approximately 1,000 OLPC XO laptops were provided for home use to children attending primary schools in Lima, Peru. The intervention increased access and use of home computers, with some substitution away from computer use outside the home. Beneficiaries were more likely to complete domestic chores but less likely to read books. Treatment children scored almost one standard deviation higher in a test of XO proficiency, though there were no effects on objective and self-reported skills for using a Windows-based PC and Internet. There were positive impacts on the Raven's Progressive Matrices test among children who did not have a home computer before the intervention, but no significant effects for the sample as a whole. Finally, there was little evidence for spillovers within schools, although close friends and classmates of laptop recipients did exhibit higher proficiency with the XO computer.

La oralidad y la escritura en el proceso de aprendizaje Aplicación del método aprende a escuchar, pensar y escribir

Research design is quasi-experimental, field, with four longitudinal assessments for two groups (one experimental and one control) of students with irregularity student. Intervention, learns listen-think-write (lltw) method. population, 488 students. With a sample conditioned (students with irregular registration) of 170 students from two university careers of accounting and administration, both manner, 24.3 years old. Material, Raven’s Progressive Matrices test and Learning strategies ACRA test. The impact obtained by the intervention (LLTW) was 23%, significant difference between follow-up evaluation 6 and 12 months. Regarding the improvement of learning skills in post-test measurement showed a general increase in average by 28%. Also it is necessary to say, the decline was failed subjects in the two groups evolving 12 months in control group was 3 to 4 and the experimental group was 1 to 2.

“Cerebellar cognitive affective syndrome CCAS – a case report”

Aim:The aim of the study was to describe a case of the patient with cerebellar cognitive affective syndrome CCAS,characterize the role of cerebellum in the regulation of cognitive functions and present the procedure of neuropsychological diagnosis useful in indicating the specific cognitive and emotional problems in patients with cerebellar damage. Case report:A 41- year old man with an ischemic cerebellar stroke of its right hemisphere manifested the neuropsychological symptoms typical for the frontal damage: euphoric mood, disorganized behavior, lack of criticism and mental plasticity, tendency to shorten the personal distance, problems with mistake correction. In neuropsychological diagnosis we used following methods: Raven Progressive Matrices Test, Mini Mental Stage Examination (MMSE), Trail Making Test, Wisconsin Card Sorting Test, Stroop Interference Test, Word Fluency Test, Auditory Verbal Learning Test by Łuria, Benton Visual Retention Test, Digit Span. Results:Analyzing the obtained results we observed the significant decrease of all executive functions: planning, abstract thinking, cognitive flexibility, adaptation to new situations as well as memory impairments and changes in emotional and behavioral state similar to frontal syndrome.The whole of impairments including the typical cerebellar symptoms (ataxia, dysarthria, dysmetria,hypotonia) create the cerebellar cognitive affective syndrome CCAS with leading role of dysexecutive syndrome. Conclusions:The cerebellum takes part in the regulation of cognitive functions. The cerebellar damages can imitate the emotional- cognitive problems of patients after frontal damages what additionally stress the functional link between these two brain structures. Patient’s with cerebellar damages should have neuropsychological and neuropsychiatric diagnosis and care.

Culture As A Factor Of Intelligence Among Secondary Level Students

Present study aimed to explore the cultural differences in intelligence. To explore the purpose simple random samples of 440 students (Urban school students=220, Rural school students=220) of age ranging from 12 to 15 years old was drawn from urban and rural areas of district Abbott bad KPK Pakistan. Educational level of school students was 8 th class. Survey technique was adopted for data collection. Raven's Standard Progressive matrices test was used by the researcher in face to face interview to collect the data. To evaluate the significance of results, t-test was applied. Results indicated that urban school students have better intellectual level as compared to rural school students. Findings also revealed the gender difference between intellectual levels of students, that showed female students have high level of non-verbal intelligence as compared to male students. Result indicated that urban male students score high on non-verbal intelligence as compare to rural male students, similarly urban female students comparatively score higher than rural female students.

