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The Raven's Progressive Matrices: Change and Stability over Culture and Time
Abstract
Data relating to the stability and variation in the norms for the Raven's Progressive Matrices Test (a well-validated measure of basic cognitive functioning) for different cultural, ethnic, and socioeconomic groups on a worldwide and within-country basis are first summarized. Subsequent sections deal with variation over time. A possible explanation for the variation in norms over time and between ethnic groups within countries is offered.
... www.nature.com/scientificreports/ Before EEG procedure participants were tested for fluid intelligence using the Raven's Standard Progressive Matrices (RSPM) test 30 in polish psychometric adaptation 31 . The study was approved by the Research Team's University Ethics Committee and was conducted in accordance with the Declaration of Helsinki. ...
... Offline signal processing included: (i) re-reference to common average reference; (ii) band-pass finite impulse response (FIR) filtering in the range 0.1-45 Hz; (iii) interpolation of bad channels by means of the artifact subspace reconstruction method; iv) muscle and ocular artifact rejection using independent component analysis (ICA); (v) segmentation into epochs of 11 s, which begin 3 s before the transition between states and extend 8 s after it (i.e., [− 3 8] seconds). Crucially, all the subsequent analyses were conducted filtering the signals in the alpha (8)(9)(10)(11)(12)(13) and beta bands (13)(14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30), due to the premises mentioned earlier. ...
... Of note, in the main body of the manuscript all the results showed were calculated for the activity of the alpha band(8)(9)(10)(11)(12)(13). Analogous results, calculated for the beta activity(13)(14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30) are depicted in Supplementary Material. ...
Our study aimed to verify the possibilities of effectively applying chronnectomics methods to reconstruct the dynamic processes of network transition between three types of brain states, namely, eyes-closed rest, eyes-open rest, and a task state. The study involved dense EEG recordings and reconstruction of the source-level time-courses of the signals. Functional connectivity was measured using the phase lag index, and dynamic analyses concerned coupling strength and variability in alpha and beta frequencies. The results showed significant and dynamically specific transitions regarding processes of eyes opening and closing and during the eyes-closed-to-task transition in the alpha band. These observations considered a global dimension, default mode network, and central executive network. The decrease of connectivity strength and variability that accompanied eye-opening was a faster process than the synchronization increase during eye-opening, suggesting that these two transitions exhibit different reorganization times. While referring the obtained results to network studies, it was indicated that the scope of potential similarities and differences between rest and task-related networks depends on whether the resting state was recorded in eyes closed or open condition.
... We further expected that the need to encode both modalities concurrently might be especially problematic for the younger children, if their attentional resource is limited as is assumed from a neo-Piagetian theoretical view of development (e.g., Case, 1995;Cowan, 2016Cowan, , 2017bCowan, , 2022Pascual-Leone, 1970;Pascual-Leone & Johnson, 2021). If this is the case, then we should find a larger central portion for concurrent pre- Last, we carried out two auxiliary tasks, Raven progressive matrices (Raven, 2000) and running memory span (Cowan et al., 2005;Gray et al., 2017). The Raven task is a standard fluid intelligence task that can be used to assess whether our samples were typical and comparable for their age groups. ...
... In the other session, concurrent presentation of four color-tone pairs was used (Figure 1b), although there also were trials with four stimuli in only one modality, as in the other session. This procedure was followed by Ravens progressive matrices (Raven, 2000). The order of these two sessions was counterbalanced across participants. ...
... Raven progressive matrices is a standardized test of abstract reasoning in which a visual-spatial series of complex objects is shown and the participant must select the choice that best completes the pattern that the series follows. There are traditional age norms collected in 1979 (Raven, 2000) and newer norms (Pind et al., 2003) with which the scores can be compared. ...
Working memory serves as a means to accumulate information and reorganize it. Researchers have long assumed that the natural organization of information is one stream at a time. This logic leads to the expectation that, when two different series of stimuli are to be remembered, performance should be superior if the series are presented one before the other in succession, rather than concurrently. Moreover, different accounts of attentional limits lead to different expectations for the change in the ability to encode two sets across age groups in childhood. Testing children from first grade (6–7 years) to adulthood, we presented sequences of colored objects and tones in succession or concurrently (with one color accompanying an unrelated tone) and found that performance was equally good no matter which presentation method was used. The results for both presentation methods closely matched the intricate pattern of development observed by Cowan et al. (2018), who used successive presentation only. We found marked developmental improvement in the ability to retain materials in each modality without an increasing cost of attention‐sharing between modalities. Humans at least from the elementary school years through young adulthood thus display an ability to accommodate and organize two concurrent streams of information.
Research Highlights
Memory for stimuli from multiple modalities is relevant to school performance and learning; here we investigate how attention is shared between remembering colors and tones.
Participants received four colors and/or four tones for subsequent recognition on a trial, with dual modalities presented successively (0.5 s per stimulus) or concurrently (0.5 s per pair).
Successive versus concurrent presentation had little effect on recognition, and the marked increase in memory performance with age did not come from dividing attention during encoding or maintenance.
Children as young as first grade thus can encode and organize for later recognition colors and concurrently‐presented, but unrelated, tones.
... Raven's Progressive Matrices (RPM) is a test of fluid intelligence (Raven, 1941). It specifically taps into the educative component of general intelligence, i.e. ability to form novel, largely non-verbal schemata that enable the individual to handle complexity of a problem and thus think clearly (Raven, 2000). The standard adult version, Standard Progressive Matrices (SPM), consists of a pattern or a matrix of figures with the last component missing. ...
... The raw score (out of 60) is used as a measure of general cognitive ability. The language-independent, intuitive, abstract, visuospatial nature of SPM makes it less susceptible to cultural biases (Raven, 2000), although the test is not culture-free (Gonthier, 2022). SPM scores correlate well with Wechsler Adult Intelligence Scale (WAIS) IQ scores (Bingham et al., 1966;O'Leary et al., 1991;Sinha, 1951). ...
... Two widely cited adult SPM standardization samples originate from the UK (1992; from Dumfries, Scotland) and the US (1993, from Des Moines, Iowa) (Raven, 2000;Raven et al., 2004). Both studies used the same methods of data collection and presentation of norms: as percentiles for 5-year age bands. ...
... Since RPM is a non-verbal intelligence test, it is less susceptible to interference from factors such as educational level and cultural differences. Over time, its reliability and validity have been verified across a wide range of populations (Raven 2000;Van der Ven and Ellis 2000). ...
... The test includes five sets (A, B, C, D, E), each containing 12 items, with increasing difficulty within each set. Originally published in 1938, the test is considered a valid indicator of general cognitive ability worldwide (Raven 2000). ...
Extended testing time in Raven’s Progressive Matrices (RPM) can lead to increased fatigue and reduced motivation, which may impair cognitive task performance. This study explores the application of artificial intelligence (AI) in RPM by combining eye-tracking technology with machine learning (ML) models, aiming to explore new methods for improving the efficiency of RPM testing and to identify the key metrics involved. Using eye-tracking metrics as features, ten ML models were trained, with the XGBoost model demonstrating superior performance. Notably, we further refined the period of interest and reduced the number of metrics, achieving strong performance, with accuracy, precision, and recall all above 0.8, using only 60% of the response time and nine eye-tracking metrics. This study also examines the role of several key metrics in RPM and offers valuable insights for future research.
... The IQ test used in this study, Raven's Standard Progressive Matrices [23,25], was developed by John C. Raven [24]. It is a multiple choice non-verbal intelligence test drawing on Spearman's theory of general ability [32] and consists of m = 60 matrices with one element missing and k = 8 possible responses. ...
... A sample item, similar 2 to those used in the SPM is shown on Figure 1. Raven's SPM and its other forms (Advanced and Colored Progressive Matrices) are one of the most popular intelligence tests used in both research and clinical settings, as well as in high-stake contexts such as in military personnel selection and court cases [25]. ...
We show how the quality of decisions based on the aggregated opinions of the crowd can be conveniently studied using a sample of individual responses to a standard IQ questionnaire. We aggregated the responses to the IQ questionnaire using simple majority voting and a machine learning approach based on a probabilistic graphical model. The score for the aggregated questionnaire, Crowd IQ, serves as a quality measure of decisions based on aggregating opinions, which also allows quantifying individual and crowd performance on the same scale. We show that Crowd IQ grows quickly with the size of the crowd but saturates, and that for small homogeneous crowds the Crowd IQ significantly exceeds the IQ of even their most intelligent member. We investigate alternative ways of aggregating the responses and the impact of the aggregation method on the resulting Crowd IQ. We also discuss Contextual IQ, a method of quantifying the individual participant's contribution to the Crowd IQ based on the Shapley value from cooperative game theory.
... Прогрессивные матрицы Равена были разработаны в 1930-х гг. как невербальный тест оценки интеллекта (фактора g) (Raven, 2000;. Позднее был создан более простой вариант теста «Цветные прогрессивные матрицы Равена» для оценки интеллектуального развития детей и пожилых людей . ...
