The Raven's Progressive Matrices: Change and Stability over Culture and Time

Raven, John

doi:10.1006/cogp.1999.0735

Cited by 1,223 publications

(909 citation statements)

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“…As such, the Standard and Advanced Progressive Matrices have been used extensively in many applied settings in the U.S. (e.g. Ackerman, 1992) and across many cultures (Owen, 1992;Raven, 2000;Rushton, Cvorovic, & Bons, 2007). However, the positive aspects of this test are marred by its lengthy administration time (40-60 minutes), making it difficult to use in time-constrained multivariate research or classroom settings.…”

Section: Discussionmentioning

confidence: 99%

A Life-History Model of Human Fitness Indicators

Sefcek

Figueredo

2010

Biodemography and Social Biology

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Section: Discussionmentioning

confidence: 99%

A Life-History Model of Human Fitness Indicators

Sefcek

Figueredo

2010

Biodemography and Social Biology

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“…The SPM is commonly regarded as a high-quality measure of pure non-verbal reasoning ability which is relatively independent of specific learning acquired in a particular cultural or educational context (Jensen, 1998). The SPM is made up of a series of diagrams or designs with a part missing and those taking the tests are expected to select the correct part to complete the designs from a number of options printed beneath (Raven, 2000). The same test can be used for a wide age range, consisting of five sets of 12 different matrices, gradually increasing in difficulty.…”

Section: Methodsmentioning

confidence: 99%

Personality development from 12 to 18 years of age: changes in mean levels and structure of traits

et al. 2004

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The Estonian NEO-FFI was administered to 2650 Estonian adolescents (1420 girls and 1230 boys) aged from 12 to 18 years and attending 6th, 8th, 10th, or 12th grade at secondary schools all over Estonia. Although the mean levels of personality traits of Estonian adolescents were quite similar to the respective scores of Estonian adults, there was a developmental gap in Agreeableness and Conscientiousness. Three of the five personality dispositions demonstrated a modest cross-sectional change in the mean level of the trait scores: the level of Openness increased and the levels of Agreeableness and Conscientiousness decreased between 12 and 18 years of age. Although the five-factor structure of personality was already recognizable in the sample of 12-year-old children, it demonstrated only an approximate congruence with the adult structure, suggesting that not all children of that age have developed abilities required for observing one's own personality dispositions and for giving reliable self-reports on the basis of these observations. The self-reported personality trait structure matures and becomes sufficiently differentiated around age 14-15 and grows to be practically indistinguishable from adult personality by the age of 16. Personality of adolescents becomes more differentiated with age: along with the growth of mental capacities the correlations among the personality traits and intelligence become smaller.

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“…Raven's Matrices A measure that presents five different sets of visual items that follow different rules and the participant must select the next in the set based on the rule (Raven 2000). Processing speed Finding A's A visual scanning task that relies on processing speed (Ekstrom et al 1976).…”

Section: Reasoningmentioning

confidence: 99%

Systematic Literature Review and Meta-Analysis of Commercially Available Computerized Cognitive Training Among Older Adults

Tetlow

Edwards

2017

J Cogn Enhanc

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Researchers have explored a variety of interventions to improve cognition among older adults. One of which is computerized cognitive training programs. The number of commercially available, cognitive training programs has increased greatly, but scientists debate their value. The purposes of this systematic literature review and meta-analysis were to (1) evaluate the efficacy of commercially available, computerized cognitive training programs to improve cognition in older adults and (2) examine far transfer of training to untrained tasks relevant to everyday functioning. Articles were reviewed if the study (a) included a sample of adults aged 55 and older, (b) used a commercially available, computerized cognitive training program, (c) was a randomized controlled trial, (d) measured cognition as an outcome, and (e) included a sample that was free from health conditions affecting cognitive function (e.g., cancer, stroke, psychiatric conditions, or traumatic brain injury). Effect sizes were calculated using random effect models to determine cognitive training effects for various cognitive domains and far transfer tasks. There were significant small to medium training effects for the cognitive domains of attention (d = 0.651, p < .001), processing speed (d = 0.294, p = .002), and visuospatial memory (d = 0.252, p = 0.016). There was also evidence of far transfer to selfreported measures of everyday function (d = 0.277, p < 0.001). Commercially available computerized cognitive training programs may improve certain cognitive abilities among older adults, who also report improvement on tasks relevant to their everyday lives.

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The Raven's Progressive Matrices: Change and Stability over Culture and Time

Cited by 1,223 publications

References 44 publications

A Life-History Model of Human Fitness Indicators

A Life-History Model of Human Fitness Indicators

Personality development from 12 to 18 years of age: changes in mean levels and structure of traits

Systematic Literature Review and Meta-Analysis of Commercially Available Computerized Cognitive Training Among Older Adults

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