Measuring Intelligence by Raven Standard Progressive Matrices Test: A PCA Approach

There are many ways to measure the intelligence, especially when it comes to measuring through multidimensional scaling. This study examines the nonverbal abilities of the individuals using nRaven Standard Progressive Matrices (RSPM) test. RSPM is a nonverbal culture fair test that identifies nonverbal reasoning abilities. It has 60 visually presented geometric-parallel-like problems based on five sets, having 12 items in each set. The tool was administered collectively (group-class) to a representative sample of 267 adolescents (both boys and girls) studying at higher education institutions in Pakistan. The sample was drawn from two public sector universities. The data was analyzed through descriptive statistics and principle component analysis (PCA) to extract nonverbal abilities. The results indicate that 25% participants have secured 60% or less tests scores, 50% participants have secured 73% or less tests scores, and 25% participants secured more than 81% tests scores. It is also found that participants have very sound intellectual capacity and nonverbal reasoning abilities which is generally identified as fluid intelligence and it is correlated with measures of abstract reasoning, puzzle solving, problem solving, learning and pattern recognition. Principle component analysis has revealed the grouping of the individuals and the common factor that affects the performance of the participants.

Análisis del uso de estrategias de recuperación de la información por alumnos con alta capacidad intelectual (9-14 años) en función del género, edad, nivel educativo y creatividad

<p class="RESUMENCURSIVA">En este trabajo se estudian las relaciones entre alta dotación intelectual y estrategias de recuperación de información, atendiendo a las influencias del género, la edad, el nivel educativo y la creatividad. Se evalúan las estrategias con las Escalas ACRA <strong>(</strong>Román y Gallego, 1994); la inteligencia general con el Test de Factor “g” (Cattell y Cattell, 1990) y el Test de Matrices Progresivas (Raven, 1996) y la creatividad con el Test de Abreacción (TAEC) (De la Torre, 1991). Se utiliza una muestra de alumnos de alta dotación intelectual de Educación Primaria y Secundaria (9-14 años).</p>Los resultados no muestran relaciones significativas entre las variables inteligencia general y estrategias de recuperación de la información. La edad modula de forma limitada su uso y la asociación entre alta dotación y alta creatividad solo favorece la utilización de las estrategias de Respuesta Escrita. Se propone una revisión de las evaluaciones de uso percibido, frente a las de uso real.<p> </p>

The Effect of Group Play Therapy on Reduction of Separation Anxiety Disorder in Primitive School Children

It is normal to be anxious in certain circumstances but the Anxiety disorders are when children are anxious when there is no reason to be fearful. The occurrence of childhood separation anxiety disorder puts the individual at increased risk of developing some other kind of psychological problem in adulthood. Play therapy is a good way to engage children in the therapeutic process. It provides a multiple intelligences perspective and may meet the specific needs of children more effectively than the traditional ‘talking’ therapies. The purpose of this research was to determine the effect of group play therapy on separation anxiety disorder in 7-9 years old children in Tehran. Sampling was purposeful in which 20 children, who were diagnosed as separation anxiety disorder, were selected, and randomly divided into two experimental and control groups (10 subjects each). Experimental group received 9 sessions of group play therapy once a week Tools were: 1) The Raven's Colored Progressive Matrices Test. A test of non-verbal intelligence for young children with36 matrix designs. 2) The Spence Children's Anxiety Scale (SCAS) with 44 questions and 6 subscale variance &covariance analysis were used for data analysis. The results of covariance analysis showed the significant effect of group play therapy on reduction of separation anxiety disorder in children in post test and follow up stage. (p<0.05).

Neuropsychological Patterns Underlying Anosognosia in People with Cognitive Impairment

