7. Scenario of the information-quantum matrix To begin with, it is important to note that the word “matrix” means the womb, i.e. that which bears, feeds, crystallizes one or another form of reality.91 There are many ways of modeling and accumulation

Basic perinatal matrices Grof's map of consciousness consists of an empirical spectrum of extraordinary states of consciousness. Grof identifies the first, biographical level, which includes various traumatic events in a person’s life after birth. In the center

Raven Progressive Matrices is a test designed to measure the level of intellectual development. Proposed by L. Penrose and J. Raven in 1936. Raven's Progressive Matrices were developed in accordance with the traditions of the English school of intelligence, according to which the best way to measure the g factor is to identify relationships between abstract figures.

According to Raven, this is a test of the ability to perceive certain forms, to embrace their features, character, mutual relations or ensemble, a set of relations, and therefore it requires a method of logical reasoning for individual tasks. The author does not believe that any kind of absolute intelligence can be measured in this way, but the existing results make it clear that the opinions and skills measured by the test are to some extent representative of intelligence.

The perceptual scale of matrices relies on or is based on 2 theories:
a) on the theory of perception of forms, developed by Gestalt psychology;
b) on the theory of neogenesis by K. Spearman.

When solving tasks, there are 3 main mental processes:
1) attention, mindfulness (attention is separated from perception and thinking);
2) perception, susceptibility;
3) thinking, understanding.

When solving problems, attention is highly intense and supports the desire (interest) for a solution. It requires concentrated attention in volume and distribution. When attention decreases, errors always appear. In addition to attention, will and emotions appear. Therefore, the Raven's Progressive Matrices test is not a test of “general intelligence”, but tests the acuity and accuracy of attention and clarity of thinking. In this case, we are talking about determining the ability to systematize in thinking and being systematic or methodical, and not about the intellect itself. Raven's tests are non-verbal tests indicating that verbalization as a thought process does not matter in their decision.

There are two test options:
1. Color version (intended for children from 5 to 11 years old and sometimes recommended for people over 65 years old).
2. Black and white (for examining adolescents 14-16 years old and adults from 16 to 65 years old).

The material in the black and white version consists of 60 matrices with missing elements. The tasks are divided into 5 series (A, B, C, D, E) with 12 matrices of the same type, but increasing in complexity in each series. The difficulty of the tasks also increases as you move from series to series.

Episode description:

The subject is required to complete the missing part of the image. When working with matrices of this series, the following thought processes are implemented:
1) differentiation of the main elements of the structure and disclosure of the connection between them;
2) identification of the missing part of the structure and comparison of them with samples.

Psychological significance: The decision depends on the level of attentiveness, the level of statistical representation, imagination and the level of visual discrimination (discrimination).

Reduces to finding analogies between two pairs of figures. The subject reveals this principle by gradually differentiating the elements. The solution uses the ability to comprehend symmetry between figures.

Psychological meaning: the ability to differentiate linearly and make judgments based on linear relationships.

The tasks in this series contain complex changes in figures in accordance with the principles of their continuous transformation and development vertically and horizontally and the summation of these new elements in the final missing figure.

Psychological significance: the ability to dynamic (fast) observation and tracking continuous changes, dynamic attentiveness and imagination, the ability to imagine is manifested.

Compiled on the principle of rearranging matrix figures in horizontal and vertical directions. The solution requires tracing the natural sequence and alternation of figures in the entire structure.

Psychological significance: the decision depends on the ability to grasp quantitative and qualitative changes in the ordering (composition) of figures according to the pattern of changes used.

The process of solving problems consists of analyzing the figures of the main image and then assembling the missing figure in parts (analytical-synthetic activity of the brain). Here you need to add and subtract elements of shapes, mix parts according to the algebraic principle. The missing member of the structure can be found using algebraic operations with the remaining members of the structure.

Psychological significance: the ability to observe the complex quantitative and qualitative development of kinetic and dynamic series. The highest form of abstraction and dynamic synthesis.

