Dimensionality of the Raven's Advanced Progressive Matrices: Sex differences and visuospatial ability

Strength-agility and fine motor are differently associated with non-verbal intelligence in dependency to sex and age in school children: Structural equation modelling multigroup approach

BACKGROUND

In today's digital age, demanding to interpret vast quantities of visual information with speed and accuracy, nonverbal Intelligence has become increasingly crucial for children, as it plays a key role in cognitive development and learning. While motor proficiency has been positively linked to various cognitive functions in children, its relationship with nonverbal Intelligence remains an open question. This study, therefore, explored the structural associations between motor proficiency and nonverbal Intelligence in school-aged children (6 to 11 years), focusing on potential age and sex-specific patterns.

METHODS

Data were obtained from 396 children aged 6 to 11 (214 boys, 182 girls; mean age 8.9 years ±1.3) divided into younger children 6-8 years and older Children 9-11 years. Motor proficiency was assessed using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2), and non-verbal Intelligence was evaluated with the Raven Progressive Matrices (RPM). We conducted multigroup structural modelling with non-verbal Intelligence as a dependent latent variable.

RESULTS

The BOT-2 and RPM models demonstrated an acceptable fit in Czech children. Strength-agility and Fine motor control emerged as the strongest predictors of nonverbal intelligence level assessed by five sets of RPM. Age-specific analyses revealed that the Strength-agility construct was consistently a significant predictor of nonverbal intelligence level in both age categories. However, in older children, also Fine motor control was significantly linked to nonverbal intelligence level. Sex-specific differences were also observed in the structural modelling results, indicating significant predictor non-invariance based on participants' sex. In girls, both Fine motor control and the Strength-agility constructs were significant predictors of nonverbal Intelligence level, showing stronger associations with nonverbal Intelligence than boys. For boys, only the Strength-agility construct was a significant predictor of RPM performance.

CONCLUSION

This study reveals a nuanced age- and sex-specific relationship between children's motor proficiency and nonverbal Intelligence. The findings underscore the need for targeted physical interventions, particularly those emphasising fine motor and strength-agility exercises, to ensure equitable opportunities for motor skill development. Such interventions may enhance physical abilities and support cognitive development in an increasingly digital world.

The effect of neurofeedback training combined with computer cognitive games on the time perception, attention, and working memory in children with ADHD

OBJECTIVE

The purpose of this study was to examine the effect of neurofeedback (NF) based on quantitative electroencephalography (QEEG) and SmartMind game on the time perception, attention, and working memory of children with Attention Deficit/Hyperactivity Disorder (ADHD) through an experimental design.

METHOD

Using a purposive sampling method, 32 male students diagnosed with ADHD were selected and then randomly assigned to an experimental group and a control group. The experimental group received the treatment (NF + SmartMind) for 30 weekly sessions. Children's performances on a time perception test, a Continuous Performance Test (CPT), and a Wechsler working memory test (WISC) were examined before and after the intervention.

RESULTS

A significant difference was observed between the mean scores of the pretest and post-test for the experimental group, implying that NF training improved short-time perception and long-time perception attention in CPT test: omission error component, Correct Response component, and working memory: Visual forward component. However, the treatment did not have a significant effect on the commission error component (CPT), working memory in terms of the visual reverse, auditory reverse, and auditory forward components.

CONCLUSION

NF combined with computer cognitive games (CCGs) can improve time perception, attention, and working memory in children with ADHD.

Construction and Validation of the HeiQ: An Operation-Oriented Figural Matrices Test

