Validities of the Progressive Matrices Tests Against Iq and Grade Point Average

McLaurin, William A.; Farrar, William E.

doi:10.2466/pr0.1973.32.3.803

Cited by 10 publications

(6 citation statements)

References 3 publications

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“…Finally, proof of the SPM's efficacy as a measure of intelligence has been demonstrated by its correlation to the widely used Wechsler tests (Burke, 1958(Burke, , 1985Hall, 1957;Hartlage, Lucas, & Godwin, 1982;James, 1984;McLaurin & Farrar, 1973;McLeod & Rubin, 1962;Pearce, 1983;Shaw, 1967;Vincent & Cox, 1974;. In a study particularly relevant to the present one, Burke (1985) demonstrated the interaction of age, educational level, and intelligence in a correlation of WAIS and the SPM scores.…”

mentioning

confidence: 88%

Estimating age-stratified WAIS-R IQS from scores on the raven's standard progressive matrices

1991

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Total scores of the Raven's Standard Progressive Matrices (SPM) were correlated with Wechsler Adult Intelligence Scale‐Revised Full Scale IQs (WAIS‐R FSIQ) in order to obtain age‐stratified estimates of WAIS‐R FSIQ (N = 308). Results show a significant positive correlation between age‐stratified WAIS‐R FSIQ and SPM in all age groups except those 65 and older and between educational level and SPM for all age groups except the very young (16 to 24 years), the 55‐ to 64‐year‐olds, and the elderly (65 and older). A multiple regression and cross‐validation revealed that race and age also must be used as moderator variables when one is predicting FSIQ in this population. It is concluded that the SPM can be used as an estimate of WAIS‐R FSIQ.

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mentioning

confidence: 88%

Estimating age-stratified WAIS-R IQS from scores on the raven's standard progressive matrices

1991

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“…This variability may be due in part to the fact that some samples were administered Standard versions of the test while others were given Advanced versions. McLaurin and Farrar (1973) have noted that the Standard Progressive Matrices are too simplistic to be of use within most college samples. They observed notably higher correlations when using the Advanced version of the Raven's.…”

Section: Cognitive Ability and Academic Performancementioning

confidence: 99%

Fluid ability, crystallized ability, and performance across multiple domains

Postlethwaite¹

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Cognitive ability is one of the most frequently investigated individual differences in management and psychology. Countless studies have demonstrated that tests measuring cognitive ability or intelligence predict a number of important real-world outcomes such as academic performance, vocational training performance, and job performance. Although the relationship between intelligence and real-world performance is well established, there is a lack of consensus among scholars with regard to how intelligence should be conceptualized and measured. Of the more traditional theories of intelligence, two perspectives are particularly dominant: the Cattell-Horn model of fluid and crystallized intelligence and the theory of General Cognitive Ability (GCA or g).Fluid ability (Gf) represents novel or abstract problem solving capability and is believed to have a physiological basis. In contrast, crystallized ability (Gc) is associated with learned or acculturated knowledge. Drawing on recent research in neuroscience, as well as research on past performance, the nature of work, and expert performance, I argue that compared to measures of fluid ability, crystallized ability measures should more strongly predict real-world criteria in the classroom as well as the workplace.This idea was meta-analytically examined using a large, diverse set of over 400 primary studies spanning the past 100 years. With regard to academic performance, measures of fluid ability were found to positively predict learning (as measured by grades). However, as hypothesized, crystallized ability measures were found to be superior predictors of academic performance compared to their fluid ability counterparts.This finding was true for both high school and college students. v Likewise, similar patterns of results were observed with regard to both training performance and job performance. Again, crystallized ability measures were found to be better predictors of performance than fluid measures. This finding was consistent at the overall level of analysis as well as for medium complexity jobs. These findings have important implications for both intelligence theory and selection practice.Contemporary intelligence theory has placed great emphasis on the role of fluid ability, and some researchers have argued that Gf and g are essentially the same construct. However, the results of this study, which are based on criterion-related validities rather than factor-analytic evidence, demonstrate that Gc measures are superior predictors in comparison to Gf measures. This is contrary to what one would expect if Gf and g were indeed the same construct. Rather, the findings of this study are more consistent with General Cognitive Ability theory, which predicts that Gc indicators will be the best predictors of future learning and performance.Given that Gc measures demonstrate higher criterion-related validities than Gf measures, Gc measures are likely to be preferred for selection purposes. Further, Gf scores are known to decline with age while Gc scores remain relatively s...

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“…It is certainly a welcome move that the General Ability Test (GAT) will be used as a counter check to stream Primary 3 pupils more accurately. However, it must be stressed that the Test, which is a non-verbal test, has a relatively low correlation with school achievement (McLaurin and Farrar, 1973;Baraheni, 1974;Hartlage et al, 1976;Ogunlade, 1978). It is therefore necessary and critical that those pupils who are streamed into the extended or normal primary course on the basis of their performance on the GAT should be provided with adequate remediation to upgrade their linguistic competence so that they will eventually have a fighting chance to do reasonably well in the PSLE, otherwise the GAT would not have served a useful purpose.…”

Section: Compensatory Programmes To Assist the Disadvantagedmentioning

confidence: 99%

Cognitive Functioning in Disadvantaged Children

Ganesamoorthy¹

1981

Singapore Journal of Education

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Validities of the Progressive Matrices Tests Against Iq and Grade Point Average

Cited by 10 publications

References 3 publications

Estimating age-stratified WAIS-R IQS from scores on the raven's standard progressive matrices

Estimating age-stratified WAIS-R IQS from scores on the raven's standard progressive matrices

Fluid ability, crystallized ability, and performance across multiple domains

Cognitive Functioning in Disadvantaged Children

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