Introduction:
According to the theory published in 1963 by the psychologist Raymond Cattell, general intelligence (g) is subdivided into fluid intelligence (gf) and crystallized intelligence (gc). Fluid intelligence is the ability to solve novel reasoning problems and is correlated with a number of important skills such as comprehension, problem solving, and learning. Crystallized intelligence on the other hand is the ability to deduce secondary relational abstractions by applying primary relational abstractions to each other. But the deduced relations among relations must be checked by fluid intelligence.
Fluid intelligence generally correlates with measures of abstract reasoning and puzzle solving. Crystallized intelligence correlates with abilities that depend on knowledge and experience, such as vocabulary, general information, and analogies.
There are various measures that assess fluid intelligence. The Cattell Culture Fair IQ test, the Raven Progressive Matrices (RPM), and the performance subscale of the WAIS are measures of Gf. The RPM is one of the most commonly used measures of fluid abilities. It is a non-verbal multiple choice test. Participants have to complete a series of drawings by identifying relevant features based on the spatial organization of an array of objects, and choosing one object that matches one or more of the identified features
Test Description:
Raven’s Progressive Matrices (often referred to simply as Raven’s Matrices) or RPM is a nonverbal group test typically used in educational settings. It is usually a 60-item test used in measuring abstract reasoning and regarded as a non-verbal estimate of fluid intelligence. It is the most common and popular test administered to groups ranging from 5-year-olds to the elderly. It is made of 60 multiple choice questions, listed in order of difficulty. This format is designed to measure the test taker’s reasoning ability, the eductive (“meaning-making“) component of Spearman’s g (g is often referred to as general intelligence). The tests were originally developed by John C. Raven in 1936. In each test item, the subject is asked to identify the missing element that completes a pattern. Many patterns are presented in the form of a 6×6, 4×4, 3×3, or 2×2 matrix, giving the test its name.
Standard Progressive Matrices: These were the original form of the matrices, first published in 1938. The booklet comprises five sets (A to E) of 12 items each (e.g., A1 through A12), with items within a set becoming increasingly difficult, requiring ever greater cognitive capacity to encode and analyze information. All items are presented in black ink on a white background.
Purpose:
To find the reasoning ability, extractive general intelligence of the subject using SPM assessment.
Equipment/Material Used
i) SPM sets A,B,C,D,E
ii) Manual for RPM and vocabulary scales
iii) Data collection sheet
iv) Pen/pencil/paper, eraser
v) Watch
Introduction to the subject:
Name: XXX XXX
Age: 25
Religion: Hindu
Gender: Male
Marital status: Unmarried
Occupation: Quality Assurance Engineer
Education : Bachelors
Date of the Test: December 04, 2019, 10:00 PM
Place: Jorpati
Test Administration:
Procedure:
Subject was instructed before taking the test as per manual. The subject was informed about the test, its relevance and was excited for the test to test the reasoning and the cognitive ability. The subject was again explained the procedure to approach the test. The Subject’s consent was requested and assured that the data obtained will remain confidential.
Testing:
The test was conducted in a confined room in home environment. The subject went smoothly and completed all the questions with ease except the last one on Set E, Question E12. Subject completed the test sooner than expected compared to the given time.
Introspection:
After the testing was completed the subject was asked to share his experience. The subject had similar experience of giving the test on some CCAT examination. The subject said, “The test questions were easy as compared to the ones asked on the CCAT examination that I had faced earlier) so this was like a recall for me of giving the same examination though that exam also included some verbal and mathematical questionnaire”.
Release:
The subject was excited about the result the instant he finished the assessment. The subject was released then with thanks and will receive the scoring later on.
Result and Analysis/Interpretation
Obtained Score:
| Set | Obtained Score |
| A | 12 |
| B | 12 |
| C | 12 |
| E | 12 |
| F | 11 |
| Total | 59 |
Table: Obtained Score SPM assessment
| Normal Score | 12 | 10 | 10 | 9 | 6 |
| Obtained Score | 12 | 12 | 12 | 12 | 11 |
| Discrepancy | 0 | 2 | 2 | 3 | 5 |
Table:Discrepancy to the Normal Score
Interpretation
The subject scored maximum score on 4 out of 5 sets and on the last set E also he was able to solve all the questions and obtained score 11, only provided one wrong answer. The subject completed the test in a total time of 19 mins which is very fast.
Note: The interpretation of the score is as per the SPM manual
Impression:
The subject scored higher on all of the given sets. The obtained raw score is 59 and converting to the percentile is 95th Percentile as per the manual. The subject falls on Grade I which is categorized as ‘intellectually superior’ as per SPM classification.
Comparing the obtained score with the normal score as per the manual the differences are 0, +2, +2 ,+3, +5 on sets A,B,C,D and E respectively. So the performance can be regarded as having fluid intelligence on all of the non verbal reasoning and intelligence tests as per SPM.
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