An Item Analysis of the Advanced Matrices

Forbes, Alan R.

doi:10.1111/j.2044-8279.1964.tb00632.x

Cited by 29 publications

(46 citation statements)

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“…This alpha is lower than normative IC reports for the APM-36 (α = .84; Forbes, 1964), but higher than those for the APM-12 (ranging from α = .58 -.66; see . Further, the alpha of the APM-18 was larger than that of the embedded APM-12 (α = .73).…”

Section: Resultscontrasting

confidence: 44%

A Life-History Model of Human Fitness Indicators

Sefcek

Figueredo

2010

Biodemography and Social Biology

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Section: Resultscontrasting

confidence: 44%

A Life-History Model of Human Fitness Indicators

Sefcek

Figueredo

2010

Biodemography and Social Biology

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“…We cannot regenerate true difficulties out of 50-yearold pass rates, but we can test the same prediction in a contemporary cross-sectional sample consisting of present-day younger adults and older adults, the latter of whom were roughly the same age as Forbes's (1964) participants at the time that he collected his data.…”

Section: Discussionmentioning

confidence: 91%

“…Overall pass rates in Forbes's (1964) sample are relatively high for the time period. The sample consisted of Air force recruits (« = 1,500), telephone engineering applicants (n = 500), and students at a teachers' training college (n = 256).…”

Section: Methodsmentioning

confidence: 94%

A knowledge-based theory of rising scores on “culture-free” tests.

Fox¹,

Mitchum

2013

Journal of Experimental Psychology: General

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Secular gains in intelligence test scores have perplexed researchers since they were documented by Flynn (1984, 1987). Gains are most pronounced on abstract, so-called culture-free tests, prompting Flynn (2007) to attribute them to problem-solving skills availed by scientifically advanced cultures. We propose that recent-born individuals have adopted an approach to analogy that enables them to infer higher level relations requiring roles that are not intrinsic to the objects that constitute initial representations of items. This proposal is translated into item-specific predictions about differences between cohorts in pass rates and item-response patterns on the Raven's Matrices (Flynn, 1987), a seemingly culture-free test that registers the largest Flynn effect. Consistent with predictions, archival data reveal that individuals born around 1940 are less able to map objects at higher levels of relational abstraction than individuals born around 1990. Polytomous Rasch models verify predicted violations of measurement invariance, as raw scores are found to underestimate the number of analogical rules inferred by members of the earlier cohort relative to members of the later cohort who achieve the same overall score. The work provides a plausible cognitive account of the Flynn effect, furthers understanding of the cognition of matrix reasoning, and underscores the need to consider how test-takers select item responses.

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“…That is, such differences would arise precisely out of "perceptual inputs" rather than the "high-level interpretation of inputs" usually assumed (Carpenter et al, 1990, p. 428). Indeed, in the Raven's generally, it is evident that items entailing exactly the same "rules", but varying perceptually, differ widely in difficulty (numbers of people responding correctly) (see Forbes, 1964).…”

Section: S 2 R S R S R S R S C R S R S R S R S R S Rmentioning

confidence: 97%

Reasoning With Raven — In and Out of Context

Richardson

1991

Brit J of Edu Psychol

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Swm~.Atraditionalview ofreasoningisofasetof mentalprocessingpowers thatcanbetapped and exemplified independently of content and context. "Abstract" reasoning items such as those in Raven's Progressive Matrices are thus considered to be ideal measures of such processes, and therefore of "intelligence". A more recent view is that reasoning is recruited through the agency of representations (schemas) constructed in the course of experience, and which are brought to bear on current situations. The latter must be contextually meaningful, or make "human sense", before the former can be fully tapped. The present study compared reasoning on Raven's items with that on the same items translated into socially meaningful situations (socio-cognitive items). Performance of 9-10 year-olds (N=20) on the socio-cognitive items was much higher than on the standard Kaven's items, and there was little correlation between children's performance on the different kinds of items.

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An Item Analysis of the Advanced Matrices

Cited by 29 publications

References 0 publications

A Life-History Model of Human Fitness Indicators

A Life-History Model of Human Fitness Indicators

A knowledge-based theory of rising scores on “culture-free” tests.

Reasoning With Raven — In and Out of Context

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