Further normative data on the progressive matrices.

Sperrazzo, Gerald; Wilkins, Walter L.

doi:10.1037/h0046915

Cited by 15 publications

(5 citation statements)

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“…While significant variance attributable to social class was found for all cross comparisons, race was important in distinguishing performance only in the low-class group, where the low-class Negroes scored significantly below the low-class whites. This finding differs from a similar analysis done with the Coloured Matrices Test in St. Louis (Sperrazzo & Wilkins, 1958, which reported that racial differences were found to be stronger among the upper-and middle-class students. However, M. G. Cline 8 found that middle-class Negroes (from the same school 6 Unpublished data (M. G. Cline, personal communication, March, 1963).…”

Section: Discussioncontrasting

confidence: 99%

“…Other investigators have considered race and sex, in addition to class, as reflecting types of experiences that might be related to differential performance on the Matrices Test. Sperrazzo and Wilkins (1958) investigated these effects on the Coloured Matrices Test (Raven, 1949). From an analysis of variance, they reported significant main effects for age, race, and SES, and significant interaction effects for Race X SES, and for Race X Sex X Age X SES.…”

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Social class, race, and sex differences on the Raven (1956) Standard Progressive Matrices.

Tulkin¹,

Newbrough²

1968

Journal of Consulting and Clinical Psychology

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The Raven Standard Progressive Matrices Test was administered to 356 5thand 6th-grade students to determine the effects of past experiences related to race, social class, and sex. All social class differences were significant, while a racial difference was found only in the lower class. No sex differences were significant. Relationships between the Matrices Test and other measures (both standard tests and family experiences) varied among the different race, class, and sex groups. This suggests that future research must not fail to consider race, class, and sex in its investigation of the usefulness of the Matrices Test, and, more generally, experiential influences on intelligence and school achievement.The biasing effects of characteristics such as social class have been acknowledged since Binet's work with intelligence testing (Binet & Simon, 1916). More recently, culture (Masland, Sarason, & Gladwin, 1958) and race (Dreger & Miller, 1960) have been added to social class as considerations of the ways in which the experience of particular groups of people will affect their performance on any given task. Culture-fair tests are thought to measure nonverbal (and hence noncultural) aspects of performance and thus to provide a closer estimate of the individual's native poarticle is based on an honors thesis submitted by the first author to the Department of Psychology, University of Maryland, for the baccalaureate degree. Marvin G.

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Section: Discussioncontrasting

confidence: 99%

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confidence: 99%

Social class, race, and sex differences on the Raven (1956) Standard Progressive Matrices.

Tulkin¹,

Newbrough²

1968

Journal of Consulting and Clinical Psychology

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“…Is this only because vocabulary is more culturally loaded than digit span? Then why do Negro children do worse on Raven's Progressive Matrices than on the Stanford-Binet (Higgins & Sivers,1958;Wilkins, 1958 and1959)? Also, several studies have shown that Negro youths performed better, relative to whites, on intelligence test items judged to be cultural, than on items judged to be non-cultural (McGurk, 1951;Dreger & Miller, 1960, pp.…”

Section: Two Dimensions Of Ses Differencesmentioning

confidence: 96%

Intelligence, Learning Ability and Socioeconomic Status

Jensen

1969

J Spec Educ

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“…The inclusion of the CPM in the longitudinal study of cognitive development in young children to be undertaken by the writer, thus seemed an obvious choice but for the questions of reliability and suitability for group administration. Sperrazo and Wilkins (1958) had already found that the CPM could be successfully administered as a group test by means of coloured slides with 9 to 1 l-year-olds. Tuddenham, et al (1958) used a mimeographed black and white version of the CPM in their study.…”

Section: Introductionmentioning

confidence: 99%

The Efficacy of the Coloured Progressive Matrices as a Group Test With Young Children

Freyburg

1966

Brit J of Edu Psychol

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Summary. The Coloured Progressive Matrices test has proved to be a useful non‐verbal instrument apart from some doubts concerning its reliability. A pilot investigation gave reason for belief that the test could be group‐administered with higher reliability than had hitherto been reported. The test was administered to 159 6 to 7‐year‐olds, coefficients of internal consistency and stability being .89 and .87–.76, respectively. Relationship of matrices scores with those obtained from other instruments are quoted, together with score distributions and directions for group administration with young children.

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Further normative data on the progressive matrices.

Cited by 15 publications

References 1 publication

Social class, race, and sex differences on the Raven (1956) Standard Progressive Matrices.

Social class, race, and sex differences on the Raven (1956) Standard Progressive Matrices.

Intelligence, Learning Ability and Socioeconomic Status

The Efficacy of the Coloured Progressive Matrices as a Group Test With Young Children

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