1

PSYCHOLOGICAL TESTING II REPORT

Submitted by

Syeda Nida Zahra

SP-16 BPY-013

Date of Submission

May 21th, 2019

Submitted to

Ma’am Tayyaba Hanif

DEPARTMENT OF HUMANITIES

COMSATS UNIVERSITY ISLAMABAD

 2

Table of Content

Rotter’s Incomplete Sentence

Blank Test 4

Introduction 5

Reference 9

Reporting 10

House-Tree-Person 14

Introduction 15

Reference 17

Reporting 18

Beck Depression Scale-II 21

Introduction 22

Reference 27

Reporting 28

Beck Anxiety Scale 31

Introduction 32

Reference 37

Reporting 38
 3

Depression, Anxiety, Stress scale 41

Introduction 42

Reference 44

Reporting 45

Standard Progressive Matrics 48

Introduction 49

Reference 56

Reporting 57

Colored Progressive Matrics 60

Introduction 61

Reference 65

Reporting 66

Bender Gestalt Test 70

Introduction 71

Reference 74

Reporting 77
 4

Report of Rotter Incomplete Sentence Blank

5
 6

Biograhical data of the subject

Rotter Incomplete Sentence Blank was administered in well lighted but a bit

noisy classroom. Miss A is 21 years old girl. She is studying Psychology in

COMSATS Institute of information technology, Islamabad. She is currently studying

in the 7th semester of bachelors. She is the youngest child of her family. She has lost

her father recently. She has no physical illness. She was sitting in the chair calmly and

the instructions were given according to the manual. After listening to the entire set of

instruction carefully, the participant completed the whole test by herself.

Quantitative analysis
Table 01.

Responses No. of Statements Obtained Score

Positive
P1 9 18
P2 8 8
P3 4 0
Neutral 6 18
Conflict
C1 6 24
C2 60 60
C3 4 16
Total 40 144

Total score= 144/ Mal-adjusted.

Qualitative Analysis

Familial Attitudes. From looking at the items 11(A mother……is a caregiver) and

35(My father…..is a great man, my friend)we can tell how satisfied the subject is with her

family. In addition to this she used the words “caregiver” and “great man and my friend”
 7

for her mother and father, in the statements: “A Mother is a caregiver” and “My father is

a great man, My friend” suggesting that both her parents are a source of warmth and

support for her.

In Item 4(Back home…..mama is waiting), she responded as “mama is waiting” is

indicating her comfort and closeness with her home and mother.

Social and Sexual attitudes.The subject seems to have a good childhood. As

shown by her responses to item 17(When I was a child….. I was cute) and in item 21

subject responded (I failed…… in maintaining relationships/friendships), it is visible that

she had struggling social life or had some bad experiences. This response fall under the

conflicted category. Moreover, her response to item no. 20 (I suffer…. With stress

sometimes) further illustrates her complicated experiences with the social life she has had

or does have.

As for her views regarding relationships are neutral as illustrated in her responses to the

items 7 (Men are….bread owner) and 25 (I need…..a new watch), both falling under the

category of N, she has used a neutral association with men which indicates that she had

no bad experienced . As for her response to item 26 (Marriage…. Is a beautiful relation)it

shows the positivity regarding the marriage and she is willing to do it.

General Attitudes.The subject apparently has a positive outlook towards the

general things as her responses to Sports, dancing and reading in the items 16 (Sports… I

like cricket), 22 (Reading… books)shows that all these activities have been or still are a

part of her life. And in item 38(Dancing…. with my partner)shows that the subject

idealizes it with her partner.

Furthermore, she displays some conflicted response by evaluating her response item 15(I

can’t…cry for more than one hour)it shows that subject shows this attitude and she has a

sensitive heart and feels every little thing that make her cry, but in item 24 (The future
 8

is….bright),shows she does not feel anything is too difficult for her to do and the future

does not scare her and she has hopes for his future.

Character Traits. One of her most prominent traits is the tendency to seek happiness.

She seeks success and aims to feel content with life. But she also fears losing her loved

ones or leaving of important people in her life and she is not confident about herself as

she feels she is unable to mange her relationships properly.

Importance of RISB

The total score of the subject was obtained 144which are above the cut score

indicating that the subject is maladjusted and there is a need of counseling and guidance.

Summary

Overall, the client has no issues regarding family and general attitudes. She is

comfortable and close to her family members. She is little mal-adjusted in her family

and friends. Due to the sudden death of her father she has some guilt factor for not

spending more time with him. She cares about people around her and she likes to

socialize. Client has some anxiety and feels sad but overall she feels positive about

herself and her future.

The subject has a warm and satisfying relationship with her parents having

generally a positive orientation towards life. But at the same time, she displays a strong

need for acceptance from social life (friends) and wants to maintain those relationships as

they are important part for her life.

 9

Annexure

Rotter’s Incomplete Sentence Blank

 10

House-Tree-Person Test

(1948)
 11

Introduction

HTP (freehand drawing of House, Tree, and Person) is a technique designed to

obtain information concerning the aspects of a person‟s personality i.e. sensitivity,

maturity, and integration of a subject‟s personality, and the interaction of that personality

with its environment (both specific and general). It can also be used to assess brain

damage and general mental functioning it is two-phased approach to personality. The first

phase is non-verbal, creative, almost completely unstructured; the medium of expression

is relatively primitive one, drawing. The second phase is verbal, apperceptive, and more

formally structured in which the subject is provided with an opportunity to define,

describe, and interpret the objects drawn and their respective environments and to

associate concerning them.

Author

John N. Buck

Year

Developed in 1948 and updated in 1969

Brief History

HTP was designed by John Buck and was originally based on Goodenough scale

of intellectual functioning. The HTP was developed in 1948, and updated in 1969. Buck

included both qualitative and quantitative measurements of intellectual disability in the

HTP. A 350-page manual was written by Buck to instruct the test-giver on proper grading

of the HTP, which is more subjective than quantitative. In contrast with him, Zoltan Vass
 12

published a more sophisticated approach in 2012, based on system analysis

(SSCA, Seven-Step Configuration Analysis).

