Comparative Study of Factor Structure of Raven's Coloured Progressive Matrices

Schmidtke, Armin; Schaller, Sylvia

doi:10.2466/pms.1980.51.3f.1244

Cited by 11 publications

(14 citation statements)

References 4 publications

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“…To be diagnosed as dyslexic, a child's performance had to be below percentile 17 on all three word reading sub-tests. General cognitive skills were assessed by Raven's Coloured Progressive Matrices (Schmidtke, Schaller and Becker, 1978). To be considered for the present analysis children had to reach a non-verbal IQ of 90 or higher.…”

Section: Participantsmentioning

confidence: 99%

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Word recognition deficits in German: more evidence from a representative sample

Landerl

2001

Dyslexia

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In a representative sample of German speaking dyslexic children, earlier findings on dyslexia in the highly consistent orthography of German were confirmed. In a sample of 78 dyslexic 3rd graders selected on the basis of their poor word recognition skills, reading accuracy for both words and non-words was deficient but high in absolute terms. This indicates that the highly consistent grapheme-phoneme correspondences of German orthography in combination with the straightforward phonics teaching approach, which is usually applied in Austrian primary schools, allows even dyslexic children to acquire the process of phonological decoding. The central reading problem was extremely slow speed. Poor performance on a reading comprehension test was at least partly due to slow reading speed as well. Dyslexic children's spelling development was also severely delayed. The number of phonologically incorrect spellings was low; however, dyslexic children quite often produced spellings that are orthographically incorrect, indicating that they have not yet been able to develop an extensive and easily accessible orthographic lexicon. The most prominent cognitive deficit was reduced rapid naming speed closely followed by deficits in phonological awareness. Deficits in phonological memory were also evident (but mild) showing that despite marked differences in findings on reading and spelling skills of English dyslexic children, the underlying causes are very similar. The present sample of dyslexic children showed deficits in visual processing speed in addition to their linguistic deficits. However, this deficit in visual processing speed did not seem causally related to the children's reading and spelling deficits.

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Section: Participantsmentioning

confidence: 99%

“…For assessment of non-verbal cognitive skills children were given Raven's Coloured Progressive Matrices (Schmidtke et al, 1978).…”

Section: Non-verbal Cognitive Skillsmentioning

confidence: 99%

Word recognition deficits in German: more evidence from a representative sample

Landerl

2001

Dyslexia

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“…As a measure for non-verbal intelligence Ravens Coloured Progressive Matrices-German version (Schmidtke et al, 1978) were administered.…”

Section: Ravens Progressive Matricesmentioning

confidence: 99%

Executive control and higher‐order theory of mind in children at risk of ADHD

Perner

Kain

Barchfeld

2002

Infant and Child Development

105

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Nursery teachers assessed 234 children aged 4 1 2 to 6 1 2 years on the DSM-IV criteria for hyperactivity-impulsivity and attention deficit (ADHD). Using slightly lenient classification criteria 21 children scored on hyperactivity-impulsivity and/or attention deficit and were classified as 'at risk of ADHD'. An age-matched control group showed significant relations between acquisition of an advanced theory of mind, in particular understanding second-order beliefs, and executive competence as measured by several tasks from the NEPSY. This extends findings from younger children that theory of mind development relates to executive control . The group at risk of ADHD showed impaired performance relative to the control group on several executive tasks but no impairment at all on the advanced theory of mind tasks. This speaks against the theory that later theory of mind development is a consequence of improvements in executive control. Copyright # 2002 John Wiley & Sons, Ltd.Key words: hyperactivity-impulsivity; attention deficit (ADHD); theory of mind development; executive control This study pursued three objectives. The first objective is to follow up and extend an earlier study by Hughes et al. (1998) assessing 'hard to manage' 4-year-old preschoolers' impairment on executive and theory of mind tasks. Only three studies have so far explored the association between theory of mind abilities and executive functions in 6-to 10-year-old ADHD children (Charman et al., in press) or 'hard to manage' pre-schoolers (Hughes et al., 1998;Speltz et al., 1999). The study by Hughes et al. (1998) compared 'hard to manage (H2 M)' pre-schoolers with controls on a large test battery assessing theory of mind, emotion understanding and executive function. There was no difference between groups on false-belief prediction and explanation tasks once verbal ability had been controlled. There was, however, poorer affective perspective-taking and inhibitory control in the H2 M group than in the control group even after verbal ability and social background had been taken into account. Moreover, significant correlations using aggregate scores were found between theory of mind or emotion understanding and executive function in the H2 M group but not in the

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“…Carlson ve Jensen'in (1980), 783 çocuk ile yaptığı çalışmada üç faktör elde edilmiştir. Bir başka çalışmada da yaşları 4-11 arasında değişen 728 çocuktan toplanan veri setine uygulanan faktör analizi sonucunda algılama, soyutlama ve karmaşık uyaranların içindeki belirli parçaların tanınması isimlerinin verildiği 3 boyut tespit edilmiştir (Schmidtke ve Schaller, 1980). Green ve Kluever (1991) ise özel yetenekli çocuklardan oluşan bir örneklemle çalışmışlardır.…”

Section: Renkli Progresif Matrisler Testiunclassified

Okul Öncesi Dönemde Özel Yeteneğin Değerlendirilmesinde Nöropsikolojik Bir Yaklaşım: Renkli Progresif Matrisler Testi Güvenirlik ve Geçerlik Çalışması

Karateke¹

2019

Çocuk Ve Gelişim Dergisi

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Bu çalışma zekânın nöropsikolojik bileşenleri üzerinden hareket ederek üstün zihinsel potansiyeli olan çocukları erken yaşta belirleyerek onların gelişimleri için uygun seçimlerin yapılmasını sağlamaktır. Bu amaçla bu çalışmada genel yetenek faktörünü ölçen bir sağ hemisfer testi, aynı zamanda bir görsel uzamsal algı testi olan Renkli Progresif Matrisler Testi Ankara ili merkez ilçelerinde MEB bağlı okulların anasınıflarına devam eden yaşları 60-72 ay arasında değişen 193 çocuğa uygulanmıştır. Testin güvenirliği için test tekrar test uygulaması yapılarak veriler Pearson Korelasyon Katsayısı tekniğiyle karşılaştırılmış; aradaki ilişki (r =,60; p< .01) anlamlı bulunmuştur. Geçerlik ise hem kapsam geçerliği hem de temel bileşenler analizi (TBA) ile araştırılmıştır. Kapsam geçerliğinde uzman görüşleri ve TBA sonuçları aracın uygulama yapılan yaş grubu için geçerli bir araç olduğunu doğrulamıştır. Yapılan analizler sonucunda elde edilen bulgulara göre Renkli Progresif Matrisler Testinin 60-72 aylık çocuklar için genel yetenek ölçümü açısından istatistiksel olarak güvenilir ve geçerli bir araç olduğu tespit edilmiştir.

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Comparative Study of Factor Structure of Raven's Coloured Progressive Matrices

Cited by 11 publications

References 4 publications

Word recognition deficits in German: more evidence from a representative sample

Word recognition deficits in German: more evidence from a representative sample

Executive control and higher‐order theory of mind in children at risk of ADHD

Okul Öncesi Dönemde Özel Yeteneğin Değerlendirilmesinde Nöropsikolojik Bir Yaklaşım: Renkli Progresif Matrisler Testi Güvenirlik ve Geçerlik Çalışması

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