Coloured Progressive Matrices
(CPM)
Part of Raven’s Progressive Matrices (RPM)
Overview
Coloured Progressive Matrices (CPM) can be
described as “a test of observation and clear
thinking.”
Developed by John Carlyle Raven.
CPM is a part of a bigger set –
Raven’s Progressive Matrices
RPM Published in 1938
CPM – Prepared in 1947, published in 1949
Coloured Progressive Matrices
Purpose: To assess the degree to which children
and adults can think clearly, or the level to which
their intellectual abilities have deteriorated.
Raven:
It is a test of observation and clear thinking.
By itself, it is not a test of general intelligence.
For those who cannot understand or speak the English
Language, with people suffering from physical
disabilities, aphasias or deafness as well as with people
who are intellectually sub normal or have deteriorated.
Coloured Progressive Matrices
Designed to assess the chief cognitive process of
individual, mental development up to intellectual
maturity
Originally constructed as a test of educative
reasoning, which can be described as the ability to
make “meaning out of confusion” or the ability to
go “beyond the given to perceive that which is not
immediately obvious”
Ravens Progressive Matrices
Rationale: To assess the ability to make sense of complex
situations
Progressive: listed in order of difficulty
Matrix: patterns are presented in the form of a 4x4, 3x3, or
2x2 matrix.
Administered to Children and Adults, Usually Individual
but sometimes in groups.
Administration time: Untimed; 40 - 60 minutes
Scoring Options: Hand-Scorable
International Qualification Level: B
Standard Progressive Matrices
For candidates of average intellectual ability
▪ Age 6 and older
▪ Time : Untimed, average 40-60 minutes
▪ 5 Sets (A,B,C,D,E), 12 questions in each set
Advanced Progressive Matrices
For people of above average ability, such as graduates (of
particular value for assessing managerial and scientific ability).
▪ Age 12 and older
▪ Time: Untimed, average 40-60 minutes
▪ 48 Items, Set I – 12 items, Set II – 36 items
Coloured Progressive Matrices
CPM is designed for the assessment of persons
with limited intellectual ability or special needs
▪ Age 5-11,
▪ Time : Untimed, average 15-30 minutes
▪ 3 Sets (A,Ab,B), 12 questions in each set
▪ Most items are presented on a coloured background to
make the test visually stimulating for participants.
▪ The very last few items in set B are presented as black-
on-white;
▪ Transition to sets C, D, and E of the SPM if CPM proves
to be easy
Administration
Board form, movable pieces.
Book form
Necessary to show a person what to do
In each form, the examinee is presented with an
incomplete matrix to be completed by selecting the
appropriate missing symbol from a group of 6-8
choices.
Carried out in standard order
The examinee is seated opposite to the psychologist at
table about 2 feet wide
Preferable to continue to the end without interruptions.
Coloured Progressive Matrices
CPM Psychometric Information
Numerous normative studies done since
1938. These range over 2000 publications.
Split half reliabilities range from .65 to .94
Test-retest reliabilities range from .71 to .93
Validity coefficients with IQ tests are .50
to .80s
Wide Application
Considered a ‘culture-reduced’/ ‘culture fair’
test
Can be administered to both individuals and
to groups
High correlations with many other
intelligence tests.
Untimed: work not going against time
Concerns
Should not be used as substitute for Wechsler
Scales.
Provides measure of intelligence based on
figural/spatial reasoning only.
Brain damaged individuals will have
reasoning difficulties
Response Pattern of…
A high functioning Intellectually Defective person
remains incapable of solving the more difficult problems
of set B, can solve many from sets A and Ab
A low functioning intellectually Defective person finds
difficulty considering the pattern both horizontally and
vertically
A person who is seriously Defective Intellectually fails to
see patterns as spatially related whole, selects figure
already present in the pattern
Response Pattern of…
An Emotionally Disturbed child responds more or less
like any other normal child
A Normal Old person’s responses would not show
correlation between acquired verbal information and
intellectual capacity, defects of vision, inattentiveness,
inability to understand instructions might hinder
performance
The Elderly Depressive patient closely resemble the
normal old person, errors resembling those made by
Marking
Board form:
The piece inserted would be considered the final answer
Booklet form:
Examiner administered: The figure the examinee points
to, would be considered the final answer
Self administration: The reported one, if more than one,
the option at the extreme right would be considered
Discrepancy
Why discrepancy is calculated: test taking attitude
of the child---inattention, lack of interest, random
responding etc.
The expected score composition on the three sets
to make the same total for both Board and Booklet
form is given in Tables I and III respectively.
The discrepancies are calculated by subtracting
the score in the table from the person’s obtained
score on each set.
Percentile Scores
The total score is then located corresponding
to the percentile score by using Table VII
(Board Form) and IX (Booklet Form).
Profiling
Use key to mark right or wrong
Separate totals of each set (A, Ab, B)
Discrepancy
Erroneous Choices made
Total Raw Score
Percentile
Grade
Sample Profile
Tabulated Information
Total raw Discrepancy Percentile Grade Erroneous
score Choices
(Obtained – j
14 Expected) 25 III- f
-1, 0, 1 h
…
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