Test Material

A four-page scoring folder, a post drawing interrogation form, a four page form

sheet of white paper (size of each page is 7 X 8 1/2 inches with the word House printed

at the top of the second page; the word Tree at the top of the third page; Person at the top

of the fourth), several lead pencils (Grade No. 2) with eraser and the tentative manual.

Administration Procedure

Subject is seated comfortably. They are handed the four page form sheets, along

with a pencil and eraser. Then the subject is instructed to draw a picture of a house, a tree

and a person (in order). He is asked to draw these pictures as well as he can if he resists

that he is no artist, he is assured that the H-T-P is not a test of artistic ability. Subject is

told that he may draw any kind of house/tree/person as he wishes; he may erase as much

as he likes and he may take as long as he chooses but his drawings must be freehand and

complete.

On the first page of the scoring folder the examiner notes: (1) the exact order in

which the details of the House, Tree, and Person are drawn, numbering the items; (2) any

spontaneous comment (whether statement or question) made by the subject recording it

verbatim when possible and any emotion exhibited by the subject, relating the point of

occurrence of either comment or emotion to the detail item being drawn, just drawn or

about to be drawn; (3) any time-latency shown by the subject, indicating how long it

lasted and where it took place ; (4) the time consumed by the subject for each of his

drawings.
 13

After the subject has completed his drawings, the examiner turns to the post

drawing interrogation sheet and questions the subject concerning what he has just

drawn(the questions are spiraled so as to help prevent the establishment of an “answer-

set”).

Experience has shown that the act of drawing the House, Tree and Person often

arouses a strong emotional reaction that upon a completion of his drawings it is

frequently possible for the subject to verbalize for the first time hitherto suppressed

material.

Objective and Rationale

There are two main objectives for this test; to measure aspects of a

person's personality through interpretation of drawings and responses to questions, and

to assess brain damage or overall neurological functioning.

Scoring and Interpretation

The post-drawing interrogation form consists of 60 questions varying from direct

and concrete to indirect and abstract. Once the post-drawing interrogation form has been

administered and interview has been completed, the examiner records items of detail,

proportion and perspective in the scoring folder. After completing the scoring tables, the

examiner derives an IQ figure for the percentage of raw G, a net weighted score, a

weighted „good‟ score and a weighted „flaw‟ score, which then comprise the items for
the

profile configuration.
 14

Reference

Buck, J. N. (1948). The H-T-P test. Journal of Clinical Psychology, 4, 151-159.

 15

Report of House Tree Person

Psychological Report:

Examiner: Ms. Syeda Nida Zahra.

Date of report writing : 17th March-19

Demographic Information:

Name: Ms. Abeera Kiran.

Sex: Female.

Date of Birth: 05th March-1998.

Age: 21 years

Date of Test Administration: 12th March-19(phase1).

Reason for Evaluation: Learning.

Test Administration and Assessment Battery: Paper, Pencil, Eraser, HTP test.

Behavioral Observations

The subject was observed to be very talkative with other students .The

environment was not suitable for the test administration as the subject’s behaviors

showed she was so distracted while drawing she was also talking to other students which

was a distraction. But after a while when the subject was asked to draw it attentively she

paid all the attention towards the test. Then she seemed comfortable and was drawing it

with full attention and she was also thinking and taking pause while drawing the pictures.

And she took a long time to complete the test.

Personality Assessment

The placement of the drawing is normally illustrating happy mood. And drawings

are moderately large in proportion indicating the higher self esteem of the subject but

drawings shows anxiety and compulsive personality of the subject.

 16

Introduction

The H-T-P (freehand drawing of House,Tree and Person) is a technique designed

to aid the clinician in obtaining information concerning the sensitivity, maturity and

integration of a subject’s personality and the interaction of the personality with its

environment (both specific and general).

Each drawing is done on a separate piece of paper and the test taker is asked to draw as

accurately as possible. Upon completion of the drawings, test taker is asked to question

about the drawings.

 17

Qualitative Analysis

House

Details.There is absence of chimney in the house which suggests that Miss N

might feel a definite lack of warmth or she might be feeling feelings of insecurity. Form

the tree drawn indicates that subject has overwhelmed personality and it shows she is

lacking security needs. With closed doors of the house indicates the closed, distant and

hidden personality. Also it shows self suppression. Shading indicates anxiety

Post Drawing comment. When asked about the atmosphere of the house the

client indicated that it is just okay, not good not bad either. She explained further on that

the house seems very closed and constrained and that there were too many limitations.

Tree

Details. Tree shows anxiety because it is drawn with so intensity and shadings are

there. Central trunk is shaded which shows rigidity. And outlines are so dark and there are

no roots. It shows subject have compulsive personality.The haphazard branching also

show that the client experiences racing thoughts and restlessness. The client also has been

part of some traumatic experience due to their being scars on the trunk .These feelings of

powerlessness are also portrayed by the one dimensional trunk.

 18

Post drawing comment. When asked about the tree client indicated that it is

situated next to her house. She expressed that the tree is tired of giving shade to other

people and it has become very old due to that. She said that the tree represent her own

self.

Person:

Detail. Ms N has drawn a female figure. The person drawn indicates that the

subject has high self esteem; the shading indicates she has anxiety. Open hands shows

insecurity towards outside forces. Detailing shows she has sensuality needs (romantic

personality).eyes lids indicates the suspiciousness. Subjects seek approval and also it

shows that she is insensitive to criticism. Also shows aggression towards others.The neck

is shown to be long which represent that the client is able to separate intellectual ideas

from emotions which cause difficulty in controlling impulses. Square shaped body of the

figure indicates severe mental and emotional condition. Squared shoulders indicate that

the client is hostile/aggressive and excessively defensive. Outstretched arms and hands

indicate desire for interpersonal relations and a cry for help.

Post drawing comment. When asked about who the person is she said that it is

herself. She feels confident about herself.

Summary

It is concluded that Miss A has a highly closed personality and is somewhat

unstable due to her emotional issues. She gets effected easily .There is lack of
 19

dependence and fulfilment in interpersonal relations and she feels the need to strive

alone. She has a fear of failure.