... Позднее был создан более простой вариант теста «Цветные прогрессивные матрицы Равена» для оценки интеллектуального развития детей и пожилых людей . Оба теста были разработаны для измерения «общего интеллекта» -способности выявлять логические отношения между разными элементами и создавать абстрактные организующие правила (Raven, 2000). Со временем тесты Равена стали широко использоваться для оценки общей интеллектуальной способности в клинической, образовательной сферах, предоставляя независимую оценку флюидного интеллекта 1 посредством единого общего балла Cipolotti et al., 2020;. ...
Background. Raven’s Coloured Progressive Matrices (RCPMs) is a widely used instrument as one of psychometric measures of general intelligence in children. However, according to some researchers, the RCPM is heterogeneous and individual tasks may be associated with the assessment of various cognitive components. Objective. This study is aimed to examine the influence of functions of visual and visuospatial processing, and executive functions on the productivity of RCPMs. Sample. A total of 297 children from 6 to 9 years old participated in the study. Of these, 98 were preschoolers, 87 first graders and 112 second graders. A total of 152 boys and 145 girls participated in the study. All children had no diagnosed developmental and neurological disorders. Methods. All the children accomplished the computerized version of RCPM in the Rosanova’s modification. They also passed a neuropsychological assessment adapted for 6–9-year-old children. Results. Age differences were shown. They were the greatest when comparing preschoolers and first-grader. The differences between first-graders and second-graders were less prominent. Hierarchical regression analysis showed that three parts of the matrices are related to separate groups of functions to different degrees. The first part of the test is most related to the state of visual information processing functions; the second part refers to the state of visual-spatial information processing and executive functions; and the third part to a greater extent deals with the state of executive functions. Conclusion. The results indicate the heterogeneity of tasks in RCPM and the promise of a more detailed analysis of the structure of the technique, including the use of a neuropsychological approach.
... To measure their fear of COVID-19, the study employed the 7-item Fear of COVID-19 Scale from Ahorsu et al. [57]. For the measurement of cognitive function, participants were asked to complete a 12-trial Raven's Progressive Matrices [58], which require them to match a set of graphic patterns. This test is widely used for measuring fluid intelligence, a core feature of individuals' cognitive capacity to think logically and solve problems in novel situations [59]. ...
BACKGROUND
The COVID-19 lockdowns led to significant resource constraints, potentially impacting mental health and decision-making behaviors. Understanding the psychological and behavioral consequences could inform designing interventions to mitigate the negative impacts of episodic scarcity during crises like pandemics.
OBJECTIVE
To investigate the effects of perceived scarcity on mental health (stress and fear), cognitive functioning, time and risk preferences (present bias and risk aversion), and trade-offs between groceries, health, and temptation goods during and after the COVID-19 lockdown in Shanghai.
METHODS
A quasi-natural experiment was conducted in Shanghai during and after the COVID-19 lockdown. Online surveys were administered in May 2022 (during lockdown) and September 2022 (post-lockdown). Propensity Score Matching (PSM) was used to balance demographic factors between the groups (During: n=332; After: n=339). Data were analyzed using regression analyses, controlling for potential confounders.
RESULTS
Perceived scarcity was significantly higher during the lockdown (mean=7.97) than after (mean=4.35; P<.001). Higher perceived scarcity was associated with increased stress levels both during (β=0.62, P<.001) and after the lockdown (β=0.65, P<.001). While cognitive functioning remained stable, possibly due to a ceiling effect from high education levels, monetary risk aversion increased under prolonged scarcity during lockdown (interaction β=4.68, P<.001). During lockdown, participants allocated more budget to groceries (β=0.67, P=.01) and less to health items (β=-0.61, P=.02).
CONCLUSIONS
The study highlights that perceived scarcity during lockdown intensified stress and altered decision-making behaviors, including increased monetary risk aversion and shifts in spending priorities. Theoretically, this study advances the understanding of perceived scarcity by exploring its domain-specific effects on mental health and decision-making. Practically, these findings emphasize the need for public health strategies that mitigate the psychological impact of scarcity during crises, ensure access to essential goods, and support adaptive decision-making behaviors.
... This change gives them many more opportunities to learn how to behave independently from their parents, as they socialise and explore their wider world. (Raven, 2000). At the same time, they are also now able to visualise the future, and while they still struggle with hypothetical scenarios, their thinking becomes more organised (Amsel, 2011;Beck et al., 2006). ...
This paper proposes a theoretical framework for understanding childhood career development through five distinct stages, spanning from birth to early adulthood. Drawing on established theories of childhood development and career construction, we present a comprehensive model that articulates the progression of career-related skills, knowledge, and attitudes throughout childhood. The framework integrates key dimensions of career development, including the psychological self as actor, agent, and author; the formation of vocational identity; and the development of career adaptability. By delineating these stages, we aim to provide a foundation for designing age-appropriate career interventions and fostering a deeper understanding of the lifelong process of career development.
... Guay's Visualization of Views Test (GVVT) and the Mental Rotation Test (MRT) are two such tests commonly used to assess spatial ability. General non-verbal reasoning ability is another skill that positively correlates with scores on GVVT and MRT and can be measured by standardized tests (2)(3)(4). Non-verbal reasoning tests employ a series of perceptual analytical reasoning problems, with each often in the form of a matrix (5). Raven's advanced progressive matrices test, short form, (APMT) is one such matrix-based test used to measure non-verbal reasoning ability (6,7). ...
Spatial ability tests measure capacity for mentally understanding and interpreting three-dimensional images. Such skills have been found to be predictive for anatomical learning success and proficiency in human and veterinary medical students. Veterinarians in the radiology and surgery field develop high levels of three-dimensional topographic anatomic understanding through exposure to anatomy portions of the veterinary curriculum, followed by highly specialized residency programs. Validated testing tools were used to compare spatial and general non-verbal reasoning abilities in veterinarians in the field of radiology (radiology group, RG) and veterinarians in the field of surgery (surgery group, SG). These tests were: Guay’s Visualization of Views Test: Adapted Version (GVVT), the Mental Rotation Test (MRT), and Raven’s Advanced Progressive Matrices Test, short form (APMT). Results showed a significant difference for GVVT scores in favor of the RG (15.2 ± 0.3 and 12.3 ± 0.4, respectively, p < 0.05). There were no significant differences in scores for MRT and APMT between the RG and SG. There was a significant positive correlation between spatial ability tests scores and general non-verbal reasoning test scores for the RG but not for the SG. Future studies are planned to determine if the RG innately possess high spatial and reasoning skills, and to expand the present findings to other veterinary specialty areas.
... To assess robustness and generalizability, all analyses were repeated in a lockbox dataset (30% of the HCP; N = 232; 131 female; 212 right-handed; mean age = 28.5 years; age range = 22-36 years) and in two independent samples from the AOMIC 52 (PIOP1 & PIOP2; Supplementary Table S24) in which general intelligence was operationalized as sum score of the Raven's Advanced Progressive Matrices Test (RAPM) 54,55 . Image acquisition and preprocessing details also differed from the HCP ( Supplementary Information, pp. ...
Intelligence is a broad mental capability influencing human performance across tasks. Individual differences in intelligence have been linked to characteristics of structural and functional brain networks. Here, we consider their alignment, the structural-functional brain network coupling (SC-FC coupling) during resting state and during active cognition, to predict general intelligence. Using DWI and fMRI data from 764 participants of the Human Connectome Project (Replication: N1=126, N2=180), we modelled SC-FC coupling with similarity and communication measures that capture functional interactions unfolding on top of structural brain networks. By accounting for variations in brain region-specific neural signaling strategies, we show that individual differences in SC-FC coupling patterns predict individual intelligence scores. Most accurate predictions resulted from cognitively demanding tasks and task combinations. Our study suggests the existence of an intrinsic SC-FC coupling organization enabling fine-drawn intelligence-relevant adaptations that support efficient information processing by facilitating brain region-specific adjustment to external task demands.
... It has been concluded that trait EI in children is independent of their cognitive ability [27][28][29][43][44][45]. Most of these studies assessed the nonverbal reasoning abilities of children via Raven's Coloured Progressive Matrices [46]. ...
Background
Measuring psychological constructs in children presents unique challenges, as careful consideration of children’s cognitive and socioemotional development is needed. The Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF) was developed within the theoretical underpinnings of trait Emotional Intelligence theory and is predicated on primary aged children. This review aims to systematize the scientific literature on the TEIQue-CF, its corresponding short form, the TEIQue-CSF and the translated versions of these tools to identify the key outcomes predicted by these forms in children aged 8–13 years.
Method
A search was conducted in Google Scholar, PubMed, Scopus, Web of Science and APA PsycArticles in June 2024. This review was guided by the latest version of the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines.
Results
Conducted search identified 40 studies that investigated child emotional intelligence measured via TEIQue child forms. The key findings cover several topics related to the emotional aspects of children’s personalities, such as their intra- and interpersonal relationships, school life, cognition, and creativity.
Conclusions
This systematic review revealed that trait Emotional Intelligence measured via the TEIQue child forms provide reliable results and is valid, as it has been linked to key childhood variables. This review also provides guidance for future research on the topic of trait Emotional Intelligence in children by highlighting current research limitations to avoid the likelihood of misleading research findings.
... Ravenʹs Colored Progressive Matrices (RPM) is a well-established measure of non-verbal current reasoning ability, intellectual capacity, or intelligence Quotient [29]. RPM has 36 items grouped into 3 sets. ...