Figural matrices tests are among the most popular and well-investigated tests used to assess inductive reasoning abilities. Solving these tests requires the selection of a target that completes a figural matrix among distractors. Despite their generally good psychometric properties, previous matrices tests have limitations associated with distractor construction that prevent them from realizing their full potential. Most tests allow participants to identify the correct response by eliminating distractors based on superficial features. The goal of this study was to develop a novel figural matrices test which is less prone to the use of response elimination strategies, and to test its psychometric properties. The new test consists of 48 items and was validated with N = 767 participants. Measurement models implied that the test is Rasch scalable, inferring a uniform underlying ability. The test showed good to very good reliability (retest-correlation: r = 0.88; Cronbach's alpha: α = 0.93; split-half reliability: r = 0.88) and good construct validity (r = 0.81 with the Raven Progressive Matrices Test, r = 0.73 with global intelligence scores of the Intelligence Structure Test 2000R, and r = 0.58 with the global score of the Berlin Intelligence Structure Test). It even superseded the Raven Progressive Matrices Tests in criterion-related validity (correlation with final year high school grades (r = -0.49 p < .001)). We conclude that this novel test has excellent psychometric properties and can be a valuable tool for researchers interested in reasoning assessment.

A Study on the Correlation between Intelligence and Body Schema in Children Who Practice Chess at School

The role of intelligence in chess is crucial because the game involves a situation of adversity between two players whose goal is to checkmate the opponent’s king. Due to the complex nature of the game and the huge amount of information needed to become a professional chess player, the ability to receive, analyze, sort and use abstract notions is essential. A total of 67 children from the third grade were selected and tested twice, initially and finally, to establish the level of body schema and intelligence. The Raven test was used to numerically quantify their intelligence and the Goodenough test was conducted for the body schema. We used the paired samples T-test to highlight the statistical difference between the results and performed a simple linear regression to see if the level of intelligence is a predictor of the body schema. There is a linear relationship between intelligence and body schema, and we can use the first one to predict the evolution of the second. In conclusion, body schema can be educated through chess lessons, and this will lead to better psychomotor development.

Evaluating untimed and timed abridged versions of Raven's Advanced Progressive Matrices

INTRODUCTION

Raven's Advanced Progressive Matrices (APM) are frequently utilized in clinical and experimental settings to index intellectual capacity. As the APM is a relatively long assessment, abridged versions of the test have been proposed. The psychometric properties of an untimed 12-item APM have received some consideration in the literature, but validity explorations have been limited. Moreover, both reliability and validity of a timed 12-item APM have not previously been examined.

METHOD

We considered the psychometric properties of untimed (Study 1; N = 608; M_age = 27.89, SD = 11.68) and timed (Study 2; N = 479; M_age = 20.93, SD = 3.12) versions of a brief online 12-item form of the APM.

RESULTS

Confirmatory factor analyses established both versions of the tests are unidimensional. Item response theory analyses revealed that, in each case, the 12 items are characterized by distinct differences in difficulty, discrimination, and guessing. Differential item functioning showed few male/female or native English/non-native English performance differences. Test-retest reliability was .65 (Study 1) to .69 (Study 2). Both tests had medium-to-large correlations with the Wechsler Abbreviated Scale of Intelligence (2nd ed.) Perceptual Reasoning Index (r = .50, Study 1; r = .56, Study 2) and Full-Scale IQ (r = .34, Study 1; r = .41, Study 2).

CONCLUSION

In sum, results suggest both untimed and timed online versions of the brief APM are psychometrically sound. As test duration was found to be highly variable for the untimed version, the timed form might be a more suitable choice when it is likely to form part of a longer battery of tests. Nonetheless, classical test and item response theory analyses, plus validity considerations, suggest the untimed version might be the superior abridged form.

Metacognitive Awareness Scale, Domain Specific (MCAS-DS): Assessing Metacognitive Awareness During Raven's Progressive Matrices

Metacognition, the cognition about cognition, is closely linked to intelligence and therefore understanding the metacognitive processes underlying intelligence test performance, specifically on Raven's Progressive Matrices, could help advance the knowledge about intelligence. The measurement of metacognition, is often done using domain-general offline questionnaires or domain-specific online think-aloud protocols. This study aimed to investigate the relationship between metacognitive awareness and intelligence via the design and use of a novel Meta-Cognitive Awareness Scale - Domain Specific (MCAS-DS) that encourages reflection of task strategy processes. This domain-specific scale was first constructed to measure participants' awareness of their own metacognition linked to Raven's Progressive Matrices (SPM). Following discriminatory index and Exploratory Factor Analysis, a 15-item scale was derived. Exploratory Factor Analysis showed five factors: Awareness of Engagement in Self-Monitoring, Awareness of Own Ability, Awareness of Responding Speed/Time, Awareness of Alternative Solutions and Awareness of Requisite Problem-Solving Resources. The intelligence level of ninety-eight adults was then estimated using Raven's Standard Progressive Matrices. Participants also completed the MCAS-DS, and further items that examined their test-taking behavior and Confidence level. Metacognitive awareness was positively correlated to standardized IQ scores derived from the SPM whilst Over-Confidence derived using the Confidence level measure was negatively correlated to SPM. Despite some limitations, this study shows promise for elucidating the relationship between metacognitive awareness and intelligence using the task-specific scale.

