Title: Intelligence Test Using Raven’s Standard Progressive Matrices
(RSPM)
1. INTRODUCTION
a. Meaning of Intelligence Intelligence is commonly defined as the global
capacity to think rationally, act purposefully, and deal effectively with the
environment. It includes various cognitive abilities such as reasoning,
problem-solving, learning, and adaptation.
b. Types of Intelligence Tests Intelligence tests can be categorized
broadly into: - Verbal Tests: These rely on language-based questions and
require comprehension and articulation. - Non-verbal Tests: These use
images, patterns, or shapes and do not depend on language. - Performance
Tests: These assess intelligence through motor coordination and perceptual
tasks.
c. Theories of Intelligence
i. Spearman’s Two-Factor Theory Proposed by Charles Spearman, this
theory posits that intelligence consists of a general factor (“g”) and specific
factors (“s”). The general factor is common to all intellectual activities, while
specific factors are unique to particular tasks.
ii. Gardner’s Theory of Multiple Intelligences Howard Gardner proposed
that intelligence is not a single general ability but a combination of multiple
intelligences, including linguistic, logical-mathematical, spatial, musical,
bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic.
iii. Sternberg’s Triarchic Theory of Intelligence Robert Sternberg
suggested three types of intelligence: analytical (problem-solving abilities),
creative (capacity to deal with novel situations), and practical (ability to
adapt to the environment).
d. Raven’s Standard Progressive Matrices (RSPM)
i. Historical Background RSPM was developed by John C. Raven in 1938 as
a non-verbal test to measure abstract reasoning and is often considered a
good estimate of fluid intelligence.
ii. Uses of RSPM RSPM is widely used in educational and psychological
assessments. It is especially valuable because it is culture-fair and does not
rely on language, making it suitable for diverse populations.
2. METHOD
a. Sampling
i. Participant Selection Two children aged between 8 to 16 years were
selected through convenient sampling.
ii. Demographic Information Basic demographic data such as age,
gender, and educational background were collected for context and analysis.
b. Materials Used - Raven’s Standard Progressive Matrices (RSPM) test
booklet - Pen and pencil - Quiet room for testing - Clock or timer to record
time taken by each participant
c. Procedure
i. Basic Instructions to Participants Participants were given simple and
clear instructions regarding the test procedure. They were encouraged to
attempt each item without rushing and were informed that the test was not
time-bound, but their completion time would be recorded.
ii. Informed Consent Consent was obtained from both the participants and
their guardians, explaining the purpose of the study and ensuring
confidentiality and the right to withdraw at any point.
iii. Behavioural Observation Throughout the testing session, observations
were made regarding the participants’ attention span, motivation, anxiety
levels, and strategy used during the test.
d. Data Analysis The responses were scored according to the RSPM scoring
guidelines. The raw scores were converted to percentile ranks or standard
scores to interpret each participant’s cognitive functioning in comparison to
norms.
3. RESULTS AND DISCUSSION The test results showed the performance
levels of the two participants, highlighting differences in problem-solving
approaches and intellectual capacity. One participant may have shown
higher analytical ability as reflected in a higher RSPM score, while the other
may have demonstrated slower processing or different reasoning strategies.
These results can be discussed in the context of the theoretical models of
intelligence and participant background.
4. CONCLUSION The RSPM test effectively assessed the non-verbal
reasoning abilities of the two participants. The findings supported the utility
of RSPM as a culture-fair, reliable, and insightful tool for evaluating fluid
intelligence among children. Individual differences observed in test
performance reinforce the importance of using multiple methods and
theories when assessing intelligence.
5. REFERENCES - Raven, J.C. (1938). Progressive Matrices: A Perceptual
Test of Intelligence. - Gardner, H. (1983). Frames of Mind: The Theory of
Multiple Intelligences. - Spearman, C. (1927). The Abilities of Man. -
Sternberg, R.J. (1985). Beyond IQ: A Triarchic Theory of Human Intelligence.