Background/Objectives: Multiple sclerosis (MS) is a chronic neurological disorder characterized by various clinical presentations and manifestations that include biopsychosocial impediments. This study has three interrelated goals relevant to biopsychosocial functioning. The first is to compare cognitive, neuropsychological, and affective functioning and quality of life between patients with MS (PwMS) and a control group. The second is to examine whether cognitive and neuropsychological performance is affected by gender, and the third is to examine whether variation in QoL hinges on cognitive neuropsychological performance. Methods: This multicenter study was carried out among clinically stable PwMS under follow-up in two tertiary care units in urban Oman. Healthy controls, matched for age and sex, were also recruited as a comparison group. Data were collected using cognitive batteries sensitive to current reasoning ability and conventional neuropsychological batteries designed to measure verbal learning, visual-spatial ability, and processing speed. The affective range (anxiety and depressive symptoms) and quality of life (QoL) were also assessed. Results: The PwMS group scored lower on current reasoning ability, verbal learning, visual-spatial ability, and processing speed compared with the control group. The incidence of anxiety was higher in the PwMS group but there was no statistically significant difference in depressive symptoms. No significant differences were found in cognitive variables between the two sexes, except in visual-spatial ability, where women outperformed men. PwMS with low QoL scored lower on the attention and concentration indices than those with adequate QoL. According to QoL, no significant differences were observed in reasoning, verbal learning, and visual-spatial ability. Conclusions: The present sentinel study suggests that the Omani cohort with MS tends to have lower indices of current reasoning ability, visual and spatial memory and cognitive speed compared to control subjects. Gender differences are minimal, except for visual-spatial abilities where women outperform men. Quality of life significantly affects cognitive functioning. In general, the biopsychosocial impediment appears to be significant, indicating the need for comprehensive evaluation and care in the management of MS.
... Raven's Colored Progressive Matrices (RPM) is a well-established measure of nonverbal current reasoning ability, intellectual capacity, or intelligence quotient [27]. RPM has 36 items grouped into 3 sets. ...
Background/Objectives: Multiple sclerosis (MS) is a chronic neurological disorder characterized by various clinical presentations and manifestations that include biopsychosocial impediments. This study has three interrelated goals relevant to biopsychosocial functioning: (i) compare reasoning ability, neuropsychological functioning, affective range, and quality of life (QoL) between people with multiple sclerosis (PwMS) and healthy controls; (ii) explore gender differences in reasoning ability and neuropsychological functioning, affective symptoms, and QoL among PwMS; and (iii) examine the relationship between QoL and cognitive performance in PwMS, focusing on those with inadequate vs. adequate QoL. Methods: This multicenter study was carried out among clinically stable PwMS (no relapse in the last two months) at follow-up in two tertiary care units in urban Oman. Healthy controls, matched for age and sex, were also recruited as a comparison group. Data were collected using cognitive batteries sensitive to current reasoning ability and conventional neuropsychological batteries designed to measure verbal learning, visual-spatial ability, and processing speed. The affective range (anxiety and depressive symptoms) and quality of life (QoL) were also evaluated. Results: The PwMS group scored lower on current reasoning ability, verbal learning, visual-spatial ability, and processing speed compared to the control group. The incidence of anxiety was higher in the PwMS group, but there were no statistically significant differences in depressive symptoms. No significant differences were found in cognitive variables between the two sexes, except in visual-spatial ability, where women outperformed men. PwMS with low QoL scored lower on attention and concentration indices than those with adequate QoL. According to QoL, no significant differences were observed in reasoning, verbal learning, or visual-spatial ability. Conclusions: The present sentinel study suggests that the Omani cohort with MS tends to have lower indices of current reasoning ability, visual and spatial memory, and cognitive speed compared to control subjects. Gender differences are minimal, except for visual-spatial abilities, where women outperform men. Quality of life significantly affects cognitive functioning. In general, the biopsychosocial impediment appears to be significant, indicating the need for comprehensive evaluation and care in the management of MS.
... Actual neuropsychological criteria have expanding support in the literature for improving diagnostic rigor for MCI (Nasreddine et al., 2005). An objective neuropsychological impairment in the classification of MCI is the most variable and ill-defined component of the diagnosis (Raven, 2000). For this reason, we considered to use different neuropsychological tests to analyse specific cognitive domains to obtain a more complete neuropsychologic profile. ...
Introduction
Mild cognitive impairment (MCI) or “mild neurocognitive disorder” represents an intermediate status between normality and dementia. It is characterized by cognitive decline that does not significantly interfere with normal daily living activities. Virtual reality (VR) is the new frontier of rehabilitation.
Methods
We enrolled 50 MCI patients who underwent a neuropsychological evaluation and participated in 40 sessions of cognitive treatment using the Virtual Environment for a Superior Neuro-Psychiatry, Second Generation (VESPA 2.0) System. This preliminary study highlights the role of VR tools for cognitive rehabilitation (CR) for the recovery of cognitive functions and consequent better management of MCI condition. Our study demonstrated that the VESPA 2.0 System is a valuable tool in a context that closely resembles real-life situations rather than controlled, artificial environments as traditional cognitive training methods.
Results
The results showed that the patient group had significant improvements between T0 and T1 (assessment), in particular, in the global cognitive profile, visuospatial skills, and executive functions after treatment with the VESPA 2.0 System.
Discussion
Our findings contribute with new evidence of understanding the impact of using simulations of the Activities of Daily Living (ADL) scale in the CR.
... The test typically takes <30 min, although no strict time limit exists. Scores are determined by the number of correct responses, which are then converted to IQ scores (Raven, 2000;Raven et al., 1988). Overall, the RSPM's nonverbal format, focus on visual pattern recognition, correlation with other cognitive measures, and structured difficulty make it a robust tool for assessing visuospatial processing that effectively captures the essential components of this cognitive domain while minimizing extraneous influences of verbal ability. ...
... Reasoning. This test was adapted from the Raven's Progressive Matrices (Raven 2000) to assess general intelligence. We used a shortened version with 76 trials and a 10-min time limit, which has been shown to be correlated with mathematical performance (Kyttälä and Lehto 2008;Rohde and Thompson 2007). ...
Formal education would promote symbolic number processing ability, but the relationship between non‐symbolic number sense and mathematical education remains controversial. The current investigation hypothesized that non‐symbolic number sense is independent from the limited human experience of mathematical education, while symbolic number processing could be influenced by related closely to mathematical education. Experiment 1 compared both non‐symbolic number sense and arithmetic computation of undergraduates majoring in STEM fields and humanities. Experiment 2 compared homologous undergraduates from China and Kyrgyzstan in non‐symbolic number sense and mathematical cognitive processing. Both of two experiments found that mathematical education was significantly associated with symbolic mathematics, but not with non‐symbolic number sense. The results suggest that while mathematical education might improve symbolic mathematics, it does not alter non‐symbolic number sense.
... PTSD symptoms were assessed with the Children's Revised Impact of Event Scale (CRIES; Perrin et al., 2005), yielding separate subscales for re-experiencing and avoidance, the latter serving as an index of avoidant coping (Kuyken et al., 2006). A proxy for general cognitive ability (GCA) was performance using the Abbreviated 9-item form of the Raven's Standard Progressive Matrices Test (RSPMT-9; Bilker et al., 2012), which is highly predictive of the original 60-item form (Raven, 2000) and recently used in adolescents (e.g. Bone et al., 2021;Morin et al., 2019). ...
Background
Future events can spring to mind unbidden in the form of involuntary mental images also known as ‘flashforwards’, which are deemed important for understanding and treating emotional distress. However, there has been little exploration of this form of imagery in youth, and even less so in those with high psychopathology vulnerabilities (e.g. due to developmental differences associated with neurodiversity or maltreatment).
Aims
We aimed to test whether flashforwards are heightened (e.g. more frequent and emotional) in autistic and maltreatment-exposed adolescents relative to typically developing adolescents. We also explored their associations with anxiety/depression symptoms.
Method
A survey including measures of flashforward imagery and mental health was completed by a group of adolescents ( n =87) aged 10–16 (and one of their caregivers) who met one of the following criteria: (i) had a diagnosis of autism spectrum disorder; (ii) a history of maltreatment; or (ii) no autism/maltreatment.
Results
Flashforwards (i) were often of positive events and related to career, education and/or learning; with phenomenological properties (e.g. frequency and emotionality) that were (ii) not significantly different between groups; but nevertheless (iii) associated with symptoms of anxiety across groups (particularly for imagery emotionality), even after accounting for general trait (non-future) imagery vividness.
Conclusions
As a modifiable cognitive risk factor, flashforward imagery warrants further consideration for understanding and improving mental health in young people. This implication may extend to range of developmental backgrounds, including autism and maltreatment.