Aims: To investigate, in a group of subjects with cognitive impairment, the relationship between anosognosia, in each dimension of insight, and neuropsychological domains. Methods: Two hundred and seventy-one subjects affected by cognitive impairment were consecutively enrolled. Anosognosia was evaluated by means of the Clinical Insight Rating Scale (CIRS). The general level of cognitive impairment was evaluated by means of the Mini-Mental State Examination, while 8 cognitive domains were examined by means of neuropsychological tests. Results: The number of subjects with anosognosia evaluated by means of the CIRS total score as well as those with anosognosia divided according to the reason for visit was higher in moderately cognitively impaired subjects than in mildly cognitively impaired subjects (p < 0.001). A relationship between anosognosia and neuropsychological scores was only found in mild cognitive impairment, with subjects with anosognosia displaying significantly lower Raven’s Colored Progressive Matrices Test and Rey Auditory Verbal Learning Test-delayed recall scores than subjects without anosognosia. Conclusions: Our study suggests that the relationship between the severity of cognitive deficits and anosognosia in subjects with cognitive impairment is partial and depends on the specific domain of unawareness. Furthermore, in the early phase of cognitive impairment, the presence of specific cognitive deficits suggests that the nature of anosognosia is domain-specific.

An anthropomorphic method for progressive matrix problems

Progressive matrix problems are frequently used in modern IQ tests. In a progressive matrix problem, the task is to identify the missing element that completes the pattern of a pictorial matrix. We present a method for solving progressive matrix problems. The method is not limited to problems that are on the multiple choice format, which makes it potentially useful for solving real-world pattern discovery problems that do not come with predefined answer alternatives. The method is anthropomorphic in the sense that it uses certain problem solving strategies that were reported by high-achieving human solvers. We also describe a computer program implementing this method. The computer program was tested on the sets C, D, and E of Raven’s Standard Progressive Matrices test and it produced correct solutions for 28 of the 36 problems considered. This score corresponds roughly to an IQ of 100. Finally, we conclude that it is possible to solve progressive matrix problems without analyzing potential answer alternatives and discuss some implications of this finding.

Early life exposure to malaria and cognition in adulthood: Evidence from Mexico

This study examines the impact of early life malaria exposure on cognition in sample of Mexican adults, using the nationwide introduction of malaria eradication efforts to identify causal impacts. The core findings are that birth year exposure to malaria eradication was associated with increases in Raven Progressive Matrices test scores and consumption expenditures, but not schooling. Additionally, cohorts born after eradication both entered and exited school earlier than their pre-eradication counterparts. These effects were only seen for men and explanations for this are assessed. Collectively, these findings suggest that improvements in infant health help explain secular increases in cognitive test scores, that better cognition may link early life health to adulthood earnings, and that human capital investments through childhood and young adulthood respond sensitively to market returns to early life endowment shocks.

Development of abbreviated nine-item forms of the Raven's standard progressive matrices test.

The Raven's standard progressive matrices (RSPM) is a 60-item test for measuring abstract reasoning, considered a nonverbal estimate of fluid intelligence, and often included in clinical assessment batteries and research on patients with cognitive deficits. The goal was to develop and apply a predictive model approach to reduce the number of items necessary to yield a score equivalent to that derived from the full scale. The approach is based on a Poisson predictive model. A parsimonious subset of items that accurately predicts the total score was sought, as was a second nonoverlapping alternate form for repeated administrations. A split sample was used for model fitting and validation, with cross-validation to verify results. Using nine RSPM items as predictors, correlations of .9836 and .9782 were achieved for the reduced forms and .9063 and .8978 for the validation data. Thus, a 9-item subset of RSPM predicts the total score for the 60-item scale with good accuracy. A comparison of psychometric properties between 9-item forms, a published 30-item form, and the 60-item set is presented. The two 9-item forms provide a 75% administration time savings compared with the 30-item form, while achieving similar item- and test-level characteristics and equal correlations to 60-item based scores.

Basale phonologische Verarbeitung und Intelligenzpotenzial bei Vorschulkindern

This study group recently developed a test material to assess phonological processing in children and presented various data regarding the reliability and validity. To assess concurrent validity the correlation between test results using this material and results of an intelligence test were examined. A total of 203 preschool children aged from 5 years to -5 years 11 months participated in this study. Low level phonological processing was tested using minimal pairs for both words and non-words (logatoms) as described earlier. Intelligence was tested using the coloured progressive matrices test (CPM). No relevant correlation was found between all subscales of low level phonological processing and the intelligence test results. As shown previously a correlation exists between the level of maternal school education and low level phonological processing abilities of children. A direct link between low level phonological processing and children's intelligence is not supported by these data, as no such correlation could be found. It must be taken into account that general intelligence was assessed nonverbally.