 Annexure

House Tree Person

Beck Depression Inventory-II

(1996)
 Introduction

BDI-II is a widely used 21-item self-report inventory measuring the severity of

depression in adolescents and adults. The BDI was revised in 1996 to be more consistent

with DSMIV criteria for depression. For example, individual are asked to respond to each

question based on a two-week time period rather than one-week time frame on the BDI.

BDI-II is widely used as an indicator of severity of depression, but not as a diagnostic

tool. Numerous studies provide evidence for its reliability and validity across different

population and cultural groups. It has also been used in numerous treatment outcome

studies and in numerous studies with trauma-exposed individuals.

Acronym

BDI-II

Authors

Beck, A.T., Steer R.A., & Brown, G. K.

Age Range

13-80

Measure Type

General measurement
Administration

Testing Condition. The BDI presents few difficulties with respect to test

administration and is user friendly. Testing environment must provide the examinee with

sufficient brightness for reading and be quite enough to facilitate adequate concentration

Administration time. Time in general, the BDI-II requires between 5-10 minutes

to complete. This is comparable to the average amount of time that is usually needed to

complete the BDI-II. The patients with severe depression and obsessional disorders often

take longer than average.

Self-Administration. The directions for the BDI-II differ from choice given

for BDI-II. For the BDI-IA respondents are asked 2 in rows the more characteristics

statements covering the timeframe of the past week including today. Note that the

timeframe of BDI-II was extended to two weeks in order to be consistent with DSMIV

Criteria for major depression.

Psychometric Properties

Reliability. From Beck, Steer and Brown (1996) psychometrics were studied with

a group with following demographics; the BDI-II was given as a part of standard

psychological battery. 500 outpatients form various clinics and hospitals New Jersey,

Pennsylvania and Kentucky who were used as part of measure developed for the BDI-II.

This population consisted of 317 females and 183 males; 91% Caucasian, 4% African

American, 4% Asian American and 1% Latino. The mean age was 37.20 (S.D. 15.91).

There were 120 college students enrolled in introductory psychology course, who
comprised the “normal group”. The population consisted of 67 females and 53 males

with a mean age of 19.58 (S.D. 1.84) and was predominately Caucasian.

Additional data regarding reliability are presented under notes for construct

validity. The test retest and internal consistency data have been replicated in numerous

studies including adults and adolescents with similar findings.

Content Validity. The item on the BDI-II was developed to access individual‟s

depressive symptoms based on DSMIV criteria for depressive disorders. Osman

Kopper, Guttierez, Barrios & Bagge (2004) studied the content validity of BDI-II by

having 10 experts rate the relevance and specificity of the items for DSMIV of major

depressive disorder. 13 adolescents aged 13-17 rated the degree to which items were

understandable, easy to read and would correspond to what they would say to a mental

health professional about how they feel.

Items receiving low relevance rating included item 3 (past failure), item 6

(punishment feeling) and item 21 (loss of interest in sex). Items receiving low specificity

rating included item 11 (agitation), item 19 (concentration difficulty), item 21 (loss of

interest in sex)

Norms. The normative sample included outpatients from various clinics and

hospitals located in New Jersey, Pennsylvania and Kentucky who were used as part of

measure developed for the BDI-II. This population consisted of 317 females and 183

males; 91% Caucasian, 4% African American, 4% Asian American and 1% Latino. The

mean age was 37.20 (S.D. 15.91)

 Reference

Beck, A.T., Steer R.A., & Brown, G. K. (1996). Manual for the Beck Depression

Inventory-II. San Antonio, TX: Psychological Corporation

 Reporting of Beck Depression Inventory

Biographical data of the subject

Test is being administered on a female client, 23 years old, and student of BS

Psychology 7th semester. Client has 2 sisters and 1 brother her birth order is the last one

and father is dead while mother is alive.

Client is recently studying in COMSATS University Islamabad. Client belongs to

a middle class family residing in Islamabad and has stable relationships with family. She

is an emotionally stable person.

Test administration

The test was administered in a well-lighted and ventilated environment. Test taker

was seated comfortably in a peaceful environment with no external distractions such as

noise.

Instructions

Test taker was given both oral and written instructions. The subject was asked to

rate each item according to her feelings during the past two weeks including today.

Client was asked to read instructions carefully and then to pick out one statement in each

group that best describes the way she has been feeling during the past two weeks,

including that day. Client was asked to circle the number that best describes her feelings.

Client was asked to choose one statement only including for item number 16 and 18.
Behavioral observation

The participant appeared in the room to be relaxed and calmed and showed no

signs of anxiety. The participant behaviour was accommodating. She wanted to perform

well in the test and anticipated very well. There was no medical indication or physical

trauma for the client hence no issue was found in her behaviours.

Quantitative Analysis
Table 01.

Pages Obtained Score Interpretation

Page 1 4

Page 2 10

Total Score 14 Mild Depression

Clinical Cutoff Description

Table 02.
Raw Scores Interpretation

0-13 Minimal Depression

14-19 Mild Depression

20-28 Moderate Depression

29-63 Severe Depression

Qualitative Analysis

Subject has scored 14 on beck depression inventory II which shows that client

has mild level of depression.

Summary

The subject has mild signs of depression. She is adjusted in her atmosphere and

has good coping skills as indicated by the BDI II score that is 14.. Overall the life was

stable for the individual and she needs counseling to improve the score.
 Annexure

Beck Depression Inventory

The Beck Anxiety Inventory

(1993)
 Introduction

The Beck Anxiety Inventory is a Well-accepted self-report measure of anxiety in

adults and adolescents for use in both clinical and research settings.