... This helps to understand where an individual stands relative to their peers.The SPM is widely used in schools to assess students' cognitive abilities and identify those who may need additional support or enrichment. In clinical settings, it helps in the diagnosis of intellectual disabilities and cognitive impairments.The test is frequently used in psychological and cognitive research to study intelligence, cognitive development, and the impact of various factors (e.g., socioeconomic status, education, health) on cognitive abilities.Designed for younger children (ages 5-11) and elderly adults, the CPM uses colored items to maintain engagement and reduce visual fatigue.Intended for above-average individuals and used in highstakes settings like admissions to gifted programs or selection for specialized jobs.Findings Related to SPM:Cross-Cultural Validity:Studies have shown that the SPM is effective across different cultural and linguistic groups, making it a robust tool for assessing intelligence globally(Raven, 2000). ...
... TD controls: mean = 103.96, SE = 1.214) [60]. Using the Sensory Profile questionnaire, we checked that all participants had normal hearing ability [61]. ...
Altered sensory processing especially in the auditory system is considered a typical observation in children with autism spectrum disorder (ASD). Auditory temporal processing is known to be impaired in ASD children. Although research suggests that auditory temporal processing abnormalities could be responsible for the core aspects of ASD, few studies have examined early time processing and their results have been conflicting. The present event-related potential (ERP) study investigated the early neural responses to duration and inter-stimulus interval (ISI) deviants in nonspeech contexts in children with ASD and a control group of typically developing (TD) children matched in terms of age and IQ. A passive auditory oddball paradigm was employed to elicit the mismatch negativity (MMN) for change detection considering both the duration and ISI-based stimulus. The MMN results showed that the ASD group had a relatively diminished amplitude and significant delayed latency in response to duration deviants. The findings are finally discussed in terms of hyper-hyposensitivity of auditory processing and the fact that the observed patterns may potentially act as risk factors for ASD development within the research domain criteria (RDoC) framework.
... The Abbreviated 9-item form of the Raven's Standard Progressive Matrices Test (RSPMT-9; Bilker et al., 2012) was used as a proxy for general cognitive ability (GCA; Pind et al., 2003). It is highly predictive of performance on the original 60-item form (Raven, 2000) and has recently been used with adolescents (e.g., Bone et al., 2021;Morin et al., 2019). ...
Maltreatment and autism can be associated with overlapping difficulties across functional domains (e.g., social, emotional, and sensory) and high rates of mental health problems. A cognitive approach focussing on affect-laden cognition, here on episodic future thinking (FT), could help inform cognitive assessments and adapt psychological interventions. Three groups of adolescents ( N = 85), (i) maltreatment ( n = 28), (ii) autism ( n = 29), and (iii) typical development without maltreatment/autism (TD; n = 28), matched in age (10–16 years old), sex (assigned at birth), and socioeconomic status, completed a newly adapted online Autobiographical Future Thinking Test. As predicted, the maltreatment group generated significantly fewer specific future events relative to the TD group, however, the number of specific future events did not significantly differ between the autism and the other groups. Exploratory analyses showed that lower FT specificity was significantly associated with more depressive (but not anxiety) symptoms across the three groups. These findings shed light on the cognitive profiles of both maltreatment and autism during adolescence and signal FT as a potential therapeutic target for adolescents with these developmental differences. Our study lays the foundation for additional comparisons of maltreatment-related presentations versus autism with improved designs and a broader set of cognitive and clinical domains.
... This model building hypothesis also helps to explain the relationship between our measure of adaptation and fluid intelligence scores. This can be most clearly illustrated in reference to Raven's Progressive Matrices [60][61][62][63], the test often used to measure fluid intelligence (a variant of this test was used to compute the scores used in this study, namely Penn Progressive Matrices [64]). Raven's Progressive Matrices presents subjects with novel sequences of designs following a specific pattern. ...
How does the human brain respond to novelty? Here, we address this question using fMRI data wherein human participants watch the same movie scene four times. On the first viewing, this movie scene is novel, and on later viewings it is not. We find that brain activity is lower-dimensional in response to novelty. At a finer scale, we find that this reduction in the dimensionality of brain activity is the result of increased coupling in specific brain systems, most specifically within and between the control and dorsal attention systems. Additionally, we found that novelty induced an increase in between-subject synchronization of brain activity in the same brain systems. We also find evidence that adaptation to novelty, herein operationalized as the difference between baseline coupling and novelty-response coupling, is related to fluid intelligence. Finally, using separately collected out-of-sample data, we find that the above results may be linked to psychological arousal.
... The Raven's Advanced Progressive Matrix (RAPM; Raven, 2000), a widely used measure of non-verbal intelligence (Melby-Lervåg and Hulme, 2013), comprises 25 items, featuring a 3 × 3 set of figural patterns that lacks the bottom-right pattern, along with eight response options that may conceivably correspond to an absent pattern (Raven, 1981). Participants must find the rule underlying the pattern distribution and select the correct answer from the choices. ...
Introduction
Elucidating the enduring effects of childhood social capital is vital for shaping future well-being. Here, we investigate the impact of childhood social capital (SC) and parental engagement on adult psychological well-being and cognitive performance.
Methods
Utilizing a cohort of 292 Japanese university students, we assessed the influences of SC and parental time during childhood on adult outcomes. Participants retrospectively reported their early childhood experiences, focusing on social interactions and parental involvement.
Results
Our findings reveal a significant positive correlation between childhood SC and adult subjective well-being, particularly in its positive dimensions. Additionally, maternal involvement during childhood is associated with cognitive abilities in adulthood, as measured by Raven’s Advanced Progressive Matrices. Hierarchical multiple linear regression analysis highlights the substantial impact of childhood SC on adult well-being, elucidating the intricate interplay between social and parental contributions to developmental trajectories.
Discussion
These results highlight the crucial roles of both parental and non-parental figures in fostering social, emotional, and cognitive development from childhood to adulthood, underscoring the importance of nurturing supportive relationships throughout early life to promote positive developmental outcomes.
... The non-verbal matrix reasoning test served as an assessment of general intelligence. An abbreviated, 10-minute version of Raven's Progressive Matrices (Raven, 2000) was employed for this purpose. Participants were tasked with identifying the missing segment within a figure based on the inherent regularity of the image. ...
Arithmetic fluency is considered considers highly rely on language processing, encompassing essential skills. However, the independent predictive power of phonetic, semantic, or orthographic skills in relation to arithmetic fluency remains an unresolved query. This study introduces the common component hypothesis to elucidate the inconsistent findings in previous research. The hypothesis posits that significant correlations between language and mathematics hinge on whether the language and mathematics utilized in a given task share a common component. According to this hypothesis, processing skills for each of the three fundamental language elements (i.e., phonetic, semantic, orthographic) should correlate with arithmetic fluency, as these elements are also integral to simple arithmetic processing. A cohort of one hundred and ninety-eight primary school students participated in the study, undertaking a battery of tests assessing general cognitive abilities, psycholinguistic elements, and arithmetic fluency. The results showed that orthographic, phonetic, and semantic abilities independently predicted arithmetic fluency, even after accounting for all other cognitive predictors. These findings substantiate the common component hypothesis, providing empirical support for explaining the association between language and mathematics. This evidence contributes to addressing the interplay between language and mathematics in educational contexts.
... (C) MST procedure. Structure of the task for a relevant trial (Joormann & Gotlib, 2008) (Dozois, Dobson, & Ahnberg, 1998), Raven's Intelligence Test (Raven, 2000), Tridimensional Personality Questionnaire (TPQ) (Cloninger, 1987), and Hopkins Verbal Learning Test-Revised (HVLT-R) (Benedict, Schretlen, Groninger, & Brandt, 1998). Internet gaming craving was induced by a 5-min gamerelated video clip showing a real gaming scenario. ...
... EQ involves the capacity to identify, comprehend, and manage emotions effectively, whereas IQ is indicative of cognitive skills including reasoning, problem-solving, and memory [4]. Concurrently, the Raven's Progressive Matrices (RPM) test, a tool for evaluating non-verbal reasoning abilities, offers insight into an individual's cognitive prowess and problem-solving capabilities [5]. Integrating EQ, and RPM IQ assessments provides a holistic view of an individual's psychological makeup, covering both emotional and cognitive facets. ...
This study investigates the association between Ayurvedic prakriti and cognitive personality traits using machine learning (ML) models. A random sample of 406 subjects from the USA (N=204) and India (N=202) was used. To balance the dataset, the Synthetic Minority Over-sampling Technique (SMOTE) was applied. Various ML methods, including Logistic Regression (LR), Decision Tree (DT), Random Forest (RF), Support Vector Classifier (SVC), and Nearest Neighbor (NN), were employed to predict personality based on prakriti, emotional quotient (EQ), intelligence quotient (IQ), and risk-taking behavior. The ensemble learning approach showed significant improvements over traditional methods. The NN algorithm achieved the highest accuracy of 0.65 on the SMOTE data. Classification metrics such as precision, recall, F-score, and accuracy were evaluated, demonstrating that ensemble techniques enhance personality trait prediction accuracy.
... The cognitive ability of the school age children was assessed using the Standard Progressive Matrices (Sets A and B), a well-validated measure of basic cognitive functioning for different cultural, ethnic, and socio-economic groups (Raven, 2000). The cognitive tests were administered by semi-trained data collectors. ...
