The quest for item types based on information processing: An analysis of Raven's Advanced Progressive Matrices, with a consideration of gender differences

Vigneau, François; Bors, Douglas A.

doi:10.1016/j.intell.2008.04.004

Cited by 13 publications

(7 citation statements)

References 20 publications

(70 reference statements)

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“…Comparisons between the two groups indicate comparable levels of performance on all these measures except for the non-verbal IQ test, on which men outperformed women (see Table 3). This difference in non-verbal IQ (with men outperforming women) has been demonstrated by a number of previous studies (e.g., on the Raven’s Progressive Matrices; DeShon et al, 1995; Vigneau & Bors, 2008), and was therefore not surprising. Since this difference would act against our predicted direction of gender differences on the experimental task (we hypothesized that women would outperform men on word learning), this discrepancy in non-verbal IQ scores between men and women provides an even more stringent test of our hypothesis.…”

Section: Methodssupporting

confidence: 67%

Gender differences in adult word learning

Kaushanskaya

Marian²,

Yoo

2011

Acta Psychologica

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In prior work, women were found to outperform men on short-term verbal memory tasks. The goal of the present work was to examine whether gender differences on short-term memory tasks are tied to the involvement of long-term memory in the learning process. In Experiment 1, men and women were compared on their ability to remember phonologically-familiar novel words and phonologically-unfamiliar novel words. Learning of phonologically-familiar novel words (but not of phonologically-unfamiliar novel words) can be supported by long-term phonological knowledge. Results revealed that women outperformed men on phonologically-familiar novel words, but not on phonologically-unfamiliar novel words. In Experiment 2, we replicated Experiment 1 using a within-subjects design, and confirmed gender differences on phonologicallyfamiliar, but not phonologically-unfamiliar stimuli. These findings are interpreted to suggest that women are more likely than men to recruit native-language phonological knowledge during novel word-learning. Keywords gender differences; word learning; phonology; short-term memory Individual differences in language acquisition are pervasive and apparent. Some children acquire language faster than others, and some adults acquire a second language with greater alacrity than others. Both biological and social factors, as well as interactions between the two, have been considered as mechanisms underlying individual differences in language acquisition. One biological factor in language development appears to be gender. From a very early age, girls tend to outpace boys in their language development, demonstrating a larger vocabulary as early as at 16 months of age (e.g., Bauer, Goldfield, & Beznick, 2002;Huttenlocher, et al., 1991). The presence of gender differences on linguistic tasks suggests that the mechanisms of language acquisition may be somewhat distinct for males and females. The goal of the present work was to examine gender differences and their underlying mechanisms on one specific linguistic task -novel word learning.Address correspondence to Margarita Kaushanskaya, Department of Communicative Disorders, University of Wisconsin-Madison, 1975 Willow Drive, Madison, WI 53706. Telephone #: 608-262-6473. kaushanskaya@wisc.edu. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access Author ManuscriptActa Psychol (Amst). Author manuscript; available in PMC 2012 May 1. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript Mechanisms of Gender DifferencesAlthough women have been shown to outperform men on semantic tasks like ...

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Section: Methodssupporting

confidence: 67%

Gender differences in adult word learning

Kaushanskaya

Marian²,

Yoo

2011

Acta Psychologica

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“…Present results suggest that the Sandia Matrices may show a two-factor structure, although it is unclear whether that two-factor structure is an artifact of item types or influenced by differences in the underlying cognitive processes required to solve the items. Notably, these results are consistent with prior research that suggests test artifacts are more likely to account for the two-dimensional structure of the RPMs than are differences in required cognitive strategies (Vigneau & Bors, 2008). Regardless, the primary concern for the influence of a two-dimensional structure is rooted in potential sex differences on visuospatial items.…”

Section: Discussionsupporting

confidence: 86%

“…This argument stems from a taxonomy that separates the rules underpinning RPM solutions into verbal-analytic and visuospatial-based strategies (Carpenter et al, 1990;DeShon et al, 1995). Despite its popularity, support for a two-dimensional structure driven by distinct cognitive processes has been weak thus far (Vigneau & Bors, 2008;Waschl et al, 2016).…”

Section: Dimensionalitymentioning

confidence: 99%

Measuring Intelligence with the Sandia Matrices: Psychometric Review and Recommendations for Free Raven-Like Item Sets

Harris¹,

McMillan²,

Listyg³

et al. 2020

PAD

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The Sandia Matrices are a free alternative to the Raven’s Progressive Matrices (RPMs). This study offers a psychometric review of Sandia Matrices items focused on two of the most commonly investigated issues regarding the RPMs: (a) dimensionality and (b) sex differences. Model-data fit of three alternative factor structures are compared using confirmatory multidimensional item response theory (IRT) analyses, and measurement equivalence analyses are conducted to evaluate potential sex bias. Although results are somewhat inconclusive regarding factor structure, results do not show evidence of bias or mean differences by sex. Finally, although the Sandia Matrices software can generate infinite items, editing and validating items may be infeasible for many researchers. To aide implementation of the Sandia Matrices, we provide scoring materials for two brief static tests and a computer adaptive test. Implications and suggestions for future research using the Sandia Matrices are discussed.

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“…Similarly, behind an error there may be a simply 'lazy' reasoning or a partially plausible thought or even a much more elaborate but inconsistent thought. However, this concern is not to be confused with the study of the types of errors in the matrices test that Raven himself and others performed (Foulds and Raven 1950;Raven et al 1998) and other scholars related to possible taxonomies of items based on information processing rules (Carpenter et al 1990;Mackintosh andBennett 2005, Vigneau andBors 2008). To our knowledge, there are no studies on explicit reasoning about the solutions of the Raven's matrices and we think that the qualitative differences in students' reasoning that a researcher can find on such an abstract intelligence test can bring important information for educational assessment and for teaching.…”

Section: Introductionmentioning

confidence: 99%

Argumentative abilities in metacognition and in metalinguistics: a study on university students

2011

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The article presents a study on metalinguistic, cognitive and metacognitive abilities in university students. A sample of 353 students was recruited; 178 of which from scientific and 175 from humanistic Faculties, with gender balance (M = 178; F = 175) whose age range was between 20 and 25 years old. They were administered a metalinguistic ability test that assesses metalinguistic awareness at implicit and explicit levels (L and ML scores) and the Raven's Standard Progressive Matrices 38 (SPM38). In addition to the usual nonverbal administration of the matrices, candidates were asked to justify in written form the reasons for the solution indicated in each item. Three scores were considered for the SPM38: the ordinary score based on the number of correct nonverbal solutions (O.S.), a 7-point scale for assessing the argumentation of the correct solutions (C.ARG.S.) and a 6-point scale for assessing the argumentation of the incorrect solutions (I.ARG.S.). Significant gender and curriculum effects were found, with males and scientific students dominating at the nonverbal level while females and humanistic students dominated in the argumentative abilities related to the matrices and in all the scores of the metalinguistic test. A number of significant correlations were found between all the metalinguistic, cognitive and metacognitive abilities considered, with a prominent role of the metalinguistic abilities at the explicit level (ML score) that show a clear argumentative structure very similar to the C.ARG.S. argumentations in the matrices test

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The quest for item types based on information processing: An analysis of Raven's Advanced Progressive Matrices, with a consideration of gender differences

Cited by 13 publications

References 20 publications

Gender differences in adult word learning

Gender differences in adult word learning

Measuring Intelligence with the Sandia Matrices: Psychometric Review and Recommendations for Free Raven-Like Item Sets

Argumentative abilities in metacognition and in metalinguistics: a study on university students

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