Psychometric Investigation of the Raven’s Colored Progressive Matrices Test in a Sample of Preschool Children

Lúcio, Patrícia Silva; Cogo‐Moreira, Hugo; Puglisi, Marina Leite; Polanczyk, Guilherme; Little, Todd D.

doi:10.1177/1073191117740205

Cited by 11 publications

(11 citation statements)

References 43 publications

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“…Past research consistently revealed good psychometric properties for this test (Raven, 2000; Belacchi et al, 2008). The CPM demonstrated good validity and reliability indices, and it is considered to be a suitable measure for assessing nonverbal intelligence, particularly that of preschool (Lúcio et al, 2017) and primary school (Cotton et al, 2005) children.…”

Section: Methodsmentioning

confidence: 99%

The Relationship Between Trait Emotional Intelligence, Cognition, and Emotional Awareness: An Interpretative Model

et al. 2019

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Emotional awareness (EA) has been defined as the cognitive skill devoted to the identification and description of one’s own and others’ emotional experiences, an ability that has usually been conceptualized along with the development of cognitive intelligence. Despite this, EA has also been deemed a central constituent of Emotional Intelligence (EI), a construct that captures individual differences in how we perceive, communicate, regulate, and understand our own emotions, as well as the emotions of others. The overlap between the cognitive and the emotional domain in the definition of the EA construct has created several difficulties in both its understanding and its usage, so much so that several questions regarding its nature and structure remain unanswered. The aim of the present work was to test in a unique model the explanatory role of both trait EI and fluid nonverbal intelligence on EA variability in children, controlling for the effect of age, a variable strictly related to cognitive development, as well as gender, which is highly associated with trait EI during childhood. Four hundred and eighty-eight pupils (258 females and 230 males) ranging from 8 to 12 years old completed the Levels of Emotional Awareness Scale for Children, the Trait Emotional Intelligence Questionnaire – Child Form, and a measure of pure non-verbal reasoning ability, the Raven’s Progressive Matrices. The results of a structural equation model showed a positive explanatory power of both Raven and TEIQue scores on EA, revealing that both cognitive intelligence and trait EI significantly explained EA. The same model also showed an indirect effect of age, via intelligence scores, on EA, suggesting that the increase of EA with age could be partially imputed to the development of intelligence. Finally, a relation between gender and TEIQue scores confirmed higher trait EI scores in girls than in boys. The implications emerging from this model are discussed.

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Section: Methodsmentioning

confidence: 99%

The Relationship Between Trait Emotional Intelligence, Cognition, and Emotional Awareness: An Interpretative Model

et al. 2019

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“…Nevertheless, the high magnitude of this correlation (i.e., 0.89; Panel B, Figure 1; [3]), in conjunction with the inspection of fit statistics, was taken as evidence in favour of a unidimensional model. Since then, other authors on the field have supported [3] conclusions [4,5].…”

Section: Introductionmentioning

confidence: 88%

“…Few consensuses are more extended in the intelligence literature than the belief that the SPM test [1] represents a consistent measure of general intelligence ( g ; Panel A, Figure 1). Even though this claim has received overwhelming support in the literature [3,4,5], other authors have considered general intelligence to be a broader construct to be measured with different tasks and item formats [6]. Be that as it may, support for strict unidimensionality has historically been equivocal for short SMP versions such as the APM test.…”

Section: Introductionmentioning

confidence: 99%

“…A review of the SPM literature has shown that two main factors models have been of interest: a unidimensional [2,4] and a multidimensional (bi-dimensional) solution [8]. Thus, it is legitimate to question to what extent specific sources of variance detected by parallel analysis or EGA could provide additional, meaningful information beyond g .…”

Section: Introductionmentioning

confidence: 99%

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Searching for G: A New Evaluation of SPM-LS Dimensionality

2019

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There has been increased interest in assessing the quality and usefulness of short versions of the Raven’s Progressive Matrices. A recent proposal, composed of the last twelve matrices of the Standard Progressive Matrices (SPM-LS), has been depicted as a valid measure of g. Nonetheless, the results provided in the initial validation questioned the assumption of essential unidimensionality for SPM-LS scores. We tested this hypothesis through two different statistical techniques. Firstly, we applied exploratory graph analysis to assess SPM-LS dimensionality. Secondly, exploratory bi-factor modelling was employed to understand the extent that potential specific factors represent significant sources of variance after a general factor has been considered. Results evidenced that if modelled appropriately, SPM-LS scores are essentially unidimensional, and that constitute a reliable measure of g. However, an additional specific factor was systematically identified for the last six items of the test. The implications of such findings for future work on the SPM-LS are discussed.

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“…The use of the Raven Progressive Matrices Test (RPM) estimates the abstract reasoning fluency of children with CIs or HAs. Even though the test has a large number of items, researchers have reduced Raven's test size [16] without losing their predictive validity, demonstrating "that items are largely measurement invariant" [17]. In retrospect, other scholars have reported on the limitations of the linguistic and cognitive processing of children with CIs compared to their peers who hear complex semantic tasks [18].…”

Section: Measurement Of Individual Differencesmentioning

confidence: 99%

Emotional and Behavioral Difficulties, Communication, Intelligence, and Reasoning in Children with Hearing Difficulties

Rosa

Angulo

2019

Education Sciences

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This study aims to investigate whether emotional and behavioral difficulties (EBD) differ between children with cochlear implants (CIs) or hearing aids (HAs), according to multi-informant ratings. Methods: A battery of psychological measures (e.g., Strengths and Difficulties Questionnaire (SDQ), Illinois Test of Psycholinguistic Abilities (ITPA), Peabody Image Vocabulary Test (PPVT), and Raven Progressive Matrices Test (RPM), was administered to children with CIs or HAs. The study involved 187 children with CIs, 113 children with HAs, 176 fathers and mothers, and 300 schoolteachers. Results: Significant disagreements were found between children, parents, and schoolteachers with regard to SDQ ratings. Total SDQ difficulties score correlated poorly with other outcomes (e.g., total ITPA, final PPVT, and final RPM). Regression linear analyses showed six socio-demographic and linguistic covariates that significantly predicted children’s total SDQ difficulties score. Conclusion: Several independent variables were found to be associated with children’s total EBD scores. This article highlights the importance of providing professionals with sufficient training so that they are knowledgeable about the procedures they are to use to support children with EBD (e.g., developing and implementing instructional approaches for school students with EBD).

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Psychometric Investigation of the Raven’s Colored Progressive Matrices Test in a Sample of Preschool Children

Cited by 11 publications

References 43 publications

The Relationship Between Trait Emotional Intelligence, Cognition, and Emotional Awareness: An Interpretative Model

The Relationship Between Trait Emotional Intelligence, Cognition, and Emotional Awareness: An Interpretative Model

Searching for G: A New Evaluation of SPM-LS Dimensionality

Emotional and Behavioral Difficulties, Communication, Intelligence, and Reasoning in Children with Hearing Difficulties

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