An Examination of the Convergent Validity of the ICAR16 and WAIS-IV

The construct validity of the International Cognitive Ability Resource (ICAR) has yet to be investigated using a gold-standard individually administered intelligence battery. The present study used a convenience sample of 97 students to examine the respective relations between the ICAR16 and overall intelligence ( g) and the Cattell–Horn–Carroll broad abilities measured by the WAIS-IV. Large correlations were observed between the observed overall scores (rICAR16, full-scale IQ = .81, p < .001) and the CFA-estimated general factors ( r = .94, p < .001). Evidence from confirmatory factor models suggests that the ICAR letter–number Series task measures fluid reasoning, while the matrix reasoning, verbal reasoning, and three-dimensional reasoning tasks measure visual–spatial reasoning (Gv). Findings support the ICAR16 as a valid brief measure of nonverbal intelligence; however, replications in larger samples are needed.

Differential Item Functioning on Raven’s SPM+ Amongst Two Convenience Samples of Yakuts and Russians

National IQ estimates are based on psychometric measurements carried out in a variety of cultural contexts and are often obtained from Raven’s Progressive Matrices tests. In a series of studies, J. Philippe Rushton et al. have argued that these tests are not biased with respect to ethnicity or race. Critics claimed their methods were inappropriate and suggested differential item functioning (DIF) analysis as a more suitable alternative. In the present study, we conduct a DIF analysis on Raven’s Standard Progressive Matrices Plus (SPM+) tests administered to convenience samples of Yakuts and ethnic Russians. The Yakuts scored lower than the Russians by 4.8 IQ points, a difference that can be attributed to the selectiveness of the Russian sample. Data from the Yakut (n = 518) and Russian (n = 956) samples were analyzed for DIF using logistic regression. Although items B9, B10, B11, B12, and C11 were identified as having uniform DIF, all of these DIF effects can be regarded as negligible (R2 <0.13). This is consistent with Rushton et al.’s arguments that the Raven’s Progressive Matrices tests are ethnically unbiased.

Searching for G: A New Evaluation of SPM-LS Dimensionality

There has been increased interest in assessing the quality and usefulness of short versions of the Raven's Progressive Matrices. A recent proposal, composed of the last twelve matrices of the Standard Progressive Matrices (SPM-LS), has been depicted as a valid measure of g. Nonetheless, the results provided in the initial validation questioned the assumption of essential unidimensionality for SPM-LS scores. We tested this hypothesis through two different statistical techniques. Firstly, we applied exploratory graph analysis to assess SPM-LS dimensionality. Secondly, exploratory bi-factor modelling was employed to understand the extent that potential specific factors represent significant sources of variance after a general factor has been considered. Results evidenced that if modelled appropriately, SPM-LS scores are essentially unidimensional, and that constitute a reliable measure of g. However, an additional specific factor was systematically identified for the last six items of the test. The implications of such findings for future work on the SPM-LS are discussed.