Description Background

The Beck Anxiety Inventory (BAI), created by Aaron T. Beck, MD, and

colleagues, is a 21 item multiple-choice self-report inventory that measures the severity

of an anxiety in adults and adolescents. Because the items in the BAI describe the

emotional, physiological, and cognitive symptoms of anxiety but not depression, it can

discriminate anxiety from depression. Although the age range for the measure is from 1 7

to 80, it has been used in peer-reviewed studies with younger adolescents aged 12 and

older. Each of the items on the BAI is a simple description of a symptom of anxiety in

one of its four expressed aspects :(]) subjective (e.g., "unable to relax"), (2)

neurophysiologic (e.g., "numbness or tingling"), (3) autonomic (e.g., "feeling hot") or (4)

panic-related (e.g., "fear of losing control "). The BAI requires only a basic reading

level, can be used with individuals who have intellectual disabilities, and can be

completed in 5 - IO minutes using the pre-printed paper form and a pencil. Because of

the relative simplicity of the inventory, it can also be administered orally for sight-

impaired individuals. The BAI may be administered and scored by paraprofessionals, but

it should be used and interpreted only by professionals with appropriate clinical training

and experience.
Administration, Scoring, and Interpretation

Respondents are asked to report the extent to which they have been bothered by

each of the 21 symptoms in the week preceding (including the day of) their completion of

the BAI. Each symptom item has four possible answer choices: Not at All; Mildly (It did

not bother me much); moderately (It was very unpleasant, but I could stand it), and;

Severely (I could barely stand it). The clinician assigns the following values to each

response: Not at All = O; Mildly= 1; Moderately= 2, and; Severely= 3. The values for

each item are summed yielding an overall or total score for all 21 symptoms that can

range between O and 63 points. A total score of O - 7 is interpreted as a "Minimal" level

of anxiety; 8 - 15 as "Mild"; 16 - 25 as "Moderate", an~; 26 - 63 as "Severe". Clinicians

examine specific item responses to determine whether the symptoms appear mostly

subjective, neurophysiologic, autonomic, or panic-related. The clinical can then further

assess using DSM criteria to arrive at a specific diagnostic category and plan

interventions targeting the underlying cause of the respondent‟s anxious symptomatology

and/or diagnosis.

Psychometric Properties

The BAI is psychometrically sound. Internal consistency (Cronbach's alpha)

ranges from .92 to .94 for adults and test-retest (one-week interval) reliability is .75.

Concurrent validity with the Hamilton Anxiety Rating Scale, Revised is .51; .58 for the

State and .47 for the Trait subscales of the State-Trait Anxiety Inventory, form Y, and;

.54 for the mean 7-day anxiety rating of the Weekly Record of Anxiety and Depression.

The BAI has also been shown to possess acceptable reliability and convergent and

discriminant validity for both 14-18 year and inpatients and outpatients.
 Reference

Beck, A. T., & Steer, R. A. (1990). Manual for the Beck Anxiety Inventory. San

Antonio,TX: Psychological Corporation

 Reporting of Beck Anxiety Inventory

Biographical data of the subject

Test is being administered on a female client, 23 years old, and student of BS

Psychology 7th semester. The client has sisters and 1 brother the birth order of the

client is the second last one.Father is dead and mother is alive.

Client is recently studying in COMSATS university Islamabad. Client belongs to

a middle-class family residing in Islamabad and has stable relationships with family. She

is an emotionally unstable person.

Test administration

The test was administered in a well-lighted and ventilated environment. Test taker

was seated comfortably in a peaceful environment with no external distractions such as

noise. The subject rated on a scale from 0 to 3 i-e Not at All = O; Mildly= 1;

Moderately= 2, and; Severely= 3.

Instructions

Test taker was given both oral and written instructions. The subject was asked to

rate each item according to her feelings during the past week including today. Client was

asked to place an X in the corresponding space in the column next to each symptom.
 Quantitative Analysis
Table 01.

Likert Scale Number of Responses Scoring Interpretation

Not at all 2 0

Mild 8 8

Moderate 11 22

Severe 0 0

Total 21 30 Severe anxiety

Clinical cutoffs description

Table 02.

Raw Scores Interpretation

0-7 Minimal Anxiety

8-15 Mild Anxiety

16-25 Moderate Anxiety

26-63 Extremely Severe

Qualitative Analysis

Considering the cut off score, participants scored a total of 30 which reflects the

she has severe anxiety

Summary
 According to the score that is 30 it is seen that the subject is severe anxious. The

subjective representation also confirmed severe anxiety level due to the handling a lot of

different things together at the same time.

 Annexure

Beck Anxiety Inventory

Depression, Anxiety and Stress Scale

(1955)
 Introduction

The DASS is a 42-item questionnaire which includes three self-report scales

designed to measure the negative emotional states of depression, anxiety and stress. Each

of the three scales contains 14 items, divided into subscales of 2-5 items with similar

content. The depression scale assesses dysphoria, hopelessness, devaluation of life, self-

deprecation, and lack of interest/involvement, anhedonia, and inertia. The anxiety scale

assesses autonomic arousal, skeletal muscle effects, situational anxiety and subjective

experience of anxious affect. The Stress scale items are sensitive to levels of chronic non-

specific arousal. It assesses difficulty relaxing, nervous arousal, and being easily

upset/agitated, irritable/over-reactive and impatient.

Acronym

DASS

Authors

Lovibond, S.H.; Lovibond, P.F. (1995).

Test Material

Test comprises of 42 items. The rating scale ranges from 0 – 3 (did not apply to

me at all – applied to me most of the times).

Administration Procedure

Respondents are asked to use 4-point severity/frequency scales to rate the

extent to which they have experienced each state over the past week.
Objective and Rationale
 This questionnaire is used to rate the extent of anxiety, stress and depression a

person experienced over the past week. These states can be scaled by summing up the

relative scores.

Psychometric Properties

DASS is the 42-item self-report inventory that yields 3 factors: Depression;

Anxiety; and Stress. This measure proposes that physical anxiety (fear symptomology)

and mental stress (nervous tension and nervous energy) factor out as two different

domains. This screening and outcome measure reflects the past 7 days. Gamma co-

efficient that represent the loading of each scale on the overall factor (total score) are .71

for depression, .86 for anxiety, and .88 for stress. One would expect anxiety and stress to

load higher than depression on the common factor as they are more highly correlated

and therefore, dominate the definition of this common factor.

Norms. Normative data are available on a number of samples. From an example

of 2914 adults the means (and standard deviations) were 6.34 (6.97), 4.7 (4.91), and

10.11 (7.91) for the depression, anxiety and stress scales, respectively. A clinical sample

reported means (.and standard deviations) of 10.65 (9.3), 10.90 (8.12), and 21.1 (11.15)

for the three measures.

