Introduction to Raven’s Coloured Progressive Matrices

According to the American Psychological Association, Intelligence is “the ability to

derive information, learn from experience, adapt to the environment, understand, and correctly
utilize thought and reason.” Intelligence can be seen as a very general mental capability that,
among other things, involves the ability to reason, plan, solve problems, think abstractly,
comprehend complex ideas, learn quickly and learn from experience.
Intelligence can be defined as the adjustment or adaptation of the individual to his total
environment, or limited aspects thereof, the capacity to reorganize one’s behaviour patterns to
act more effectively and more appropriately in novel situations, the ability to learn, the extent to
which a person is educable, the ability to carry on abstract thinking and the effective use of
concepts and symbols in dealing with a problem to be solved ([Link], 1937).

Theories of Intelligence
Early theories of intelligence concentrated more on the ability to be logical, problem-
solving abilities and critical thinking skills. In 1920, Psychologist Edward Thorndike proposed
three kinds of intelligence: social, mechanical, and abstract. In light of this, contemporary
theories of intelligence, such as that of Harvard psychologist Howard Gardner, tend to categorize
intelligence into separate categories (e.g., emotional, spatial, etc.).

Spearman’s General Intelligence

The two-factor theory of Charles Spearman basically states that intelligence has two
factors through which it can be measured. One being the g-factor while the other being the s-
factor. According to Spearman general intelligence or the g factor is the general mental ability
that comprises specific skills such verbal, spatial, numerical and mechanical, while the s-factor
comprises of the special abilities that came as the product of the presence of the g-factor. In other
words, one can understand the g-factor to be the innate ability of the individual, while the s-
factor as the acquired from the environment and varies from person to person.

Thurstone’s Primary Mental Abilities

 Thurstone opposed the theory of Spearman’s by saying that there are a number of factors
involved in the making of one’s intelligence as opposed to the one single g-factor theory. After
conducting over 56 different tests of mental abilities, he came up with 7 primary mental abilities
that includes verbal comprehension, verbal fluency, number facility, spatial visualization,
perceptual speed, memory, and inductive reasoning. Although Spearman’s theory of intelligence
was not completely neglected by Thurstone, he insisted that intelligence cannot be reduced to
just a g-factor but had other specific factors contributing to the overall intelligence, and this
paved the way to other researches.

Garden’s Theory of Multiple Intelligence

Building off of Thurstone’s primary mental abilities, Garden came up with the concept
that intelligence has multiple forms. He proposed that there is no single intelligence, but rather
distinct, independent multiple intelligences exist, each representing unique skills and talents
relevant to a certain category. He initially proposed seven multiple intelligences, that are the
linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and
intrapersonal, and he has since added naturalist intelligence. He further proposed that these
abilities work together to make other specific abilities such as leadership ability and creativity.

Raven’s Progressive Matrices

Raven’s progressive matrices is a nonverbal ability test used to assess abstract reasoning.
It gets progressively harder as the test goes and the task is to find the missing part of the patterns
that is basically shown in matrices.

Raven’s Standard Progressive Matrices

The original test of the progressive matrices test was published in 1938. Herein the
matrices are just plain black patterns with white background. There are 60 questions in 5 sets that
gets progressive as they go further.

Raven’s Coloured Progressive Matrices

 The matrices were designed for people with lower IQ or young age people. It contains the
two first sets from the Standard Matrices with an additional set of 12 items inserted in between
the two.

Raven’s Advanced Progressive Matrices

This one has more matrices (48), put in 2 sets. One of the sets contains 12 and the other
contains 36. These items are suitable for adults and adolescents of above-average intelligence.
These items are black on a white background and get progressive as it goes.
The test was originally developed by John C. Raven in 1936.

Theoretical Basis
Raven’s coloured progressive Matrices was based on Charles Spearman’s concept of
general intelligence. Spearman’s theory narrows down intellectual abilities into two factors. One
Is the general or common ability (g) and the other, a group of special abilities (s). ‘g’ was termed
to be an inborn ability while ‘s ‘was an ability an individual acquired from the environment and
varied from person to person.
Raven focused on the ‘g’ factor (general intelligence) and its two main components: educational
and reproductive ability. Inductive ability is about finding relationships and correlations in what
seems to be disorganized information. It is drawn from the Latin root ‘educere’, meaning ‘to
draw out’. This type of intellectual ability requires us to make comparisons, deductions, mental
representations, and use analogical reasoning and logic principles. Reproductive ability is the
ability to store and reproduce information. All of this makes up Spearman’s g. Many consider it a
valid predictor of intelligence in general.

Application and Uses

Raven’s Standard Progressive Matrices is one of the best non-verbal tests of mental
ability. By administering this test, we can get information on one’s ability to learn, their abstract
reasoning and problem-solving skills. This test was mainly developed for research purposes. It
can be administered on people of any age regardless of their communication or motor skills. In
admission it’s very economical.
Psychometric Properties

Reliability

In the recent standardization, the retest reliability of the Raven’s CPM was revealed to be
0.90 over the whole range of development (Raven et al., 1990). A split half-reliability estimate of
0.90 was obtained, with no differences found between ethnicity (Anglo, Black and Hispanic) or
genders in a study conducted by Jensen in 1974 (cited in Raven et al., 1990). In a subsequent
study by Carlson and Jensen (1981), the split half reliability estimate of 0.85 was established;
with the estimates at ages 6, 7 and 8 generating estimates of 0.65, 0.86 and 0.85 respectively.
(Natalie Bass, 2000)

Validity

This test gives a close measurement when evaluated by a factor analytic method. Thus,
some factor analytic studies have shown that RPM does measure more than the general factor of
“g” and provides the most cost effective and reliable indices for 2 main variables measured by
tests of general intelligence.