Influence of domestic violence on the association between malnutrition and low cognitive development

To investigate the size and direction of the association between malnutrition and low cognitive performance and to evaluate the effect of domestic violence on this association. This cross-sectional study enrolled students of both sexes, aged 7 to 14 years old, attending public elementary schools. The Raven's Progressive Matrices Test was used to measure cognitive development, the Revised Conflict Tactics Scales (CTS2), to measure domestic violence, and the body mass index (BMI) for age and sex, to define anthropometric indices. Socioeconomic data and information about food intake were also collected. Malnutrition was defined as BMI < 3rd percentile. Cognitive deficit was defined when the results of Raven's test were ≤ 25th percentile. Family violence was defined as a positive answer in at least one item about severe physical violence in the last 12 months. The size of the associations of interest was expressed as prevalence ratio (PR) and 95% confidence interval (95%CI). Below-average intellectual development was found for 63.3% of the participants. Malnutrition was identified in 9.5%. Malnutrition had a negative effect on cognitive performance (adjusted prevalence ratio [aPR] = 1.60, 95% CI = 1.01 - 2.52; p = 0.042) when adjusted for the association between exposure to domestic violence and age. The association between malnutrition and below-average intellectual development found in this study was affected by domestic violence, which must be taken into account when addressing the problem.

Pertinencia normativa del Raven para la evaluación de población infantojuvenil socialmente vulnerable

Study about the pertinence in the utilization of available norms of measuring children who are part of the socially vulnerable population in the city of Punta Arenas. The evaluation of intellectual abilities is an important feature of the labor of specialists who conduct interventions in vulnerable underage population, even though there is little information about the psychometric quality of some of the instruments applied in the process. This is the case of the Raven’s Progressive Matrices Test (1991) that thanks to its easy access, application and evaluation, is one of the most used screening test in Chile. The aim of this research is to evaluate the reliability of the use of available criteria, for that there were selected 75 subjects from residential systems of protection. The results prove that Chilean norms are closer to the observed averages. It is discussed the utility of the use of specific norms for this group and their both ethical and professional implications.

Development and validity of a Dutch version of the Remote Associates Task: An item-response theory approach

The Remote Associates Test (RAT) developed by Mednick and Mednick (1967) is known as a valid measure of creative convergent thinking. We developed a 30-item version of the RAT in Dutch with high internal consistency (Cronbach's alpha=0.85) and applied both Classical Test Theory and Item Response Theory (IRT) to provide measures of item difficulty and discriminability, construct validity, and reliability. IRT was further used to construct a shorter version of the RAT, which comprises of 22 items but still shows good reliability and validity—as revealed by its relation to Raven's Advanced Progressive Matrices test, another insight-problem test, and Guilford's Alternative Uses Test.

Creative reasoning across developmental levels: Convergence and divergence in problem creation

We recently proposed the Creative Reasoning Test (CRT), a test for reasoning in ill-defined problem spaces. The test asks children who first performed the Standard Progressive Matrices test (SPM) to next generate an SPM-style test item themselves. The item is scored based on different aspects of its complexity. Here we introduce a method to provide separate sub scores for convergent and divergent production. A sample of 205 children from Grades 1 to 4 performed in both SPM and CRT, followed by a standard creativity test, the Test of Creative Thinking–Drawing Production (TCT–DP). We considered developmental aspects of the CRT scores as well as how they relate to classical reasoning and creativity test scores. Whereas the convergent production sub score of the CRT correlated with the SPM, the divergent production sub score correlated with the TCT–DP and no correlation was observed between both sub scores of the CRT. We concluded that convergent and divergent abilities in creative production can be assessed independently, within the same knowledge domain as classical problem solving.

The Increase in Colored Progressive Matrices Test Performance in Individuals With Down Syndrome: A Qualitative and Quantitative Review

It is well known that a normal population improves its IQ test scores by about 3 points per decade. This is called the Flynn effect and has been explained in different and sometimes contrasting ways. Few and ambiguous data are available on any Flynn effect in individuals with an atypical development, such as those with intellectual disabilities: some studies report evidence of the Flynn effect, whereas others do not. The main objective of the present study was to analyze the performance of individuals with Down syndrome (DS) compared with a sample of typically developing (TD) children in the Colored Progressive Matrices (CPM) test, which measures abstract reasoning and is commonly used to estimate IQ, to see whether a Flynn effect is present. Our results suggest that the Flynn effect in the DS population depends on the individual’s age.