 Reference

Lovibond, S. H., & Lovibond, P. F. (1996). Manual for the depression anxiety stress

scales (2nd ed). Sydney: Psychology Foundation of Australia.

 Report of Depression, Anxiety and Stress Scale

Subject Information

The subject is a 21 years old student who belongs from an upper- middle class.

She is currently doing her Bachelors in Psychology from COMSATS University,

Islamabad. She lives in Islamabad along with her family. The subject is the last one

amongst her siblings.

Scoring for Test

Quantitative Analysis
Table 01.
Score Interpretation

Total Depression Score 7 Normal

Total Anxiety Score 23 Extremely Severe

Total Stress Level 15 Mild

Qualitative Analysis

According to the results the client, she lies in the severe range i.e. the participant

has signs of normal depression and extremely severe anxiety in last week as she is going

through a lot of work stress. However, the score of stress is mild but according to the

participant she is facing some stress in his life these days due to burden of projects and

deadline of the assignments.

 Annexure
Depression, Anxiety and Stress Scale
Standard Progressive Matrices

(1960)
 Introduction

The Standard Progressive Matrices (SPM) was designed to measure a person‟s

ability to form perceptual relations and to reason by analogy independent of language

and formal schooling and may be used with persons ranging in age from 6 years to adult.

It is the first and most widely used of three instruments known as the Raven's

Progressive Matrices, the other two being the Coloured Progressive Matrices (CPM) and

the Advanced Progressive Matrices (APM). All three tests are measures of Spearman's g.

Purpose

Designed to measure a person‟s ability to form perceptual relations.

Population

Ages 6 to adult.

Score

Percentile ranks.

Time

45 minutes.

Author

J.C. Raven.

Publisher

U.S. Distributor: The Psychological Corporation.

Scoring

The SPM consists of 60 items arranged in five sets (A, B, C, D, & E) of 12

items each. Each item contains a figure with a missing piece. Below the figure are

either six (sets A & B) or eight (sets C through E) alternative pieces to complete the

figure, only one of which is correct. Each set involves a different principle or "theme"

for obtaining the missing piece, and within a set the items are roughly arranged in

increasing order of difficulty. The raw score is typically converted to a percentile rank

by using the appropriate norms.

Suggested Uses

Recommended uses include measurement of a person‟s ability to form perceptual

relations and reason by analogy in research settings.

The Self-Administered or Group Test

Materials. A set of test books is required. These can be used repeatedly. Each

person requires a record form and pencil. Illustrations of the record form and test A, 1,

drawn twice the original size, can be used for demonstration purposes. Stencil keys

facilitate rapid marking.

Accommodation. The test can be given to a group of any size according to the

accommodation. Appropriately one hour must be allowed for each group tested. Persons

to be tested are seated comfortably at tables with room for books and record forms, and

sufficiently apart to prevent copying and facing the in-charge. Space is left for

supervisors to pass easily between people. However, when a person does the test by

him/herself, they should be seated comfortably at a table in quiet room.

 Procedure. Pencils and record forms are distributed. After people have filled in

their particulars, the test books are given out the supervisor gives instructions and

makes sure that they are followed.

Supervision. Supervisors give assistance for up to five problems so people

grasp the nature of the problems. Afterwards, they only make sure people record their

responses correctly. The times of starting and ending of the test are noted.

Records and Marking. If a person makes multiple responses, the last response

is considered in individual test and the extreme right one in group or self-administered

tests. The record form is marked with the help of a stencil marking key.

Score - a person‟s score is the total number of problems solved correctly.

Discrepancy Score – the consistency of a person‟s score is assessed by subtracting

his/her scores on each of the five sets the expected score. The differences can be

numerically shown as follows:

Discrepancies: 0, -1, +2, -2, +1

If a person‟s score deviates by more than 2, the total score on the scale is not

considered a consistent estimate of the person‟s general capacity for intellectual

activity.

Grades. A person is assigned a grade on the basis of his/her score on the test.

The grades are as follows:

Table 01.
Grades Interpretation Percentile for the person‟s age

Grade I Intellectually superior 95th

Grade II+ 90th

Grade II Definitely above the average 75th

in intellectual capacity

Grade III Intellectually average between 25th and 75th

Grade III+ greater than 50th

Grade III- less than 50th

Grade IV Below average At or below 25th

Grade IV- At or below 10th

Grade V Intellectually defective At or below 5th

Psychometric Properties

Reliability. Internal consistency studies using either the split-half method

corrected for length or KR20 estimates result in values ranging from .60 to .98, with a

median of .90. Test-retest correlations range from a low of .46 for an eleven-year interval

to a high of .97 for a two-day interval. The median test-retest value is approximately .82.

Coefficients close to this median value have been obtained with time intervals of a week

to several weeks, with longer intervals associated with smaller values. Raven provided

test-retest coefficients for several age groups: .88 (13 yrs. plus), .93 (under 30 yrs.), .88

(30-39 yrs.), .87 (40-49 yrs.), .83 (50 yrs. and over).
 Validity. Spearman considered the SPM to be the best measure of g. When

evaluated by factor analytic methods which were used to define g initially, the SPM

comes as close to measuring it as one might expect. The majority of studies which have

factor analyzed the SPM along with other cognitive measures in Western cultures report

loadings higher than .75 on a general factor. Concurrent validity coefficients between the

SPM and the Stanford-Binet and Weschler scales range between .54 and .88, with the

majority in the .70s and .80s.

Norms. Norm groups included in the manual are: British children between the

ages of 6 and 16; Irish children between the ages of 6 and 12; military and civilian

subjects between the ages of 20 and 65. A supplement includes norms from Canada, the

United States, and Germany.

 Reference

Raven, J. C. (1960). Standard Progressive Matrices. Lond.

 Report of Standard Progressive Matrices

Biographical data of the subject

The subject is 23 years old female. She is currently enrolled in 7th semester of

Bachelors of Science in Psychology from COMSATS University located in Islamabad.

The individual is currently living in Islamabad. The individual is last on the

siblingship.

