Correlations among Scores on the 1966, 1973, and 1979 Norms of Raven's Standard Progressive Matrices for Economically Disadvantaged Students

Karnes, Frances A.; Lee, Leta A.; May, Brookes

doi:10.2466/pms.1982.55.3.793

Cited by 5 publications

(4 citation statements)

References 6 publications

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“…Yet, for economically disadvantaged students, an increasing proportion of whom are Hispanic (Pallas et al, 1989), the SPM (Le., norms for 1966, 1973and 1979 generally seems to be an appropriate nonverbal cognitive measure (Karnes, Lee, & May, 1982). The SPM is also reported to be independent of achievement and ethnicity variables (Powers & Barkan, 1986;Powers et al, 1986).…”

Section: General Cognitive Assessmentmentioning

confidence: 95%

Puerto Rican Children's Codeswitching and their Performance on Receptive Vocabulary Instruments and a Nonverbal Cognitive Measure

Loyola¹,

McBride

1991

Diagnostique

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Analyses of Puerto Rican bilingualism reveal the unique role of SpanishlEnglish codeswitching in their communication. In the present study, 34 bilingual students (aged 9 to 13 years) of both sexes were administered forms of the Test de Vocabulario en lmagenes Peabody-Adaptacidn Hispanoamericana (TVIP-H) (Dunn, Padilla, Lugo & Dunn, 1986) and Peabody Picture Vocabulary Test-Revised (PPVT-R) (Dunn & Dunn, 1981), along with translations of both aforementioned tests. The Standard Progressive Matrices (SPM) (Raven, 1958) was administered as a nonverbal cognitive measure. Standard scores were recorded; then, a separate set of combined scores was derived for the NIP-H and PPVT-R and their respective translations, in which the student was given credit for items answered incorrectly in one language but correctly in the other. Standard scores were also recorded for the SPM. Results revealed significant mean differences between the TVIP-H monolingual vocabulary tests and its respective combinedlbilingual scores. Both combinedlbilingual instruments results positively correlated with the nonverbal measure. These findings suggest that the influence of codeswitchinglbilingualism on verbal tests must be accounted for with this population.~

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Section: General Cognitive Assessmentmentioning

confidence: 95%

Puerto Rican Children's Codeswitching and their Performance on Receptive Vocabulary Instruments and a Nonverbal Cognitive Measure

Loyola¹,

McBride

1991

Diagnostique

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“…The RSPM is the most widely used test on five continents (Irvine & Berry, 1988), being suitable from age six to adulthood since it covers a greater cognitive ability variation (Jensen, 1980;Raven, 1941). Orme (1966), Jensen (1980), Karnes et al (1982) consider that the RSPM measure a very fundamental aspect of cognitive performance not influenced by cultural influences. RSPM consists almost entirely of perceiving key features and relationships and discovering the abstract rules that govern the differences among the elements in the matrix.…”

Section: Introductionmentioning

confidence: 99%

“…The RSPM can be applied in school contexts, workplaces, and even at home, as well as in the laboratory (Raven et al, 2000). Due to its non-verbal format, the RSPM is used with a broad range of populations for whom language processing is minimized, for example, foreign language groups, the deaf, and also with economically disadvantaged groups (Jensen, 1980;Karnes et al, 1982;Raven et al, 2000). The RSPM has also been used in several cross-cultural studies (Jensen, 1980;Karnes et al, 1982;Kush, 1996;Powers & Barkan, 1986).…”

Section: Introductionmentioning

confidence: 99%

Psychometric properties of the Raven's Standard Progressive Matrices in a Portuguese sample

Garcia

Santo

Pires³

2021

Rev Port Inv Comp Soc

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Objective: Psychometric properties of Raven's Standard Progressive Matrices in a Portuguese community sample were investigated. Method: The sample consists of 522 people (250 men and 272 women), aged between 12 and 95 years. All participants completed an informed consent form and a battery of neuropsychological tests, including Raven's Standard Progressive Matrices (RSPM), Rey 15-Item Memory Test, Zung Self-Rating Anxiety Scale, and Rey Complex Figure Test. Results: The average in RSPM was 41.18 (SD = 12.03). The results showed that all sociodemographic variables (age, sex, education, profession, regions, and place of residence) significantly influenced RSPM scores. The reliability and temporal stability of RSPM were adequate. Conclusions: This study suggests that RSPM is an instrument with potential for use among the Portuguese population.

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“…Meanwhile, the test user can still reasonably meet his or her needs by careful, critical appraisal of the tests now available (Hall, 1985: 14). Karnes, Lee and May (1982) investigated the appropriacy of Raven's standard progressive matrices when used with economically disadvantaged students by comparing three sets of Raven's norms via correlational analysis. They concluded (p. 793): 'These data suggest that the 1966, 1973 or 1979 norms can be used with economically disadvantaged students'.…”

Section: Introductionmentioning

confidence: 99%

Norms appropriacy of achievement tests: Spanish-speaking children and English children's norms

Davidson

1994

Language Testing

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Appropriacy of a nationally standardized test normed on English speakers but used with non-English speaking students is examined. Data from the 1988-89 school year in Illinois are analysed via reliability comparison, exploratory factor analysis (for comparison of dimensionality via principal components analysis) and comparison of variances. Generally, it appears that the use of this test was statistically defensible. This finding does not, however, speak to the need for additional measures.

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Correlations among Scores on the 1966, 1973, and 1979 Norms of Raven's Standard Progressive Matrices for Economically Disadvantaged Students

Cited by 5 publications

References 6 publications

Puerto Rican Children's Codeswitching and their Performance on Receptive Vocabulary Instruments and a Nonverbal Cognitive Measure

Puerto Rican Children's Codeswitching and their Performance on Receptive Vocabulary Instruments and a Nonverbal Cognitive Measure

Psychometric properties of the Raven's Standard Progressive Matrices in a Portuguese sample

Norms appropriacy of achievement tests: Spanish-speaking children and English children's norms

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