DELHI PUBLIC SCHOOL BOPAL

PSYCHOLOGY PRACTICAL (CLASS XII)

STANDARD PROGRESSIVE MATRICES

PURPOSE
To test the intelligence level of the subject with the help of “Standard Progressive Matrices (SPM)”.

INTRODUCTION
BASIC CONCEPT

Intelligence is the capacity to profit from experiences and to go beyond the given. Psychologists have proposed
a number of definitions for intelligence.

According to Binet and Simons (1905), intelligence is the ability to judge well, understand well and reason well.

According to Weschler (1939), intelligence is an aggregate capacity of an individual to act purposefully, to think
rationally and to deal effectively with the environment.

THEORIES OF INTELLIGENCE

(1) Two Factor theory

This theory was given by Charles Spearman (1927). According to him intelligence consists of ‘general (g)’ and
‘specific (s)’ factors. According to this all individuals possess some general intelligence, which is responsible
for all human activities. But at the same time, they possess some specific intelligence which is responsible for
some specific activities.

(2) THEORY OF PRIMARY MENTAl abilities

This theory of intelligence was given by Thurstone (1938). According to him intelligence consists of 7 major
factors. These are-----

(a) Verbal Comprehension (b) Numerical Ability (c) Spatial Relations (d) Perceptual Speed (e) Word Fluency
(f) Memory (g) Inductive Reasoning

(3) LEVEL I AND LEVEL II THEORY OF INTELLIGENCE

This theory of intelligence was given by Jenson. According to him, there are two levels of intelligences. They
are

(a) Level I: It denotes associative learning like rote learning.

(b) Level II: It denotes higher order learning like reasoning and problem solving.

(4) STRUCTURE OF INTELLECT MODEL

This model of intelligence was given by J P Guliford. He organized intellectual traits among 3 dimensions. They
are-----

(a) Operation: It means what the respondent does. It includes—

 Evaluation
 Convergent Production
 Divergent Production
 Memory
 Cognition

(b) Contents: It means the nature of materials or information on which operations are based. It includes---

 Visual
 Auditory
 Symbolic
 Semantic
 Behavioural

(c) Products: It means the form in which information is processed by the respondent. It includes---

 Units
 Classes
 Relations
 Systems
 Transformations
 Implications

(5) THEORY OF MULTIPLE INTELLIGENCES

This theory was proposed by Gardener (1938). It has 3 principles; intelligence is not a single entity; there exists
multiple intelligences; these intelligences are independent of each other; different types of intelligence interact
to give a solution of a problem. Gardener had proposed 8 intelligences. They are-----

(a) Linguistic (b) Logical Mathematical (c) Spatial (d) Musical (e) Bodily Kinesthetic (f) Interpersonal (g)
Intrapersonal (h) Naturalistic

(6) TRIARCHIC THEORY OF INTELLIGENCE

This theory of intelligence was proposed by Sternberg (1985). According to this theory there are three sub
theories of intelligence. They are----

(a) Componential Sub Theory

It consists of internal mental mechanisms that are responsible for intelligent behavior. It serves three basic
functions. They are---

 Knowledge Acquisition Component

It consists of internal mental mechanisms that are responsible for learning.
 Meta Components
These are the processes which are used in planning strategies and monitoring progress to problem
solving.
 Performance Component

These are the processes that are used to perform a task or solve a problem.

(b) Experiential Sub Theory

This aspect is concerned with the effect of intelligence on one’s experience as well as the effects of a
person’s interactions with environment on intelligence.
(c) Contextual Sub Theory
Contextual intelligence refers to ‘street smarts’ or ‘situation smarts’. It is the effective management of
self or the practical management of the business of everyday life. People high on this intelligence are
practical or down to earth in life.

(7) PASS MODEL OF INTELLIGENCE

This theory of intelligence was given by J P Das, Jack Nagleri and Kirby (1994). This theory is known as
PASS (Planning, Attention, Simultaneous and Successive) Theory because according to this model
intelligence is a result of 3 neurological systems: those are responsible for arousal and attention, coding and
planning. The components of PASS Theory are-----
(a) Arousal-Attention
Arousal is basic for initiating an activity. It focuses one to focus attention on a particular direction.
(b) Simultaneous and Successive Processing
It can be applied to various tests such as auditory, visual, kinesthetic etc., involving different kinds of
stimuli. This involves the integration of different stimuli at a time in groups and is holistic in nature.
(c) Planning
After attention and processing of information, one tends to decide or plan. Thus planning refers to
generation of plans or problems as well as to goal setting, strategy selection and performance monitoring.