Construct Validity

It correlates fairly well with other tests of intellectual ability.

Versions & Variations

There are three versions of the RPM:

1. Standard Progressive Matrices (RSPM): first published in 1938, the RSPM was the
first version that was released. This booklet had 5 sets of 12 different items (sets were A
to E and items would be A1 to A12), with each item becoming increasingly more difficult
and complex. Thus, required greater cognitive capacity from the participant. All the test
material was presented in black ink on a solid white background.
2. Coloured Progressive Matrices (RCPM): the RCPM was originally designed for
children through the ages of 5 and 11, the elderly, and mentally and physically impaired
individuals. In this test, the set A and B from the standard matrices is included, however
there is another set called Ab which is included in the middle of set A and B. In this test
 the data is presented on a coloured background in order to make the test more visually
stimulating for the participants. One thing to note in this test is that, the last few items in
set B are presented in a black and white manner so that if the participant, at any point of
time, exceeds the expectations of the person taking the test then a transition to sets C, D,
and E of the standard matrices can be made.
3. Advanced Progressive Matrices (RAPM): This advanced version of the matrices
comprises 48 items in total. In this test, there are two sets (Set I and Set II) with the first
set comprising 12 items and the second set containing 36 items. In this test, all the items
are presented in black ink on a solid white background. Similar to the standard matrices,
the items become increasingly difficult and complex. The items in this test are
appropriate for adolescents and adults who are from the above-average intelligence.

However, more parallel forms of the standard and coloured progressive matrices were published
later on in the year of 1998. The main aim of those revised versions was to address the one main
problem of the Raven’s Matrices, which was that it was too well known within the general
population. The items in the parallel tests have been made such that the average solution rate
across the parallel and classic versions of the test are identical. There was even a revised version
of the RSPM which was published around the same time. This too was based off of a ‘parallel’
version and although the length of the test was the same the items were comparatively more
difficult. This was done in order to make it easier to differentiate between adolescents and young
adults that the first RSPM failed to do.

Strengths and Weaknesses of the test

The Raven’s Coloured Progressive Matrices (RCPM) is very easy to administer, making
it a practical tool for use in a variety of settings. The test authors provide extensive norming,
validation, and standardization data, which supports the accuracy and reliability of inferences
drawn by examiners. Additionally, the test includes excellent support documentation, such as the
technical manual and the administration and scoring manual, which ensure proper usage and
interpretation.
Another strength is that scores are relatively unaffected by linguistic and ethnic background.
Since the RCPM does not require the use of language or reference to factual information, it
provides a fairer assessment for individuals who speak different languages or come from diverse
cultural backgrounds. This feature makes the test suitable for cross-cultural use. Furthermore, it
can be easily administered among children, the elderly, and individuals with disabilities, thereby
increasing its accessibility and utility.

Despite these strengths, the RCPM also has several limitations. Scholars and clinicians often
hold polarized views regarding its suitability for determining cognitive abilities in cross-cultural
populations. The test does not take into consideration verbal ability or emotional intelligence,
which are important aspects of overall cognitive functioning.
Another weakness is related to validity. Raven’s Coloured Progressive Matrices may not always
measure what they are intended to, indicating a lack of internal validity. Moreover, the test only
provides a single overall score rather than identifying an individual’s specific areas of strength
and weakness, limiting its usefulness for detailed cognitive assessment.

Components of the Test

The Raven’s CPM is internationally recognized as a culture-fair or culture-reduced test of
non-verbal intelligence for young children. This is easily administered, multiple-choice pencil
and paper test has no time limit, and comprises three sets of twelve matrix designs arranged to
“assess mental development up to a stage when a person is sufficiently able to reason by analogy
to adopt this way of thinking as a consistent method of inference”. In this version of the Raven’s
Progressive Matrices however, each item is printed with a brightly coloured background, making
the test more appealing for children.
This test contains sets A and B from the standard matrices, with a further set of 12 items
inserted between the two, as set Ab. Most items are presented on a coloured background to make
the test visually stimulating for participants. However, the last few items in set B are presented as
black-on- white, in this way, if a subject exceeds the testers expectations, transition to sets C, D,
and E of the standard matrices is eased. Multiple manuals contain test administration and
interpretation guides, as well as research and technical information. Each version of the Raven’s
Progressive Matrices is administered by use of a booklet containing the version specific matrices.

Age Range
 The Raven’s Coloured Progressive Matrices (RCPM) is designed for individuals between
the ages of 5 and 11 years, as well as for elderly persons and those who are mentally or
physically impaired. It is administered using the traditional paper-and-pencil method, with
scoring carried out manually.
The test does not impose strict time limits, making it flexible and less stressful for examinees. On
average, it takes about 15 to 30 minutes to complete, whether administered individually or in
groups. The RCPM is available in two forms: the Classic Version and the Parallel Version,
offering options for repeated testing without practice effects.

References
APA Dictionary of Psychology. (n.d.). Intelligence. In APA dictionary of psychology.
[Link]
Carpenter, Patricia; Just, Marcel; Shell, Peter (1990). “What one intelligence test measures: a
theoretical account of the processing in the Raven Progressive Matrices Test”.
Psychological Review. 97 (3): 404–431. doi:10.1037/0033-295X.97.3.404. PMID
2381998
Domino, George; Domino, Marla L. (2006-04-24). Psychological Testing: An Introduction.
Cambridge University Press. ISBN 9781139455145.
Flynn, James R. (March 1987). “Massive IQ Gains in 14 Nations: What IQ Tests Really
Measure”. Psychological Bulletin. 101 (2): 171–191. doi:10.1037/0033-2909.101.2.171.
Retrieved 13 May 2013.
Raven, J. (2000). The Outstanding Properties of the Standard Progressive Matrices Plus test
[Link]