Quantitative scoring
Table 02.
Subject‟s Score Analysis

Raw Score Percentile Grade Time

46 25th III 25 minutes

Qualitative scoring

Behavioral observation. The individual was keen on doing well on the

intelligence test. The room was full of students where each student was performing

intelligence test. The room condition was very standard with normal room temperature

and bright lightings in the room. The individual was very motivated in the beginning and

was performing with keen interest but as the test progresses, the individual was getting

tired due to the greater quantity of questions with the tougher one in the end and in the

end of the test, the individual was getting rid of questions for the sake to finish them

before the time ends. The subject was completely confident of doing well and she was

very much focused during the test and wasn’t getting much distracted due to any

stimulus.
 Score Analysis. As the client scored 46 it means that he lies in 25th percentile

and classifies in the Grade 3 category. According to this category the client is more than

intellectually average. The SPM scores and the academic performance of the subject

correlates significantly as her academic performance is equal to average individuals of

her age and gender. The reliability of the test is still questionable as the test was too long

and required mental effort which made the client tired and she just started guessing the

answers towards the end of the test.

 Annexure

Standard Progressive Matrices

Colored Progressive Matrices
(1960)
 Introduction

The Colored Progressive Matrices (CPM) was designed to measure person's

ability to form perceptual relations and to reason by analogy independent of language

and formal schooling and may be used with children of under age of 11. It consist of 36

items in three sets of 12 A, AB, and B, the other two being the Standard Progressive

Matrices (SPM) and the Advanced Progressive Matrices (APM). All three tests are

measures of Spearman's g. It is use in clinical settings, cross cultural settings and in

educational settings.

Purpose

Designed to measure a person‟s ability to form perceptual relations.

Population

Under 11 years

Score

Percentile ranks.

Time

90 minutes.

Author

J.C. Raven.

Publisher

U.S. Distributor: The Psychological Corporation.

 Scoring

The CPM consists of 36 items arranged in three sets (A, B, and AB)of 12 items

each. Each item contains a figure with a missing piece. Below the figure are either six

alternative pieces to complete the figure, only one of which is correct. Each set involves

a different principle or "theme" for obtaining the missing piece, and within a set the

items are roughly arranged in increasing order of difficulty. The raw score is typically

converted to a percentile rank by using the appropriate norms.

Suggested Uses

Recommended uses include measurement of a person’s ability to form perceptual

relations and reason by analogy in research settings.

The Self-Administered or Group Test

Materials. A set of test books is required. These can be used repeatedly. Each

person requires a record form and pencil. Illustrations of the record form and test A, 1,

drawn twice the original size, can be used for demonstration purposes. Stencil keys

facilitate rapid marking.

Accommodation. The test can be given to a group of any size according to the

accommodation. Appropriately one hour must be allowed for each group tested. Persons

to be tested are seated comfortably at tables with room for books and record forms, and

sufficiently apart to prevent copying and facing the in-charge. Space is left for

supervisors to pass easily between people. However, when a person does the test by

him/herself, they should be seated comfortably at a table in quiet room.

Procedure. Pencils and record forms are distributed. After people have filled in
their particulars, the test books are given out the supervisor gives instructions and

makes sure that they are followed.

Supervision. Supervisors give assistance for up to five problems so people

grasp the nature of the problems. Afterwards, they only make sure people record their

responses correctly. The times of starting and ending of the test are noted.

Records and Marking. If a person makes multiple responses, the last response

is considered in individual test and the extreme right one in group or self-administered

tests. The record form is marked with the help of a stencil marking key.

Score - a person’s score is the total number of problems solved correctly.

Discrepancy Score – the consistency of a person’s score is assessed by subtracting

his/her scores on each of the five sets the expected score. The differences can

be numerically shown as follows:

Discrepancies: 0, -1, +2, -2, +1

If a person‟s score deviates by more than 2, the total score on the scale is not

considered a consistent estimate of the person‟s general capacity for intellectual activity.

Grades. A person is assigned a grade on the basis of his/her score on the test.

The grades are as follows:

Table 01.
Grades Interpretation Percentile for the person’s age

Grade I Intellectually superior 95th

Grade II+ 90th

Grade II Definitely above the average 75th

in intellectual capacity

Grade III Intellectually average between 25th and 75th

Grade III+ greater than 50th

Grade III- less than 50th

Grade IV Below average At or below 25th

Grade IV- At or below 10th

Grade V Intellectually defective At or below 5th

Psychometric Properties

Reliability. Analyses related with the internal consistency of the scale were

carried out using the Colored Progressive Matrices Test total scores. The Cronbach alpha

coefficient for the whole scale was determined as 0.83. Whereas Spearman Brown two

split-half correlation was determined as .80. RPM Test was applied to the sample group

(n=63) in four week intervals. A moderate, positive and statistically significant

relationship was determined between the Colored Progressive Matrices Test total test and

Test-re-test results (r=0.611, p<.01). Accordingly, it can be stated that the test is reliable

upon examining the Cronbach alpha coefficient, Spearman Brown two split-half test

correlation and Test-Re-Test results.

 Validity. The correlation values between the CPM test total scores applied to the

sample group as part of the criterion-referenced validity analyzes and the Bender-

GestaltVisual Motor Perception Test and TONİ-3 test total scores have been calculated.

Correlation of the Colored Progressive Test Scores with Bender and TONI-3 Tests

Bender (N=75) CPM -0.703, TONI-3 (N=54) 0.643. p < 0.01. Bender test was applied

on 75 children who were selected for the Colored Progressive Matrices Test validity

study by way of random sampling. A high, negative and statistically significant

relationship is observed between the Colored Progressive Matrices Test total test and

Bender Test results (r=0.703, p<0.1) Children receive scores upon errors according to the

Bender test directive. Whereas they are scored over correct items in the Colored

Progressive Matrices Test. Hence, these results indicate that the number of correct items

in Colored Progressive Matrices Test increases with decreasing error score in the Bender

test.
 Reference

Raven, J. C. (1960). Colored Progressive Matrices. Lond

 Report of Colored Progressive Matrices

Biographical data of the subject

The subject is 10 years old male. He is currently enrolled in 4 rd grade Beacon

house school located in Islamabad. The individual is currently living in Islamabad.