ASSESSMENT OF INTELLIGENCE
The first attempt to measure intelligence was made by Binet (1905). He gave the concept of mental age
(MA), which refers to an individualistic level of mental development relative to the environment in which
he/she lives. He compared MA with chronological age (CA) or with biological age. A bright child has MA
above CA; a dull child has MA below CA.
The term Intelligence Quotient (IQ) was devised by William Stern (1912). IQ refers to a child’s mental age
divided by chronological age multiplied by 100.
IQ=MA/CA *100
If the mental age of an individual is same as chronological age, then the individual’s IQ is 100 which is
normal. If MA is above CA; then IQ is more than 100. If the MA is less than CA; then IQ is less than 100.

DESCRIPTION OF THE TEST

The Standard Progressive Matrices Test (SPM) was constructed to measure the component of “g” as defined
by Spearmen Theory of cognitive abilities. The test was developed to be used in homes, schools, work
places as well as laboratories. It had therefore to be simultaneously short, attractive and valid. The test
consists of 60 problems divided into five sets (A, B, C, D & E), each made up of 12 problems. To ensure
sustained interest and freedom from fatigue, each problem is boldly presented, accurately drawn and as far
as possible pleasing to look at.

DEVELOPMENT OF THE TEST

The Standard Progressive Matrices (SPM) Test was originally developed in the mid 1930s. It was revised
and was standardized in Ipswich in 1938. Extensive adult norms were collected during the Second World
War and the test was again standardized. During the 50s and 60s several data was collected China in 1986,
in Belgium between 1984 and 1990, by authors in Scotland 1992 and in Iowa in 1993.

PRACTICALITIES OF THE TEST

(1) This test is quite suitable for people having limited reading skills.
(2) This test helps to discriminate between people of all levels of intellectual activities.
(3) The test can be used for initial diagnosis.

METHOD
PRELIMINARIES OF THE SUBJECT
Name:
Age:
Gender:
Physical and mental condition: Normal
Date & Time: 1 July 2019, 9.00 am
Place: Delhi Public School, Bopal, Ahmedabad

MATERIALS REQUIRED
Standard Progressive Matrices Test booklet, answer sheet, manual, scoring key and norms, paper and pencil

PROCEDURE
(1) Arrangement of material
Laboratory conditions were checked. If they were quite and accurate for the test to be administered. The test
booklet, answer sheet and pencil were kept on one side in front of the subject’s chair. Manual and scoring
key were kept on test administer’s side ready.
(2) Rapport formation and Instructions
The subject was called inside the lab and made to sit comfortably on a chair. A small conversation was done
with the subject to make him/her feel at ease. After that the subject was asked to fill the particulars given in
the form. Then the following instructions were given to the subject.
“This is a test of observation and clear thinking. Please open your test booklet at the first page. You can see
that there is a problem no A1. Now look at the answer sheet. Under the heading Set A, there is a column of
numbers 1,2,3,4, up to 12. The top part of problem A1 is a pattern with a bit cut out of it. Look at the pattern
and think which piece is needed to complete the pattern correctly. Choose the right answer option and write
the number in the answer sheet. Do the same for the rest of the questions. In all there are 5 sets having 12
items each”.

(3) PRECAUTIONS
(1) It should be ensured that the lab conditions are accurate enough for successful administration of the test.
(2) The test must start only after the subject has completely understood all instructions.
(3) The test should never be referred as intelligence test”.
(4) It should be ensured that the subject does not devote too much time to answer the questions.
(5) It must be ensured that all the questions were answered.

(4) ADMINISTRATION
After making sure that the subject has understood the instructions, the administration of the test started. The
subject was asked to answer each question of the question booklet. He was again reminded not to leave any
questions unanswered.
After the subject has finished, the booklet was taken back and the subject was asked to write the
introspective report.

(5) INTROSPECTIVE REPORT OF THE SUBJECT

The test was an interesting one. The questions to be answered were of varying difficulty in each test. It was
most difficult to answer the last test.

(6) SCORING OF THE TEST

The scoring was done using a scoring answer key. Mark “1” was allotted to each correct answer. The total of
all correct answers gave the raw score. The raw score are converted into percentile rank. With help of the
percentile rank the “intelligence grades” were taken out which are given in the manual.