Effect of combined neurofeedback and game-based cognitive training on the treatment of ADHD: A randomized controlled study

Neurofeedback (NF) is referred to as a "possibly efficacious" treatment in the current evidence-based reviews; therefore, more research is needed to determine its effects especially in combination with other treatments. The present study examines the effect of NF and game-based cognitive training on children with attention deficit hyperactivity disorder (ADHD). Thirty-two male students with ADHD were assigned to NF (N = 16; M_age=10.20; SD = 1.03) and waiting list control (N = 16; M_age = 10.05; SD = 0.83) in a randomized double-blind trial. The children in the NF group based on quantitative electroencephalography (QEEG) attended 30 three times-weekly sessions. The children were examined in pretest and post-test with EEG, Integrated Visual and Auditory Continuous Performance (IVA), and Conners Parent, and Teacher Rating Scales-Revised. The treatment was found significant all the symptom variables except for attention deficit (AD) and auditory response control (ARC). Normalization of the atypical EEG features with reduced [Formula: see text] wave and increased sensory motor (SMR) activity in central zero (Cz) was recorded in the NF condition participants. However, except for SMR activity there were no significant changes in the waves of frontocentral zero (FCz). It is concluded that technology developments provide an interesting vehicle for interposing interventions and that combined NF and game-based cognitive training can produce positive therapeutic effects on brainwaves and ADHD symptomatology.

Visuospatial Reasoning Trajectories and Death in a Study of the Oldest Old: A Formal Evaluation of Their Association

OBJECTIVES

To model trajectories of visuospatial reasoning measured using Kohs Block Design test under realistic missing data assumptions and evaluate their association with hazard of death.

METHODS

A joint longitudinal-survival model was used to estimate trajectories of visuospatial reasoning under a missing not at random assumption of participants from the Origins of Variance in the Old-Old: Octogenarian Twins study. Sensitivity analyses to missing data assumptions were conducted.

RESULTS

Visuospatial reasoning declined at constant rate. Baseline age, dementia status, education, and history of stroke were associated with visuospatial reasoning performance, but only dementia was associated with its rate of decline. Importantly, our results demonstrated an association between poorer visuospatial reasoning and increased hazard of death. Baseline age and sex were associated with risk of death.

DISCUSSION

We confirmed an association between visuospatial reasoning and death under plausible missing data assumptions.

Psychometric Investigation of the Raven's Colored Progressive Matrices Test in a Sample of Preschool Children

The present study investigated the psychometric properties of the Raven's Colored Progressive Matrices (CPM) test in a sample of preschoolers from Brazil (n = 582; age: mean = 57 months, SD = 7 months; 46% female). We investigated the plausibility of unidimensionality of the items (confirmatory factor analysis) and differential item functioning (DIF) for sex and age (multiple indicators multiple causes method). We tested four unidimensional models and the one with the best-fit index was a reduced form of the Raven's CPM. The DIF analysis was carried out with the reduced form of the test. A few items presented DIF (two for sex and one for age), confirming that the Raven's CPM items are mostly measurement invariant. There was no effect of sex on the general factor, but increasing age was associated with higher values of the g factor. Future research should indicate if the reduced form is suitable for evaluating the general ability of preschoolers.

Cognitive Abilities, Monitoring Confidence, and Control Thresholds Explain Individual Differences in Heuristics and Biases

In this paper, we investigate whether individual differences in performance on heuristic and biases tasks can be explained by cognitive abilities, monitoring confidence, and control thresholds. Current theories explain individual differences in these tasks by the ability to detect errors and override automatic but biased judgments, and deliberative cognitive abilities that help to construct the correct response. Here we retain cognitive abilities but disentangle error detection, proposing that lower monitoring confidence and higher control thresholds promote error checking. Participants (N = 250) completed tasks assessing their fluid reasoning abilities, stable monitoring confidence levels, and the control threshold they impose on their decisions. They also completed seven typical heuristic and biases tasks such as the cognitive reflection test and Resistance to Framing. Using structural equation modeling, we found that individuals with higher reasoning abilities, lower monitoring confidence, and higher control threshold performed significantly and, at times, substantially better on the heuristic and biases tasks. Individuals with higher control thresholds also showed lower preferences for risky alternatives in a gambling task. Furthermore, residual correlations among the heuristic and biases tasks were reduced to null, indicating that cognitive abilities, monitoring confidence, and control thresholds accounted for their shared variance. Implications include the proposal that the capacity to detect errors does not differ between individuals. Rather, individuals might adopt varied strategies that promote error checking to different degrees, regardless of whether they have made a mistake or not. The results support growing evidence that decision-making involves cognitive abilities that construct actions and monitoring and control processes that manage their initiation.