Factor structure of Raven's Coloured Progressive Matrices

Muniz, Monalisa; Gomes, Cristiano Mauro Assis; Pasian, Sônia Regina

doi:10.1590/1413-82712016210204

Cited by 24 publications

(15 citation statements)

References 12 publications

(22 reference statements)

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“…It is a non-verbal test that has been used extensively as a culturally fair test of intelligence. Non—verbal intelligence and fluid cognitive abilities are responsible for memory performance, processing, problem-solving, and reasoning, essential for school-age children in learning and academic achievement [ 32 ].…”

Section: Methodsmentioning

confidence: 99%

Iron status predicts cognitive test performance of primary school children from Kumasi, Ghana

et al. 2021

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Background Good nutritional status of school-aged children is crucial in achieving improved cognition. The objective of this study was to assess the relationship between nutritional status and cognition of school-aged children in the Kumasi metropolis, Ghana. Methods 389 children were selected from ten government-owned schools. Socio-demographic and anthropometric data were collected. Blood samples were collected and analyzed for nutrients levels. Dietary intakes were assessed using food frequency questionnaire and previous day’s nutrients intake. Cognition test was performed using the Ravens Colored Progressive Matrix (RCPM). Results Mean age of participants was 8.9±1.4 years, mean RCPM score was 17.9±5.4. More girls scored RCPM below the 40th percentile (45.5%) than boys (33.7%), while mother’s level of education significantly associated with RCPM percentiles of the children (p = 0.037). Four dietary patterns were generated from food frequency data, and scores of the second pattern, depicting vegetables, non-fruits, bread and cereals, showed a weak negative correlation (r = -0.132, p = 0.026) with previous day’s dietary zinc intake. Cognitive status did not vary by anthropometric and dietary patterns. More anemic (54.4%) than non-anemic (33.3%) children were below the 40th RCPM percentile. Mean previous day’s intake for folate (p<0.001), vitamin B6 (p = 0.018), iron (p<0.001), and zinc (p = 0.001) differed significantly between the cognitive test score percentiles of the children. Spearman rank correlation showed weak positive associations between RCPM score and hemoglobin (r = 0.246, p = 0.003) and serum ferritin (r = 0.176, p = 0.036). Binary regression analysis showed anemic children (aOR = 0.4; 95%CI = 0.2–0.8, p = 0.014), compared with non-anemic had decreased odds, while boys, compared with girls had increased odds (aOR = 2.0 95%CI = 1.0–4.0, p = 0.035) for scoring above the 50th RCPM percentile. Conclusions Iron status, especially hemoglobin levels, correlated with the cognitive performance of school-aged children in the metropolis. Thus nutritional strategies aimed at reducing iron deficiency anemia are needed.

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Section: Methodsmentioning

confidence: 99%

Iron status predicts cognitive test performance of primary school children from Kumasi, Ghana

et al. 2021

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“…It presents good psychometric qualities, inferred by construct validity, internal consistency, with item-total correlation between 0.30 and 0.80 for most items, as well as precision, inter-item coefficient of correlation for the total sample equal to 0.92 (Angelini et al, 1999). Children presenting potential cognitive deficits, who presented percentiles lower than 25, were excluded from the study (Muniz, Gomes, & Pasian, 2016), balancing groups according to the percentiles obtained by the children.…”

Section: Raven's Colored Progressive Matrices (Raven)mentioning

confidence: 99%

Behavioral problems of school children: impact of social vulnerability, chronic adversity, and maternal depression

Martineli

Pizeta

Loureiro

2018

Psicol. Refl. Crít.