A descriptive cross-sectional survey was conducted among 384 pupils aged 5-12 years selected from 3 public primary schools using a multi-stage sampling technique. Information on cognitive performance was collected using Raven’s Standard Progressive Matrices. Food Frequency Questionnaire and 24-hour dietary recall were used to obtain dietary information while anthropometric data were sourced using weighing scales and height meters. The mean age of the respondents was 9.0 ± 1.8 years. The mean weight and height were 23.4±4.6kg and 1.25±0.1m respectively. 1.6% of the respondents had normal height-for-age (>1 SD), 92.7% were moderately stunted (-2 to -3 SD) and 5.7% were severely stunted (<-3SD). The Standard Progressive Matrices showed that primary 5 and primary 4 pupils had the highest and lowest mean cognition score of 24.5 and 19.4 respectively. Positive correlation was observed between weight of pupils and intake of Carbohydrate (0.228), Protein (0.142), Fiber (0.157), Folate (0.232), Iron (0.254) and Zinc (0.125). Similarly, a significant correlation was also observed between vitamin A intake and Set B cognition scores. Height-for-age and BMI-for-age did not have a significant effect on cognition as shown in the study. However, the correlation coefficient of (r=0.108; p<0.005) reveals that there is a weak but significant relationship between weight and Total Cognition Score (TCS). These findings suggest that Weight-for-height is a better anthropometric index for assessing the relationship between nutritional status and cognition among school-aged children. Also, consumption of vitamin A-rich foods should be encouraged for cognitive development in the school age
... A battery of cognitive tests can also be found in the IFLS. Four cognitive tests were administered to respondents age fifteen to ninety in IFLS5: ( i ) an adaptive number series test measuring fluid intelligence related to quantitative reasoning (Strauss et al. , 2018 ); ( ii ) a date aw areness, w ord recall and subtraction test measuring 'mental intactness' (Fong et al. , 2009 ); ( iii ) Raven's progressive matrices test measuring non-verbal abilities (Raven, 2000 ) and ( iv ) a test of mathematical skills with addition, subtraction, multiplication and division questions (see the economic journal [ october Online Appendix B for more details on each test). We standardised the score from each test such that each outcome has a mean of zero and a SD of one. ...
Does temperature affect decision-making abilities and rationality? Using Indonesian data, we estimate how risky choices, impatience and rational choice violations vary with exposure to temperature. We show that hot weather temporarily increases rational choice violations and impatience, but does not affect risk-related decisions. These effects are primarily driven by nighttime rather than daytime temperatures. We provide suggestive evidence that the mechanism behind these effects is decreased sleep quality, affecting cognition the following day, particularly math skills. These skills are critical for rational and utility-maximising decision-making. Effects are largest for economically disadvantaged households and in areas with low rates of air-conditioning.
... Nonverbal Abilities. We used Raven's Colored Progressive Matrices (CPM; Raven, 2000) to measure nonverbal intelligence and abstract reasoning ability. The test requires children to visually identify a missing piece in a design and choose the piece that completes the design from an array of eight choices. ...
Purpose.
This longitudinal study examined the contribution of preschool morphological awareness to word reading skills and reading comprehension, as well as to the developmental change of reading ability beyond other well-established oral language and cognitive predictors. A distinction was made between the domains of inflectional and derivational morphology.
Method.
Two hundred and fifty-nine Norwegian-speaking children (46% female) with a mean age of 5.5 years were assessed in preschool on language measures and again in Grades 1 and 3 on measures of word reading accuracy and fluency and in Grades 3 and 4 on reading comprehension. We fit latent change score models with preschool predictors using parceling to control for measurement error.
Results.
We found a unique contribution of preschool morphological awareness to reading comprehension in Grade 3, but no unique contribution to Grade 1 decoding. Neither awareness of inflections nor awareness of derivations predicted developmental change in word reading fluency between Grades 1 and 3 or change in reading comprehension between Grades 3 and 4 beyond the effect of control variables.
Conclusion.
Our findings confirm the relevance of morphological awareness only for early attainment in reading comprehension and highlight the importance of accounting for measurement error in studying associations among variables aiming to discover specific contributions.
... PS is a construct related to general intelligence (Ackerman et al., 2002;Redick et al., 2013;Salthouse & Babcock, 1991) and is well-positioned as a potential source of shared variance between EP and OR. In prior studies (Richler et al., 2017(Richler et al., , 2019, measures of general intelligence like Raven's progressive matrices (Raven, 2000) have either not correlated strongly with general OR or were not able to account for all of the stable variance in its measurement (Smithson et al., 2024). ...
People can report summary statistics for various features about a group of objects. One theory is that different abilities support ensemble judgments about low-level features like color versus high-level features like identity. Existing research mostly evaluates such claims based on evidence of correlations within and between feature domains. However, correlations between two identical tasks that only differ in the type of feature that is used can be inflated by method variance. Another concern is that conclusions about high-level features are mostly based on faces. We used latent variable methods on data from 237 participants to investigate the abilities supporting low-level and high-level feature ensemble judgments. Ensemble judgment was measured with six distinct tests, each requiring judgments for a distinct low-level or high-level feature, using different task requirements. We also controlled for other general visual abilities when examining how low-level and high-level ensemble abilities relate to each other. Confirmatory factor analyses showed a perfect correlation between the two factors, suggesting a single ability. There was a unique relationship between these two factors beyond the influence of object recognition and perceptual speed. Additional results from 117 of the same participants also ruled out the role of working memory. This study provides strong evidence of a general ensemble judgment ability across a wide range of features at the latent level and characterizes its relationship to other visual abilities.
... RPMs are one of the most popular instruments for measuring abstract reasoning and fluid intelligence in humans, as they require subjects to solve problems in the absence of physical objects or concrete phenomena, and independent of their language, reading and writing skills, and arguably their cultural background [1], [2]. Thus they form a kind of extended Turing test: a system performing well on RPMs is making a human-like achievement. ...
This study explored a single case about a 6-year-old girl with Down syndrome (Trisomy 21) and co-morbid with a moderate level of intellectual disability disorder. She was showing complaints of lack of social skills, poor speech, difficulty in fine motor skills, reduced sharing of emotions, poor self-help skills, lagging from her peers in academics, and having a history of delayed milestones. The informal and formal assessments consisted of clinical interviews with parents and teachers, behavior observation, identification of reinforcement survey, creating the baseline charts for problematic behaviors, comparison of the developmental milestones (Centers for Disease Control and Prevention, 2018),consulting the portage guide to early education (Sturmey & Crisp, 1986), the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR) in 2022 criteria, and Raven-colored progressive matrices (Raven, 2000). The case was conceptualized by using the biopsychosocial model (Engel,1977). After analyzing the assessment, the child was diagnosed with an Intellectual Disability Disorder of moderate level (F 71) with Down syndrome. A management plan was devised and implemented. The Individualized Intervention Plan incorporated behavior therapy such as reinforcement, prompting, imitation, symbolic modeling, shaping, chaining, fading, floor time (DIR), and pivotal response treatment (PRT) were used to overcome problematic behaviors and encourage communication and social skills. The difference between pre-assessment and post-assessment clearly showed improvement in the client’s selected tasks like stubbornness and spitting hitting and nail biting by 80% after 16 sessions.
Elementary-school students are increasingly required to compose texts on computers. Composing involves both higher-level (planning, translating and revising) and lower-level (i.e., transcription) skills. It is assumed that automatic lower-level skills enable students to focus their attention on the higher composition demands. However, while composing instruction is part of the language arts curriculum, computer literacy instruction (e.g., typing and word processing [WP]) receives less attention. This disparity may affect composition performance, but the evidence for this premise is limited. To address this gap, the Word Processing and Typing Instructional Program (WoTIP) was developed which is grounded in motor learning, ergonomics, and self-regulated learning principles, and incorporated within a language arts curriculum via a collaborative consultation model. The study examined: (a) if the WoTIP will improve students’ typing speed, WP, and composition performance compared to a ‘no touch-typing or WP instruction’ control group; and (b) if improvement in typing and WP will be associated with enhanced composition performance. This study included Grade 4 students (N = 51). Findings showed that the WoTIP group (n = 27) significantly improved their typing and WP performance, as well as their composition quantity and quality, compared to the control group (n = 24). Additionally, a low significant correlation was observed between WP and composition quantity and between typing, WP and composition quality. Hence, it appears that the WoTIP may be an effective program for enhancing both transcription and composing abilities of Grade 4 students.
The rising burden of dementia calls for high‐quality data on cognitive decline and dementia onset. The second wave of the Harmonized Diagnostic Assessment for the Longitudinal Aging Study in India (LASI‐DAD) was designed to provide longitudinal assessments of cognition and dementia in India. All Wave 1 participants were recruited for a follow‐up interview, and a refresher sample was drawn from the Longitudinal Aging Study in India, a nationally representative cohort of Indians aged 45 and older. Respondents underwent a battery of cognitive tests, geriatric assessments, and venous blood collection. Their health and cognitive status were also assessed through an interview with a close family member or friend. Clinical consensus diagnosis was made based on the Clinical Dementia Rating®, and comprehensive data on risk factors of dementia were collected, including neurodegenerative biomarkers, sensory function, and environmental exposures. A total of 4635 participants were recruited between 2022 and 2024 from 22 states and union territories of India, accounting for 97.9% of the population in India. The response rate was 84.0%, and 71.5% of the participants provided venous blood specimen. LASI‐DAD provides rich new data to study cognition, dementia, and their risk factors longitudinally in a nationally representative sample of older adults in India. Longitudinal cognitive data, together with longitudinally assessed biomarker data and novel data on sensory function and environmental exposures, provide a unique opportunity to establish associations between risk factors and biologically defined cognitive aging phenotypes.