Theoretical provisions:

Raven's progressive matrices are based on 2 theories:

1. The theory of apperception of forms developed by Gestalt psychology.

In accordance with this theory, each task can be considered as a specific whole, consisting of a number of interconnected elements. It is assumed that first there is a global assessment of the task - the matrix, and then the implementation of analytical perception with the test subject highlighting the principle adopted when developing the series. At the final stage, the selected elements are included in a holistic image, which helps to detect the missing detail of the image.

2. Ch. Spearman’s theory of neogenesis.

... develops the considered provisions of the theory of perception of forms.

The test was developed in the traditions of the English school of intelligence research, according to which the best way to measure factors G– the task of identifying relationships between abstract figures.

Productive ability – this is the ability to generate new solutions, the ability to perceive and establish relationships.

Since perception is primarily a conceptual process, an essential element of productive capacity is the ability to generate new, primarily nonverbal concepts that enable free and clear thinking.

Brief history of creation:

The test was proposed by L. Penrose and J. Raven in 1936.

Progressive matrices were developed as tests to measure the ability to think clearly. This is one of the best tests of non-verbal intelligence.

The most famous are the 2 main variants of Raven's progressive matrices - black and white and color.

The color version is intended for examination of children aged 5 to 11 years and for persons over 65 years of age.

Black-and-white SMPs are intended for examining children and adolescents aged 9 to 14 years and adults aged 20 to 65 years.

Black and white dough material The SPM consists of 60 matrices or compositions with a missing element.

The tasks are divided into 5 series (A, B, C, D, E) with 12 tasks of the same type, but of increasing complexity in each series. The difficulty of the tasks also increases as you move from series to series.

This progressive order ensures standard training in the method of operation.

The subject must choose the missing element of the matrix among 6–8 proposed options.

If necessary, the subject performs the first 5 tasks of series A with the help of an experimenter.

When developing the test, an attempt was made to implement the principle of “progressiveness”, which consists in the fact that completing previous tasks and their series is, as it were, preparing the subject for performing subsequent ones.

ð Learning to perform more difficult tasks occurs.

Five series provide 5 opportunities to master the way of thinking necessary to solve problems, and 5 progressive assessments of the subject’s intellectual activity.

Color option Raven's progressive matrices consist of 3 series - A, A B, B, 12 matrices in each series.

Validity and reliability data:

The reliability coefficient of the test, according to various researchers, varies from 0.70 to 0.89.

The predictive validity of the test (in relation to academic performance criteria) is 0.72.

Target: measuring the general level of development of intellectual abilities.

Application area: from 5 to 65 years old, no cultural or gender restrictions.

Organization and procedure of the examination:

The test can be carried out both individually (especially for young children), and in a group version, as well as during self-testing.

The group can be any size. The study is carried out in a quiet room. Each subject works at a separate table, which eliminates cheating. All subjects sit facing the experimenter.

Pencils and answer sheets are distributed. Test takers are asked to enter the necessary information about themselves in the appropriate lines of the answer forms. After they do this, the test booklets are distributed. Subjects are asked not to open the booklets until everyone is ready.

* All subjects, regardless of their age, are given exactly the same series of tasks, in exactly the same order, and they are all asked to work at a constant speed convenient for them, without stopping or delay, from the beginning of the scale to its end.

* It is preferable to work without time restrictions unless it is related to specific research purposes.

* Having people work slowly and at their own pace provides a more reliable measure of their ability to think clearly.

Stimulus material: a set of test booklets, individual answer sheets and a pencil.

* To maintain the steady interest of the subject and to avoid the negative impact of fatigue, each task is very clearly designed, neatly drawn and everything is done to make it pleasant to look at.

Processing the results:

Processing the results obtained is simple. Each correct solution is worth 1 point. The total amount of points received is calculated (provided that the subject completed all the series from beginning to end), as well as the number of correct solutions in each of the 5 series.