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This study's objective was to identify the predictive effect of indicators concerning social vulnerability, chronic adversity, and maternal depression on behavioral problems among school-aged children, according to the perceptions of mothers and teachers, considering the presence or absence of difficulties in the contexts of family and school. A total of 85 pairs of mothers and school children were distributed into three groups according to the behavioral problems identified. A General Questionnaire, the PHQ-9, the Chronic Adversity Scale, and the (Strengths and Difficulties Questionnaire) SDQ were applied to the mothers; the Raven's Colored Progressive Matrices were applied to the children; and the SDQ was applied to the teachers. Data were analyzed with descriptive, predictive, and comparative statistical procedures (p ≤ 0.05). The results reveal the presence of cumulative risks for children with behavioral problems; mothers more frequently identified behavioral problems than teachers; and maternal depression was a predictor for behavioral problems. Such findings are relevant for devising mental health programs.

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“…The current knowledge about the internal and external validity of the psychological constructs, as well as, the prediction of outcomes are -in essence -based on information from the population or groups of individuals. Important predictors can be cited which their evidence based on population, such as (i) self-regulatory and mediated processes (Cardoso, Seabra, Gomes, & Fonseca, 2019;Dias et al, 2015;Golino, Gomes, Commons & Miller, 2014;Gomes, 2007Gomes, , 2010a; Gomes & Borges, 2009a;Gomes, Golino, Santos, & Ferreira, 2014;Pereira, Golino, M. T. S., & Gomes, 2019;Pires & Gomes, 2018;Reppold et al, 2015), (ii) personality (Gomes, 2012a;Gomes & Gjikuria, 2017;Gomes & Golino, 2012a), (iii) socioeconomics variables Gomes, Amantes & Jelihovschi, 2020;Gomes, Lemos, & Jelihovschi, 2020;Pazeto, Dias, Gomes & Seabra, 2019), (iv) intelligence (Alves, Gomes, Martins, & Almeida, 2016, 2017Golino & Gomes, 2019;Gomes, 2010bGomes, , 2011bGomes, , 2012bGomes & Borges, 2007, 2008b, 2009b, 2009cGomes, de Araújo, Ferreira & Golino, 2014;Gomes & Golino, 2012bMuniz, Gomes, & Pasian, 2016;Valentini et al, 2015), and (v) metacognition (Golino & Gomes, 2014a;Golino, Gomes, & Andrade, 2014;Gomes, Golino, & Menezes, 2014). The predictors with secondary importance follows the same rationality and their evidence are based on population, such as (vi) approaches to learning…”

Section: The Measurement Of the Individual Needs To Be Estimatedmentioning

confidence: 99%

Measuring the Structural Validity of Two Nordoff-Robbins Scales for a Patient With Autism

André¹,

Gomes²,

Loureiro³

2021

Ciências Humanas: Estudos Para Uma Visão Holística Da Sociedade Vol I

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O conteúdo deste livro está licenciado sob uma Licença de Atribuição Creative Commons Atribuição-Não-Comercial NãoDerivativos 4.0 Internacional (CC BY-NC-ND 4.0). Direitos para esta edição cedidos à Editora Artemis pelos autores. Permitido o download da obra e o compartilhamento, desde que sejam atribuídos créditos aos autores, e sem a possibilidade de alterá-la de nenhuma forma ou utilizá-la para fins comercial. A responsabilidade pelo conteúdo dos artigos e seus dados, em sua forma, correção e confiabilidade é exclusiva dos autores. A Editora Artemis, em seu compromisso de manter e aperfeiçoar a qualidade e confiabilidade dos trabalhos que publica, conduz a avaliação cega pelos pares de todos manuscritos publicados, com base em critérios de neutralidade e imparcialidade acadêmica.

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Factor structure of Raven's Coloured Progressive Matrices

Cited by 24 publications

References 12 publications

Iron status predicts cognitive test performance of primary school children from Kumasi, Ghana

Iron status predicts cognitive test performance of primary school children from Kumasi, Ghana

Behavioral problems of school children: impact of social vulnerability, chronic adversity, and maternal depression

Measuring the Structural Validity of Two Nordoff-Robbins Scales for a Patient With Autism

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