The individual is the 2nd on her siblingship.

Quantitative scoring
Table 02.
Subject’s Score Analysis

Raw Score Percentile Grade Time

24 25th III 19minutes

Qualitative scoring

Behavioral obersavtion. The individual was keen on doing well on the

intelligence test. The room condition was very standard with normal room temperature

and bright lightings in the room. The individual was very motivated in the beginning

and was performing with keen interest but as the test progresses, the individual was

getting tired due to the greater quantity of questions with the tougher one in the end and

in the end of the test, the individual was getting rid of questions for the sake to finish

them before the time ends. The subject was completely confident of doing well and he

was very much focused during the test and wasn’t getting much distracted due to any

stimulus.

Score Analysis. As the client scored 24 it means that he lies in 25th percentile and

classifies in the Grade III category. According to this category the client is intellectually

average. The SPM scores and the academic performance of the subject correlates

significantly as his academic performance is average individuals of his age and gender.
 Annexure

Colored Progressive Matrices

Bender Gestalt Test

(1938)
 Introduction

The bender gestalt test or the bender visual motor gestalt test is a psychological

assessment instrument used to evaluate visual motor functioning and visual motor

perception skills in both children and adults, scores on the test are used to identify

possible organic brain damage and the degree of maturation of the nervous system. The

bender gestalt was developed by psychiatrist Lauretta bender in the nineteenth century.

Population

Age 4 and above can be included in the test

Time

The time is untimed although standard administration time is typically 10-15

minutes.

Author

Author is Lauretta Bender

Publisher

The American Orthopsychiatric Association, Inc.

Purpose

The objective of bender gestalt test is to assess and evaluate visual motor

functioning and visual perception skills. The bender gestalt test is used to evaluate

maturity, visual motor integration skills, style of responding, and reaction to frustration,

ability to correct mistakes, planning and organizational skills and motivation. Copying

figures requires fine motor skills, fine motor skills, the ability to discriminate between

visual stimuli, the capacity to integrate visual skills with motor skills, and the ability to

shift attention from the original design being drawn. The test also identifies

neurobehavioral functioning. this is an effective too to indicate regional brain damage.

This test is also identified neurological impairment, emotional disturbance in children

from age 4 and older.

History

The Bender Visual Gestalt Motor Test (bender – gestalt) is the most frequently

administered and thoroughly researched of all the drawing (copying) test. It consists of 9

geometric designs (numbered A and 1-8). Each design is presented sequentially to the

subject whose task is to reproduce them on a blank sheet of paper, originally developed

by Wertheimer to demonstrate the perceptual tendencies to organize visual stimuli into

configurable wholes (Gestalten).Lauretta Bender selected from Wertheimer designs in the

cooperate these into a test foruse the results of her studies with the nine designs presented

by her monograph.

Administration

The test is administered to each individual separately in a room free from

detracting environment. The subject is seated in front of a table and given a blank white

sheet of paper and a sharp pencil with eraser. The subject is told that he has to copy nine

designs. It is important totell the subject the number of designs he has to copy so that he

may plan and arrange the size of designs. Subject should also be told not to sketch the

design but make a single line drawing. During the administration of the test it is

important to note the direction in which the paper is held. Orientation of design on the

page, as well as the deviations are scored. Most of the subjects keep drawing at the top of

the page, some fit according to the drawing, and someone may rotate the cards or without

rotating the cards reverse their drawings. This fact is noted.

Scoring

Scoring is easy and rapid, rarely require four to five minutes for scoring,

regardless of whether formalized or intuitive scoring system is employed. Scoring system

is simple each design is inspected to determine whether or not deviation has occurred.

The deviation to be scored is gives with the scoring sheet with assigned weights and it is

assumed that abnormal people will show more deviation than normal.

Psychometric Properties

Reliability. The results involving the Bender with young children increase reveals

inter scorer reliability to be very high with correlation .09 and above. Test – rest

reliability coefficients with children range from a low of about 0.50 with kindergarten

children measured 8 months apart to 0.90 with same age group measured 2 weeks apart.

More than 20 different reliability studies reported by Koppitz reveal correlation

coefficient in the .80 plus range and suggest that normal elementary school children show

relatively stable patterns of Bender Gestalt scores from one administration to the next.

Validity. With respect to the validity of the Bender with children, koppitz reported

correlation coefficients from about 0.50 to as high as 0.80 between the Bender Gestalt

and intelligence as measured by the Stanford Binet or Weschler intelligence for children

upto about the age of 10. Beyond this age the correlations drop to essentially zero as most

other children obtain nearly perfect scores. She also reported relatively high correlations

between Bender scores and subsequent educational achievement of first grade children.

Koppitz also reported a relatively high correlation between the Bender and intellectual

and academic performance for retarded children as well as with children diagnosed as

having minimal brain damage she reported that the bender is a valuable diagnostic tool

but caution that it should not be used alone

but in cognition with other psychological test and any background information available.

Norms. Norms for a wide variety of clinical groups including mentally retarded

organically brain damaged, psychotic, and mental adults are included in benders classic

research monograph.
Precautions

The Bender Gestalt test should not be administred to an individual with severe

visual impairment unless his or her vision has been adequately corrected with eye glasses.

Additionally, the test should not be given to an examiner with the severe motor

impairment, as the impairment would affect his or her ability to draw the geometric

figures correctly. The test scores might thereby be distorted.

When making a diagnosis, results from the Bender Gestalt test should be used in

conjunction with other medical, developmental, educational, psychological, and

neuropsychological information. The Bender Visual Motor Gestalt test should be

administered and interpreted by a trained psychologist or a psychiatrist.

Results

A scoring system does not have to be used to interpret performance on the Bender

Gestalt

Test; rather there are several reliable and valid scoring systems available. Many of the

available scoring systems focus on specific difficulties experienced by the test taker.

These difficulties may indicate poor visual-motor abilities that include:

Angular difficulty. This includes increasing, decreasing, distorting or omitting an

angle in a figure.

