Smirni Pietro, Smirni Daniela
Department of Educational Sciences, University of Catania, 95124 Catania, Italy.
Department of Psychology, Educational Science and Human Movement, University of Palermo, 90128 Palermo, Italy.
Children (Basel). 2022 Mar 22;9(4):446. doi: 10.3390/children9040446.
In clinical practice and research, Raven's Coloured Progressive Matrices (RCPMs) continue to be used according to a single procedure that aims to evaluate a single overall score of the current general intelligence level. This study aimed to examine potential cognitive development in a sample of 450 typically developing children, aged from 6 to 10 years, by administering RCPMs according to the standard procedure followed immediately by a standardized interview on incorrect items. In addition, the study aimed to analyze how performance differed across age groups. The results analysis was examined on the basis of three different factors in which the items were grouped in previous factorial studies. The results found that performance improved markedly and significantly after the interview; however, the improvement was not homogeneous in the three factors across age groups or within each age group. The age groups showed a different development potential in relation to the nature of the task: the younger ones showed a greater increase on items requiring figure completion, and the older ones showed a greater increase on analogical reasoning items. Finally, the children who showed the greatest improvement were those with the best performance in standard RCPM administration. The procedure described in the present research could represent a useful tool in clinical practice and in the research for a broader cognitive assessment focused on potential cognitive development, as well as on real cognitive development, and to favor the planning of more adequate rehabilitation and educational treatments.
在临床实践和研究中，瑞文彩色渐进矩阵测验（RCPMs）仍按照单一程序使用，该程序旨在评估当前一般智力水平的单一总分。本研究旨在通过按照标准程序实施瑞文彩色渐进矩阵测验，并紧接着就错误项目进行标准化访谈，来考察450名6至10岁发育正常儿童样本中的潜在认知发展情况。此外，该研究旨在分析不同年龄组的表现差异。结果分析是基于之前因子研究中对项目进行分组的三个不同因素进行的。结果发现，访谈后表现有显著且明显的提升；然而，在三个因素中，这种提升在不同年龄组之间或每个年龄组内部并非是均匀的。不同年龄组在任务性质方面表现出不同的发展潜力：较年幼的儿童在需要完成图形的项目上提升幅度更大，而较年长的儿童在类比推理项目上提升幅度更大。最后，在标准瑞文彩色渐进矩阵测验中表现最佳的儿童也是进步最大的。本研究中描述的程序可能是临床实践和研究中的一个有用工具，有助于进行更广泛的认知评估，重点关注潜在认知发展以及实际认知发展，并有助于规划更适当的康复和教育治疗。