Primary scores from the tables are converted in accordance with age standards into percentiles or stanina.

An essential step in quantitative processing is the calculation of the “variability index”. The index is determined based on the distribution tables of the number of correct solutions in each of the 5 series.

Options for distribution in the table are determined in accordance with the total score in all series.

The differences between the expected and actual estimates in each series (without taking into account the sign, “modulo”) are summed up.

The author points out that if the variability (inconsistency) index exceeds 2 units, then this indicates instability in the assessment of general intellectual abilities. however, the overall test score is considered valid even when the inconsistency exceeds 2 units.

Normal values ​​of the inconsistency index: from 0 to 4.

Critical value: 7 or more – test data is considered unreliable.

Comparison of the real and expected distribution of the number of correct decisions in the series is aimed at identifying subjects who complete the task by guessing.

The value of the variability index may be significantly higher than the critical value if the subject is set to simulate a low result on the test (demonstration of inability to solve the simplest problems).

Episode description:

Each series of tasks is compiled according to certain principles:

Serie A. When working with matrices of this series, the following basic thought processes are implemented:

a) differentiation of the main elements of the structure and disclosure of connections between them;

b) identifying the missing part of the structure and comparing it with the presented samples.

*Analysis of the structure of the whole and restoration of integrity (perception of integrity)

Series B. It comes down to finding an analogy between two pairs of figures. The subject reveals this principle through gradual differentiation of elements.

*Analogy between pairs of figures, classification through symmetry.

Series C. The tasks in this series contain complex changes in figures in accordance with the principle of their continuous development, enrichment vertically and horizontally.

*Analysis of progressive changes in structure, enrichment of figures in the horizontal and vertical directions.

Series D Compiled on the principle of rearranging figures in a matrix in horizontal and vertical directions.

*Analysis of the pattern of alternation of figures in a holistic structure.

Series E. The most difficult. The process of solving tasks in this series consists of analyzing the figures of the main image and subsequent “assembling” the missing figure in parts (analytical-synthetic mental activity).

*Synthesis of the missing figure in parts according to the algebraic principle (addition/subtraction).

Algorithm for constructing a diagnosis:

Level I. Superintellectual - if the score is equal to or greater than the 95th percentile for a given age group.

Level II. Intellectual capabilities are clearly above average - if the score is equal to or greater than the 75th percentile; II+ if the score is between the 90th and 95th percentile.

Level III. Average intelligence - if the score is in the range from 25 to 75 percentile; III+ if the score is higher than the median (50th percentile); III-, if the score is below the median.

Level IV. Intellectual capabilities are clearly below average - if the score is equal to or less than the 25th percentile; VI- if the score is equal to or less than the 10th percentile.

Level V Significant decline in intelligence - if the score is equal to or less than the 5th percentile for the corresponding age group.

- - - - - - - - - - - - - - - - - - - - - -

Advantages: the test is free from cultural influence (only norms are adapted); free from the influence of socio-economic parameters; education, etc.

The test tasks appeal to 3 main mental processes:

Voluntary attention

Perception of the whole

Flexibility of thinking

Flaw: cannot be used twice on the same person.

Time for this technique is limited!

Junior students = 20 minutes

8 – 12 years = 20 minutes

Adults = 15 minutes

Ticket 43.

Short selection test.

Brief history of the creation of the methodology and general theoretical principles: There is a group of tests of general mental abilities that were specially developed for rapid preliminary assessment of personnel. The first test in this direction was the Otis Self-Administered Test. The test in most cases had a good validity coefficient for selection for the position of clerk, computing machine operator, workers, foremen, etc. For highly skilled employees, there was little correlation between test scores and job success.

The most famous adaptation of the Otis test is the Wonderlick test. Unlike the Otis test, the Wonderlic test works well on a sample of highly qualified employees and managers. As A. Anastasi notes, the reliability of the test, despite its brevity, is quite satisfactory."