This chapter delves into the phenomenon of cognitive fatigue, examining its definitions, classifications, and significant impacts on mental performance and psychological well-being. Acute Cognitive Fatigue (ACF), a severe mental exhaustion resulting from demanding cognitive tasks, is explored alongside measurement methods such as n-back tasks and Raven’s matrices. A key focus is on the restorative effects of natural environments, guided by the Attention Restoration Theory (ART). The theory posits that interactions with nature can facilitate cognitive recovery, enhance mental focus, and reduce stress. This section also addresses the detrimental effects of urbanization and environmental degradation on mental health, emphasizing the therapeutic benefits of natural settings. In light of limited access to natural environments, the chapter introduces Virtual Reality (VR) as an innovative tool for simulating restorative natural experiences. Empirical evidence is presented demonstrating VR’s effectiveness in promoting psychological well-being and cognitive restoration, especially for individuals unable to engage with real natural settings.
A case study is included, illustrating the application of VR in creating restorative environments. The study compares the effects of high and low restorative potential images in 3D and 2D formats on cognitive fatigue, highlighting the significant restorative potential of immersive VR environments. The results indicate that high-quality, immersive VR environments substantially reduce cognitive fatigue, with 3D images showing greater restorative effects than 2D images.
Noisy workplaces common in low- and middle-income countries can impair workers' cognitive functions. However, whether this lowers earnings depends on the importance of these functions for productivity and whether workers understand these effects. I study these questions with two randomized experiments in Nairobi, Kenya. I find a noise increase of 7 dB reduces productivity in a textile training course by 3 percent, impairs cognitive function, but does not affect effort. I also find willingness to pay for quiet working conditions does not depend on whether pay depends on performance, suggesting participants are not aware that quiet would increase their productivity. (JEL D12, J24, J28, J31, J81, O15, Q53)
The aim of this study was to investigate how mathematics and language teachers recognize the creativity of male and female students. The study used a random selection of 2028 students (1242 females and 786 males) as well as 219 teachers (110 math and 109 language) from 110 different high schools. The study found that girls' creative potential had a stronger association (z = 2.84; p < .01) with their creativity ratings given by language teachers (β = 0.24; p < .001) than with math teachers' ratings (β = 0.13; p < .001). Boys' creative potential was similarly correlated with their creativity ratings from both language (β = 0.25; p < .001) and math teachers (β = 0.23; p < .001), showing no significant difference (z = 0.42; p > .05). Further analysis indicated a stronger correlation between math teachers' creativity ratings and boys' creative potential compared to girls' (z = 2.27; p < .05), while language teachers' creativity ratings were similarly correlated with the creative potential of both genders (z = − 0.23; p > .05). The results obtained in the study are discussed in the light of stereotypes about gender dif- ferences in math and language abilities.
Educational relevance statement: Despite the slight advantage of women over men in their creative potential (Abdulla Alabbasi et al., 2022), there is a clear advantage of men over women in terms of creative achievements (Baer & Kaufman, 2008; Hora et al., 2022). Men dominate women in real world creative achievement in areas such as mathematics, science, and engineering (Abra & Valentine-French, 1991; Piirto, 1991). Women's creative achievements, in turn, occur in such fields as performing arts, choreography, and literature (Abra & Valentine- French, 1991). Piirto (1991, p. 143) even suggests that ‘the creative world is largely a man's world.’ Explaining the reasons for the differences in the creative achievements of women and men is an important issue. It can contribute to the reduction of the phenomenon referred to as ‘losing talents’. Previous attempts to explain gender differences in creative achievements come down to the biological (Abraham, 2016; Eysenck, 1995) and the socio-cultural (Abra & Valentine-French, 1991) factors. The latter seem particularly important because they are associated with discrimination against women and the privileging of men. In the past, this was affected by fundamentally different social expectations of women and men, which were associated, among other things, with the assignment to women of roles related to running a home and caring for children, thus limiting their access to education and professional creative activity (Baer & Kaufman, 2008). These seemingly historical beliefs still function, predisposing men to undertake creative activity while imposing upon women the role of mother and domestic caretaker (Simonton, 1994). Women are still expected to take care of the home and children, which creates a conflict between their familial and professional roles (Cole & Zuckerman, 1987; Piirto, 1991). As a result, the trajectories of women's creative careers are completely different than those of creative men because, at a time when men accelerate their professional development, women are very strongly involved in the processes related to starting a family and bring up children (Piirto, 1991). For the analyzed problem, formal education, far from creating gender equity, is also significant (Sadker, 2000). This includes the content of textbooks (Gajda & Wołowicz, 2022), teachers' beliefs about the creativity of girls and boys (Gralewski, 2019), and teachers' educational practices (Gajda et al., 2022) that reinforce gender ste- reotypes. It is surprising that – despite formal education with specialized teachers even lasting several years – women are inferior to men in terms of creative achievements (Baer & Kaufman, 2008; Hora et al., 2022). On this basis, the question arises: what role do teachers play in the differences of creative productivity between women and men? Why, during formal education, are teachers unable to prevent the phenomenon where females less frequently achieve the peaks of creative productivity compared to males? (Hora et al., 2022)? Therefore, the purpose of this study is to find answers to questions about whether maths and language teachers can recognize the creative potential and creative activity of male and female students, and whether there are differences in this respect that could deepen the gender gap in creative performance.
This study aimed to explore the relationship between food intake frequency, weight status, and intelligence among school children. A cross-sectional study involved 562 children (aged 6.3–12.7 years) randomly selected from five elementary schools in Taichung City, Taiwan. Demographic information was collected, and the children's body weight and height were measured to calculate their body mass index. A food frequency questionnaire assessed the participating children's dietary habits. Intelligence quotient scores were evaluated using Raven's colored progress matrices for first and second graders, and Raven's standard progressive matrices for third to sixth graders. This study found that there was no significant relationship in intelligence quotient scores between gender, birth order groups, and weight status. The higher consumption of pork liver, hamburgers, fruit juices, and the Taiwanese snack “Science Noodles” was associated with lower intelligence quotient scores among school children.
The present study sets out to explore the cognitive underpinnings of reading acquisition in Arabic. Previous studies have identified phonological awareness and rapid automatized naming as early predictors. However, the graphic complexity of Arabic letters imposes particular constraints on the visual system, which should mobilize visual attention. To test this hypothesis, 101 Arabic-speaking children who just began their formal reading instruction in Arabic were administered tests of syllable and word reading. Their nonverbal reasoning, vocabulary, phonological awareness, rapid automatized naming and letter knowledge were measured. Their visual attention was estimated through tasks of visual attention span. We found that phonological awareness, visual attention span and letter knowledge were associated with reading outcomes. However, regression analyses showed that the relationship between visual attention span and reading disappeared when letter knowledge was taken-into-account. We used structural equation modeling to examine the direct and indirect effects of visual attention span to reading. Results showed that phonological awareness and letter knowledge were significant and independent predictors of reading while visual attention span contributed only indirectly through its influence on letter knowledge. Our findings suggest that beginning readers rely on visual attention to identify and discriminate visually-complex Arabic letters. In turn, more efficient letter identification in children with higher visual attention facilitates reading acquisition. These findings support the cognitive models of word recognition that include visual attention as a component of the reading system. They open new perspectives for cross-language studies, suggesting that visual attention might contribute differently to reading depending on the orthographic system. They also provide a foundation for innovative teaching methodologies in Arabic language education.
Background:
The assessment of language deficits can be valuable in the early clinical diagnosis of neurodegenerative disorders, including Alzheimer's disease (AD).
Objective:
The present study aims to explore whether language markers at the macrostructural level could assist with the placement of an individual across the dementia continuum employing production data from structured narratives.
Methods:
We administered a Picture Sequence Narrative Discourse Task to 170 speakers of Greek: young healthy controls (yHC), cognitively intact healthy elders (eHC), elder participants with subjective cognitive impairment (SCI), with mild cognitive impairment (MCI), and with AD dementia at the mild/moderate stages. Structural MRIs, medical history, neurological examination, and neuropsychological/cognitive screening determined the status of each speaker to appropriately groupthem.
Results:
The data analysis revealed that the Macrostructure Index, Irrelevant Info, and Narration Density markers can track cognitive decline and AD (p < 0.001; Macrostructural Index: eHC versus AD Sensitivity 93.8%, Specificity 74.4%, MCI versus AD Sensitivity 93.8%, Specificity 66.7%; Narration Density: eHC versus AD Sensitivity 90.6%, Specificity 71.8%, MCI versus AD Sensitivity 93.8%, Specificity 66.7%). Moreover, Narrative Complexity was significantly affected for subjects with AD, Irrelevant Info increased in the narrations of speakers with MCI and AD, while Narration Length did not appear to indubitably differentiate between the cognitively intact groups and the clinical ones.