Early Life Exposure to Malaria and Cognition in Adulthood: Evidence from Mexico

This study examines the impact of early life malaria exposure on cognition in sample of Mexican adults, using the nationwide introduction of malaria eradication efforts, along with the fact that more burdened states experienced larger absolute declines in disease prevalence as a result, to identify causal impacts. The core findings are that birth year exposure to malaria eradication was associated with increases in Raven Progressive Matrices test scores and consumption expenditures, but not schooling. Additionally, cohorts born after eradication both entered and exited school earlier than their pre-eradication counterparts. These effects were only seen for men and explanations for this are assessed. Collectively, these findings suggest that improvements in infant health help explain secular increases in cognitive test scores, that better cognition may link early life health to adulthood earnings, and that human capital investments through childhood and young adulthood respond sensitively to market returns to early life endowment shocks.

Cognitive Profiles in Intellectual Disability

Event Abstract Back to Event Cognitive Profiles in Intellectual Disability Katrina Tsoutsoulis1*, Nahal Goharpey1, Chantanee Mungkhetklang1, Gemma Lamp1, Alyse Brown1 and Sheila G. Crewther1 1 La Trobe University, Psychological Science, Australia Children with intellectual disability (ID) of different etiologies are often considered to be anxious with impairments in language, memory, visual processing and motor ability. However, it is unknown whether etiology, level of anxiety or degree of ID is the greatest limitation on cognitive potential in children with ID. The current study compared three verbal and non-verbal children groups of ID (13 with Idiopathic ID, 7 with Down Syndrome, and 13 with Autism) matched to 18 typically developing (TD) children on non-verbal mental age, using the Raven’s Coloured Progressive Matrices test. As expected, children with ID showed no significant difference compared to TD children on receptive language and visual inspection time task or heart rate, but were significantly worse on short-term and working memory tasks as well as motor ability, suggesting that it is the severity of ID and receptive language ability that poses the greatest limitation on the cognitive and motor profile of children with ID, rather than etiology or anxiety levels alone. A small subset of non-verbal children were also tested (2 with Idiopathic ID and 4 with Autism). In particular being non-verbal showed to be a significant limitation on cognitive potential, with such children being less willing to participate in tasks that required simple verbal instructions which is reflective of most tasks used to teach children in a school setting. Such findings have implications in the way children with ID are taught. Keywords: Intellectual Disability, receptive language, Memory, motor ability, Anxiety Conference: ACNS-2012 Australasian Cognitive Neuroscience Conference, Brisbane, Australia, 29 Nov - 2 Dec, 2012. Presentation Type: Poster Presentation Topic: Memory Citation: Tsoutsoulis K, Goharpey N, Mungkhetklang C, Lamp G, Brown A and Crewther SG (2012). Cognitive Profiles in Intellectual Disability. Conference Abstract: ACNS-2012 Australasian Cognitive Neuroscience Conference. doi: 10.3389/conf.fnhum.2012.208.00170 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 13 Oct 2012; Published Online: 17 Nov 2012. * Correspondence: Miss. Katrina Tsoutsoulis, La Trobe University, Psychological Science, Melbourne, 3083, Australia, katrinatsoutsoulis@hotmail.com Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Katrina Tsoutsoulis Nahal Goharpey Chantanee Mungkhetklang Gemma Lamp Alyse Brown Sheila G Crewther Google Katrina Tsoutsoulis Nahal Goharpey Chantanee Mungkhetklang Gemma Lamp Alyse Brown Sheila G Crewther Google Scholar Katrina Tsoutsoulis Nahal Goharpey Chantanee Mungkhetklang Gemma Lamp Alyse Brown Sheila G Crewther PubMed Katrina Tsoutsoulis Nahal Goharpey Chantanee Mungkhetklang Gemma Lamp Alyse Brown Sheila G Crewther Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.