The structure of the adapted test corresponds to the structure of general abilities. The starting premise for analyzing the test structure was the following definition of learning ability:

Learning ability – This is a very important feature that is necessary for mastering any specialty. The existing system of training specialists practically excludes the possibility of an individual approach.

Data on the validity and reliability of the methodology:

Test reliability was determined using the Kuder-Richardson method, which takes into account the consistency of answers across all test items. The alpha coefficient calculated using the Kuder-Richardson formula was α = 0.86. Reliability was calculated based on two samples: 6th grade secondary school students (60 people) and persons with higher education, mainly communications engineers (140 people).

For research purposes, simultaneously with the CAT, the subject performed the numerical and verbal tests of G.Yu. Eysenck. The correlation of PT with IQ according to the Eysenck numerical test was 0.68, and with IQ according to verbal 0.61 (significance level p<0,001).

Success in completing the COT weakly correlates with the degree of independence of choices from previous success or failure in the aspiration test; correlation coefficient – ​​0.22, significance level: p<0,1.

A comparison of the CAT with other tests of special abilities has not been carried out. For the 2 studied samples, PT distribution graphs were obtained, indicating the heterogeneity of the samples. These distributions indicate the dependence of PT on the level of education for samples as a whole: with a higher level of education, PT shifts upward due to a decrease in the weakest group, solving 6-9 tasks, and an increase in the average group, solving 18-24 tasks. The “strong” group, solving more than 30 tasks, in both samples is small and quite stable in size (5-7%).

It can be assumed that CAT affects some genetically determined aspects of mental speed and general ability, at least those aspects that do not depend on the level of education.

Target: determination of the integral indicator “general abilities”. The test provides for the diagnosis of the ability to generalize and analyze material, flexibility of thinking, inertia of thinking, distractibility of attention, literacy, orientation, spatial imagination, and mathematical abilities.

Application area : The methodology for determining the general abilities of the COT is intended for use in the selection and distribution of personnel in industry, the army, and the education system. It can be used in any situation related to the determination of learning ability.

Organization : Group and individual examination: the test can be carried out in a group version. In this case, it is desirable that the subjects work at separate tables. First, individual forms are distributed and signed. Individual test books are then distributed.

Brief description of the test: the test consists of 50 tasks with 3–5 answer options, of which only one is correct. In addition, there are open tasks (without answer options).

Examination procedure : instructions within the text given on the first page. All examples are understood. The experimenter answers the subjects' questions. It is especially noted that during the test, questions about its content are not allowed. In addition, it is emphasized that the test execution time is strictly limited - 15 minutes. On command: “Stop! Time's up" - all forms are turned over and handed over to the experimenter.

During the test, it is advisable for the experimenter to make sure that the forms of the subjects are signed.

Processing the results : The total sum of answers matching the key is recorded. Processing one form takes 15-20 seconds. PT has median norms, which divide the sample into two parts and the results are assessed according to the “hit or miss” principle. If the subject’s PT is equal to or higher than the median for a given group of specialists, then the subject may be allowed to undergo further testing on tests of special abilities (if they exist and are adapted). Or, depending on the PT, the test taker may be assigned to one or another study group if the test is used to justify the differentiation of students according to their level of learning/

Brief description of the scales :

CAT is intended to determine the integral indicator “general abilities” and provides for the diagnosis of the following “critical points” of intelligence:

1. Ability to summarize and analyze material :When completing tasks on proverbs, it is necessary to abstract from a specific phrase, move to the area of ​​interpretation of meanings and find intersections of meanings in this area, and then return to specific phrases.

2. Flexibility of thinking .If the subject performs tasks of this type incorrectly (tasks: find a word that is opposite in meaning; determine whether 2 words are similar or different in meaning), it can be assumed that associations are chaotic in nature and are not inhibited.