Conclusions:
Narrative Macrostructure Indices provide valuable information on the language profile of speakers with(out) intact cognition revealing subtle early signs of cognitive decline and AD suggesting that the inclusion of language-based assessment tools would facilitate the clinical process.
Attention deficit hyperactivity disorder (ADHD) is one of the most prevalent disorders in children that is considered to affect early stages of information processes. Inefficient processing of temporal information, which is a vital auditory processing skill suggests itself as a potential candidate for investigating ADHD deficits. The Research Domain Criteria (RDoC), a neuroscience-based research framework, has been introduced to study mental illness without relying on pre-established diagnostic categories. In this regard, Mismatch Negativity (MMN) has been considered an ideal electrophysiological marker for investigating ADHD deficits. This study investigates alterations in the amplitude and latency of the MMN component in response to changes in the duration and Inter-Stimulus Interval (ISI) of basic sound stimuli within an oddball task. The MMN paradigm was employed to examine duration deviations in ADHD (n = 25, 84% male, mean age: 7.3 years, SD = 2.01) compared to Control group of typically developing (TD) children (n = 25, 72% male, mean age: 7.2 years, SD = 1.92). Participants with ADHD were introduced from an accredited psychiatrist. TD children were recruited from social media and online forms. Both groups were matched in terms of gender, age and IQ. The psychological tests conducted in this study included Conners' Parent Rating Scale (CPRS), Gilliam Autism Rating Scale|Third Edition (Gars3), Sensory profile questionnaire and Edinburgh Handedness inventory. Our findings revealed reduced MMN amplitudes in response to two blocks of duration and ISI-based deviations in ADHD children. To elaborate in greater detail, at Fz, in Duration and ISI block, respectively, the ADHD group showed an amplitude of -1.2097 ± 0.2938 and -0.8553 ± 0.4423, while the normal group showed an amplitude of -1.8325 ± 0.3689 and -2.0855 ± 0.3802. Additionally, at Cz, the ADHD group exhibited a shorter amplitude (-1.2515 ± 0.3261 and -0.9367 ± 0.3432) compared to the normal group (-2.1319 ± 0.4445 and -2.7561 ± 0.4883), in the duration and ISI blocks, respectively. Furthermore, children with ADHD display longer MMN latencies in both experimental blocks, suggesting atypical responses. To provide more detail, at Fz, the ADHD group displayed MMN latencies of 239.68 ± 5.059 and 226.88 ± 4.885 in the Duration and ISI blocks, respectively, whereas the normal group showed MMN latencies of 228.56 ± 6.584 and 213.56 ± 4.153. Similarly, at Cz, the ADHD group exhibited longer MMN latencies (234.40 ± 5.741 and 231.44 ± 5.464) compared to the normal group (227.52 ± 6.710 and 218.00 ± 5.261) in the Duration and ISI blocks, respectively. Our findings were interpreted in the context of the internal clock model, which involves the pace of an internal pacemaker regulated by dopamine (DA) levels. The convergence of MMN and auditory timing abnormalities within the RDoC framework suggests their potential as endophenotypes for ADHD, highlighting the significance of sensory processing in understanding the disorder.
Objective
To provide an in-depth examination of whether pragmatic, expressive, receptive, and narrative language are associated with the social and academic functioning of children with ADHD.
Method
Children with ADHD ( n = 46) and neurotypical comparison (NC) children ( n = 40) aged 7 to 11 years completed tasks measuring expressive, receptive, and narrative language, while parents rated pragmatic language and social- and academic functioning.
Results
Children with ADHD differed significantly from NC children on pragmatic language, expressive language, receptive language, and narrative coherence. An examination of indirect effects revealed that a significant proportion of the association between ADHD and social functioning was shared with pragmatic language, while a significant proportion of the association between ADHD and academic difficulties was shared with pragmatic language as well as with expressive language.
Conclusion
This preliminary study supports the clinical relevance of language in relation to the academic- and social functioning of children with ADHD.
Objective: Some studies have hypothesized that atypical neural synchronization at the delta frequency band in the auditory cortex is associated with phonological and language skills in children with Autism Spectrum Disorder (ASD), but it is still poorly understood. This study investigated this neural activity and addressed the relationships between auditory response and behavioral measures of children with ASD.
Methods: We used magnetoencephalography and individual brain models to investigate 2 Hz Auditory Steady-State Response (ASSR) in 20 primary-school-aged children with ASD and 20 age-matched typically developing (TD) controls.
Results: First, we found a between-group difference in the localization of the auditory response, so as the topology of 2 Hz ASSR was more superior and posterior in TD children when comparing to children with ASD. Second, the power of 2 Hz ASSR was reduced in the ASD group. Finally, we observed a significant association between the amplitude of neural response and language skills in children with ASD.
Conclusions: The study provided the evidence of reduced neural response in children with ASD and its relation to language skills.
Significance: These findings may inform future interventions targeting auditory and language impairments in ASD population.
Lack of trust is a key barrier to collaboration in organizations and is exacerbated in contexts when employees subscribe to different ideological beliefs. Across five preregistered experiments, we find that people judge ideological opponents as more trustworthy when opposing opinions are expressed through a self-revealing personal narrative than through either data or stories about third parties—even when the content of the messages is carefully controlled to be consistent. Trust does not suffer when explanations grounded in self-revealing personal narratives are augmented with data, suggesting that our results are not driven by quantitative aversion. Perceptions of trustworthiness are mediated by the speaker’s apparent vulnerability and are greater when the self-revelation is of a more sensitive nature. Consequently, people are more willing to collaborate with ideological opponents who support their views by embedding data in a self-revealing personal narrative, rather than relying on data-only explanations. We discuss the implications of these results for future research on trust as well as for organizational practice.
Although the growth mindset is essential to students' math achievement, its mechanism of influence remains uncertain, particularly for college students. Accordingly, this study explored the relationship between college students' growth mindset and their math achievement, as mediated by their self‐efficacy and reasoning ability. The study data were gathered by surveying 576 undergraduates taking various undergraduate programs at a Chinese university. Our results showed that (1) students' growth mindset did not directly predict their math achievement; (2) self‐efficacy mediated the relationship between students' growth mindset and their math achievement; and (3) the growth mindset affected students' math achievement through the chain‐mediation of self‐efficacy and reasoning ability. Overall, the finding that the growth mindset indirectly benefits Chinese college students' math achievement provides invaluable guidance to higher education professionals aiming to develop more effective math programs. Moreover, the mediating effects of self‐efficacy and reasoning ability were also theoretically important to better understand the potential influence mechanism of the growth mindset on college students' math achievement.
Increasingly, psychological assessment is conducted with clients and patients involved in child custody and personal injury litigation. Clinical neuropsychologists are being asked sophisticated questions by attorneys regarding the validity of practitioners’ most highly respected tests. Research reviewed here bears on the validity of test-buttressed clinical opinions, including research related to the following psychometric properties of individual test scores: standard errors of measurement, test–retest stability and subtest-to-subtest intercorrelations. The highest and the lowest subtest scores used as indices, respectively, of an individual’s premorbid level of cognitive functioning and the degree of current impairment from that presumed earlier level is not justified when used in isolation from the life history and current medical findings. Although many practitioners use information from the wider research, courtroom experience suggests that a number do not; contrariwise, the attempt of Faust and Ziskin (1988a) to undermine the courtroom testimony of every psychologist who serves as an expert witness is also criticized.
Studied 120 biologically related families with 234 children aged 16-22 yrs and 115 adoptive families with 194 children in the same age range. Ss were assessed for introversion-extroversion and neuroticism, measured with the Differential Personality Questionnaire, Eysenck Personality Inventory, and Activity Preference Questionnaire. The modest degree of personality resemblance among biological relatives exceeded the minimal similarities of adopted relatives. The estimated heritabilities for the personality measures were much lower than those obtained in studies of identical and fraternal twins, which suggests that twin studies have exaggerated the degree of genetic variation in personality. The results indicate that most of the variance in personality measures is due to individual differences among siblings within the same families. (31 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
T h e au th o rs, having sought o u t som e schools in w hich th e w ider objectives o f general education w ere being effectively achieved through environmentally-based project work, portray vividly the outstanding work obsered in th ese classroom s and then discuss, in an insightful way, the considerable benefits of this work. They identify also th e sometimes surprising barriers to wider implementation of such im portant educational activity and th e steps which will be required to overcome them
Because the book makes explicit th e competencies to be fostered in general education and identifies strategies to promote their development, it will be as valuable to th o se involved in personal, social and vocational development at secondary or college level as to primary school teachers. Not the least of its merits is that it describes ways in which such qualities can be assessed. In addition, it oudines the management strategies which head teachers, college principals and others need to adopt if teachers and lecturers are to engage in th e demanding innovatory activities needed to promote the growth of competencies urgently needed in m odern society.