Bizarre doodling. This involves adding peculiar components to the drawing that

have no relationship to the original Bender Gestalt figure.

Closure difficulty. This occurs when the examinee has difficulty closing open

spaces on a figure, or connecting various parts of the figure. This results in a gap in the

copied figure.

Cohesion. This involves drawing a part of a figure larger or smaller than shown

on the original and out of proportion with the rest of the figure. This error may also
include drawing a figure or a part of a figure significantly out of proportion with other

figures that have been drawn.

Collision. This involves crowding the designs or allowing the end of one design

to overlap or touch a part of another design.

Contamination. This occurs when a previous figure, or a part of a figure,

influences the examinee in adequate completion of the current figure. For example, an

examinee may combine two different Bender Gestalt figures.

Fragmentation. This involves destroying part of the figure by not completing or

breaking up the figures in ways that entirely lose the original design.

Impotence. This occurs when the examinee draws a figure inaccurately and

seems to recognize the error, then, he or she makes several unsuccessful attempts to

improve the drawing.

Irregular line quality or lack of motor coordination. This involves drawing

rough lines, particularly when the examinee shows a tremor motion, during the drawing

of the figure.

Line extension. This involves adding or extending a part of the copied figure that

was not on the original figure.

Omission. This involves failing to adequately connect the parts of a figure or

reproducing only parts of a figure.

Overlapping difficulty. This includes problems in drawing portions of the figures

that overlap, sketching or redrawing the overlapping portions, or otherwise distorting the

figure at the point at which it overlaps.

Perseveration. This includes increasing, prolonging, or continuing the number of

units in a figure. For example, an examinee may draw significantly more dots or circles

than shown on the original figure.

 Retrogression. This involves substituting more primitive figure for the original

design. For example, substituting solid lines and loops for circles, dashes for dots, dots

for circles, circles for dots, or filling in circles. These must be evidence that the examinee

is capable of more mature figures.

Rotation. This involves rotating a figure or part of a figure by 45 degrees or

more. This error is also scored when the examinee rotates the stimulus card that is being

copied.

Scribbling. This involves drawing primitive lines that have no relationship to the

original Bender Gestalt figure.

Simplification. This involves replacing a part of the figure with a more simplified

figure. This error is not due to maturation. Drawings that are primitive in terms of

maturation would be categorized under “retrogression.”

Superimposition. This involves drawing one or more of the figures on top of

each other.

Work over. This involves reinforcing, increased pressure, or overworking a line

or lines in a whole or part of a figure.

 Reference

Bender, L. (1946). Instruction for the use of visual motor gestalt test: Cards and manual

of instruction. American Orthopsychiatric Association

 Bender Gestalt Test Reporting

Biographical data of the subject

Bender Gestalt II was administered on Miss Z a 21 year old female, student of

COMSATS University Islamabad currently studying in 7th semester. She was right handed

as she performed the test using her right hand. The test consisted of two phases: copy and

recall where the subject copied and then recalled 12 geometrical designs on blank papers.

Subject Miss Z came from an upper middle class background and reported of no

previous psychological problem or neuropsychological impairment.

Administration

The Bender Gestalt Test was administered on the subject in her class room. The

environment of the room was moderate. She was seated comfortably and she was not

looking tensed rather she was relaxed. The room was well examined and well lighted.

The test instructions were given to the subject before she started the test.

Instructions

For the copy phase, the client was provided a pencil and a paper, and the

following instructions were given

‘I have a number of cards here. Each card has a different drawing on it. I will

show you the cards one at a time. Use the pencil to copy the drawing from each card onto

this piece of paper. Try to make your drawings look just like the drawings on the cards.

There are no time limits, so take as much time as you need. Do you have any questions?

Here is the first card.’

Once the copy phase was done, another sheet of paper was placed in front of the

client for the recall phase and the following instructions were given.

‘Now I want you to draw as many of the designs I just showed you as you can

remember. Draw them on this new sheet of paper. Try to make your drawings just like the
ones on the cards that you saw earlier. There are no time limits so take as much time as

you need. Do you have any questions? Begin.’

After that, the motor test was administered by giving the following oral

instructions that are also written on top of the motor test page. These are as follows.

‘For each item, start with the largest figure. For each figure, draw a line

connecting the dots without touching the borders. Do not lift the pencil, erase or tilt the

paper.’

It was made sure the examinee understood the task through a sample item. For

the last part of the test, i.e. the perception test the examinee was given another set of

instructions. These are as follows.

‘Look at this picture (pointing to the design in the first box), There is another

picture that looks just like it in this row (running finger across the first row). Circle or

point to the picture that looks just like this one.’

The examinee understood and carried on with the test.

General Observation

The examinee had a good rapport with the examiner, so she was comfortable in

asking questions and during the overall administration. During the administration, the

examinee was getting easily distracted due to the noisy environment of the classroom.

She also seemed frustrated half-way through the test, so a little encouragement was also

provided. She was calm during the copy phase as she did not rush to the next card and

took enough time to draw properly. During the recall phase, she was taking more time

than before. The examinee did not face any issues in understanding the instructions

throughout the administration.

Qualitative Analysis
The quantitative scores obtained in the copy and recall phase are given in the following

table.

Table 01.

Total Raw Score Copy Phase Recall Phase

Raw Score 38 32
Standard Score 111 19
Percentile Score 76.83 91.92

T-score 57 64

Totaltime(mins:sec) 11:05 9:02

The quantitative scoring for supplemental tests (perceptual and motor) are given

in the following table.

Table02.

Supplemental Raw Score Percentile Score Time(mins:sec)

Test

Motor 12 75-100 1:00

Perception 10 75-100 1:05

Qualitative Analysis

The goal of the test was to screen and assess individuals for neuropsychological

impairment. Overall the subject’s performance on the test showed no visual, hearing

difficulties or unusual hand grip while drawing. The total scores reveal that subject lies in

the High Average category. Her motor and perception skills were also normal which is

evident by the score range (76-100).

Summary

As the subject lies in the High Average category we can conclude that she was pretty

normal and not suffering from any sort of neuropsychological impairment.

 Annexure

Bender Gestalt Test