3. Inertia of thinking. Switchability .The arrangement of tasks provides the ability to quickly switch from one type of activity to another. The alternation of different types of tasks in the text can make it difficult for people with inert connections from past experience to solve them. Such persons have difficulty changing their chosen way of working, are not inclined to change the course of their judgments, or switch from one type of activity to another. Their intellectual processes are inactive, the pace of work is slow. At the same time, the quality of their mental products is low.

4. Emotional components of thinking. Distractibility. Thinking must be actively directed towards an object, a task. A number of test items reduce the test score in people prone to emotional destruction of thought processes (tasks: quite difficult). Such subjects begin to smile and turn to the experimenter. In the “level of aspiration” test, these individuals are characterized by their impulsive response to successes and failures.

5. Speed ​​and accuracy of perception. Distribution and concentration of attention. Some of the test tasks relate to the so-called clerical abilities (tasks: compare pairs of rows of numbers or words). The work of a highly qualified specialist or manager involves working with a lot of different documents that need to be processed in a short time, highlighting the main contents, comparing numbers, etc.

6. Use of language. Literacy. Some of the test tasks are designed for the ability to correctly use the language, literacy, and basic knowledge of a foreign language (within the alphabet) (tasks: determining relationships, searching for an extra word, differences in figures, etc.).

7. Choosing the optimal strategy. Orientation. According to the instructions, the test allows solving problems in any order. Some subjects who find it easier to do either numerical or verbal problems, having reflected on this fact, look through all the tasks and solve the simplest ones for themselves, and then return to another type of problem.

8. Spatial imagination. The test presents four tasks related to operations in two-dimensional space.

9. Mathematical abilities.

Thus, the test indicator (PT) is a complex multiparameter indicator of a person’s general abilities.

Raven's test is a progressive matrices scale developed in 1936 by John Raven and co-authored by Roger Penrose to assess IQ, IQ, mental ability, and logical thinking. This test can give an IQ assessment to test takers regardless of their level of education, social class and type of activity. The test was developed in two versions for children and adults from 14 to 65 years old.

IN Raven's test includes 60 tables, which are divided into 5 series of 12 tasks each. Tasks are offered with increasing difficulty. You are given 20 minutes to complete the test.

Instructions for passing the Raven test

During the test, the subject is offered 60 drawings divided into 5 groups. The figure shows a graphical representation of a certain relationship. In the lower right corner of each picture there is a cutout into which the subject must insert the answer option located below the picture, which, according to his logic, is suitable for this picture. Assignments must be completed as quickly as possible since the complexity of the assignments increases and the time to complete the test decreases.

(stimulus material)

When summing up the test results, each positive answer is counted as one point. The test result is the sum of correct answers on all scales and the sum of correct answers on each scale separately. The sum of points obtained on all scales shows the IQ level of the subject, and the reliability of the results is assessed based on the sum of points of each scale Raven's test.

Raven's test answers (keys)

Table No. 1

Average scores by series

Table No. 2

To assess the reliability of the test, the difference between the scores obtained on a separate scale and the control scores is taken - the static average calculated on this scale when testing a group of healthy people. This difference makes it possible to reliably evaluate the final result - it is called deviation. Deviation is indicated by -2, -1, 0, 1, 2, etc. If the deviation on the scale is more than two points, then the indicators on this scale are considered unreliable. The deviation can exceed two points only when passing the last scales. Deviations obtained at the beginning of the test indicate absent-mindedness and perception or a lack of intellectual abilities

Interpretation of Raven's test results

The final result is calculated using the formula - IQ = Number of correct answers/60 * 100

We find the result obtained in the table and draw the appropriate conclusions:

Table No. 3

The result can also be processed adjusted for age; for this you need to use the formula:

IQ=IQ(n)/%*100

Where IQ(n) is the result obtained in table No. 2
% - take in table No. 4

Average intelligence

When evaluating the results Raven's test It is necessary to take into account that low indicators are always considered less reliable than high ones.