Learning & Individual Differences, The following values have no corresponding Zotero field:
ID - 485
This chapter comes from Raven, J. & Raven, J. (eds) (2008) Uses and Abuses of Intelligence. http://eyeonsociety.co.uk/resources/UAIChapter20.pdf
In this chapter I summarise remarkable new evidence that the Raven Progressive Matrices is measuring an important aspect of cognitive functioning. Thereafter, I will return to the question of the extent to which it measures “intelligence” (and competence more generally). This will lead to a re-examination of the test’s construct validity. This discussion has important practical implications because it underlines the need to situate eductive ability scores in the context of a yet-to-be-developed framework for thinking about the wider aspects of intelligence and competence. The nature of that framework, which has been supported by recent research from an unlikely quarter (see “Recent Research Supporting a Specific-motive-based Model of Competence”) is discussed in some detail. In the process, serious questions are raised about the way we think about the procedures to be used to establish the validity of a test and the ethics of insufficiently comprehensive assessment – however invalid some of the necessary assessments may be. The article concludes by outlining some of the parameters which must be satisfied in seeking to develop a better framework for thinking about competence and its assessment.
This 2000 edition of this Section contained summaries of all reliability and validity studies known to us and the references to all sections of the Manual. It was superseded by a computerised version which seems to have got lost.
The study deals with the relations of parent-child interaction among Hong Kong adolescents with certain psychological attributes including intellectual abilities, attitude to home, social interest, academic motivation and popularity. In view of the emphasis on examination results in the Hong Kong community, it was also found useful to investigate aspects of the relations of parent-child interaction by itself, and together with the above psychological attributes, to school achievements. By the use of the Ginsburg Parent Image Differential Test, twelve parental factors were identified for parent-child interaction. The AH4 Test was used to assess intellectual abilities. Original measures were constructed for the other psychological attributes. The subjects were students aged around 17 in Form IV classes of a stratified random sample of Hong Kong Anglo Chinese schools where English was the main medium of instruction. Certain hypotheses were tested by the use of the following statistical techniques: product moment correlation, principal components analysis, stepwise multiple regression, and analyses of variance and covariance. Considering the particular social context in Hong Kong, cross-cultural evidence from U.S.A.,Mexico, and Singapore was also examined and found to support the argument that the Hong Kong situation was rather unique. Hence interpretation of the results was restricted to the cultural, social, economic, and educational pattern of Hong Kong. The main trends clearly identified in th~ study were that mothers tended to be more responsible for significant aspects of their adolescents' cognitive development and fathers more so for the affective characteristics. In general, more pressures were put on the boys than on the girls by parents, especially by the mother: boys, too, proved generally superior to girls in cognitive abilities, but inferior in the affective traits. These findings were found to be in agreement with the boy-centred society and patriarchal home practices of traditional Chinese culture in Hong Kong.
In recent years it has been widely believed that IQ tests are intrinsically ‘arbitrary’: in so far as IQ tests reflect any real differences between people at all, these differences are said to consist merely in particular types of ‘academic’ ability that should properly interest only narrow minded educational elitists; and if such differences endure through childhood this is merely because they are created and perpetuated by lasting social and educational injustices that are thought to be peculiarly prevalent under Western capitalism. Further testimony to this ‘arbitrariness’ of IQ tests has often been sought in the lack of any ‘theoretical basis’ for IQ tests. Thus the British National Union of Teachers advises its members: “....the definition of ‘intelligence’ seems to rely on criteria which are subjective and social rather than objective and scientific” (Rose 1978).
Data from 14 nations reveal IQ gains ranging from 5 to 25 points in a single generation. Some of the largest gains occur on culturally reduced tests and tests of fluid intelligence. The Norwegian data show that a nation can make significant gains on a culturally reduced test while suffering losses on other tests. The Dutch data prove the existence of unknown environmental factors so potent that they account for 15 of the 20 points gained. The hypothesis that best fits the results is that IQ tests do not measure intelligence but rather a correlate with a weak causal link to intelligence. This hypothesis can also explain differential trends on various mental tests, such as the combination of IQ gains and Scholastic Aptitude Test losses in the United States.
Humane-egalitarian ideals, whose aims are group justice and reducing environmental inequality and privilege, must be rested against reality: as revealed by psychology and other social sciences. Four issues are addressed: the equation between IQ and intelligence, whether group potential is determined by a group's mean Ie, whether the Black-White re gap is genetic, and the meritocratic thesis that genes for Ie,will become highly correlated with class. Massive Ie gains ol er time test the IQ-intelligence equation, reveal groups who achieve far beyond their mean les, and falsify prominent arguments for a genetic racial le gap. Class re trends suggest America is not evolving toward a meritocracy, brit ct core refutation of that thesis is needed and supplied. Finally, the viability of humane ideals is assessed against a worst-case scenario.
We examine the relationship between a central aspect of schooling--educational self-direction--and students' personalities. The data are from a small but substantially representative nationwide sample of white students in the seventh grade through the fourth year of college. We separately assess the reciprocal effects of educational self-direction and two non-cognitive aspects of personality--self-directedness of orientation and sense of distress. As hypothesized, educational self-direction positively affects self-directedness of orientation and negatively affects distress; distress, in turn, negatively affects educational self-direction. We also evaluate the complex interrelationships of educational self-direction, cognitive functioning, self-directedness of orientation, and distress. Educational self-direction affects all three facets of personality, its impact on cognitive functioning being in substantial part indirect, through self-directedness of orientation and distress. The findings have implications for our understanding of work in school and its link to work in the labor force.
This paper reports an analysis of data from a small but substantially representative nationwide sample of white students in
seventh grade through college. We propose and measure a concept, educational self-direction, by which we mean the use of initiative,
thought, and independent judgment in schoolwork. Reciprocal-effects causal models show that the degree of educational self-direction
exercised by students, in particular the substantive complexity of their schoolwork, has a decided impact on their cognitive
functioning. Cognitive functioning, in turn, affects the exercise of educational self-direction. Separate models for secondary-school
and college students confirm these findings at both educational levels.
This paper discusses the importance of teaching for thinking and the teaching of thinking. It suggests guidelines for the structuring of teachers' questioning and provides a reading list for further study.
This study was conducted to determine how items of the Stanford-Binet Intelligence Scale, Form L-M, had performed in the 1930s standardization sample in comparison with the 1972 standardization sample. Curves were fitted to raw percentage passing at successive age levels using a normal maximum-likelihood technique adapted from work done in the area of bioassay. Most items were found to have decreased in difficulty from the 1930s to the 1970s. This was especially true at the younger age levels. A few of the items that became more difficult contained specific content that could be expected to be less familiar to children of the later sample. Items tended to become more age specific in the 1972 sample.
The Standard Progressive Matrices [SPM (Raven, Court & Raven, Manual for Raven's Progressive Matrices and Vocabulary Scales, 1992) is commonly used for measuring non-verbal intellectual abilities. Periodically the normative scores have to be revised and new standardisation tests conducted. The most recent standardisation of the adult norms suffers from serious methodological problems associated with the ways in which the test was administered. The most fundamental flaw is that the administration of the test was not supervised and two or more persons could easily have worked jointly on the items (i.e. the subjects could have cheated). Other problems relate to the inordinate length of time (i.e. up to 1 week) that subjects could have theoretically spent on the test and the fact that the range of scores that fall between the 5th and 95th percentile rank is exceptionally narrow. There is also the additional problem that scores obtained during self-administration of the test are not directly comparable with those obtained during individually supervised administration. These factors may result in reasonably high scores obtained during an individually supervised performance being misinterpreted as impaired performance when compared with the normative data. It is recommended that the 1992 adult normative data for the SPM are used cautiously when interpreting the performance score of an individual case.
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A correlation of .99 between prestige scores derived from the 1947 North-Hatt-NORC study of occupational prestige and a 1963 replication of it indicates that very few changes in occupational prestige ratings have occurred in the sixteen-year period. Cautioned by the recognition that the North-Hatt-NORC list of occupations is not a very representative or extensive sample of occupations, one can marshal evidence from other studies dating back to 1925 which does not invalidate the view that no appreciable changes in the prestige structure of occupations have occurred in the United States in the last four decades. While over the entire period, 1925-63, no systematic trends can be detected in the prestige of particular occupations, it is possible to show that systematic, though small, changes were ocurring between 1947 and 1963. Scientific occupations were increasing in prestige, culturally oriented occuaptions, were occurring between 1947 and 1963. Scientific occupations were increasing in prestige, culturall...
Inspection time (IT) is an index of speed of perceptual processing that correlates at moderate levels with tests of mental ability. A key issue has been the question of the direction of causation: is IT causal to individual differences in intellectual ability, or is a fast IT a consequence of having a high IQ? The direction of causation was assessed by administering auditory inspection time (AIT) tests and tests of verbal and nonverbal ability to 104 school children at age 11, and 2 years later at 13 years. Three competing structural equation models were tested by using the cross-lagged panel data: that AIT at age 11 causes later IQ; that IQ at age 11 causes later AIT; and that there is equal reciprocal causation. Various goodness-of-fit indexes indicated that the first model was the most acceptable. AIT accounted for about 6% of the variance in cognitive ability 2 years later.
In modern survey methods growing emphasis is placed on the objective selection of the sample. For surveys of the general population, increasing use is made of area sampling to obtain probability samples of households. Heretofore, scant attention has been given to the question of how to make an objective selection among the members of the household.A procedure for selecting objectively one member of the household is given as used in four surveys of the adult population. Demographic data as found in the sample are compared with outside sources for available factors.* Presented at the 107th Annual Meeting of the American Statistical Association, New York City, December 30, 1947.