Matrices progresivas de Raven: punto de corte para preescolares 4 - 6 años

Authors

  • Yaser Ramírez Benítez Universidad de Cienfuegos “Carlos R Rodríguez”. Centro Docente de Rehabilitación del Neurodesarrollo. Author https://orcid.org/0000-0001-9694-9744
  • Rodneys Mauricio Jiménez-Morales Universidad de Ciencias Médicas Dr. Faustino Pérez Hernández. Hospital Provincial de Rehabilitación de Sancti Spíritus, Cuba. Author https://orcid.org/0000-0002-5408-3898
  • Miriela Díaz Bringas UCMM "Juan Guiteras Gener". Servicio de Neuropsicología del Centro Docente de Rehabilitación del Neurodesarrollo “Rosa Luxemburgo”. Cárdenas, Cuba. Author

DOI:

https://doi.org/10.35670/1667-4545.v15.n1.14911

Keywords:

Raven, intelligent coefficient, preschool, intelligence

Abstract

A descriptive study was conducted - correlational in several schools in the provinces of Cienfuegos and Matanzas
to determine a cut-off of the preschool child 4 to 6 years. Standardization sample (N1) and validation sample (N2): two
samples were used. N1 was composed of 406 children: 108 4 years 102 5 years 196 6 years. N2 was composed of 130
children: 30 to 4 years, 50 with 5 years and 50 to 6 years. The receiver -operator curve method was used to select the cut.
The validity of the test was obtained through correlation with two reasoning tasks (Similarities  - Differences and numerical
operations). The Cronbach's alpha indicated the reliability of the test. The test presents suitable for application in presch ool
psychometric properties. The cutoffs selected showed appropriate values to detect intellectual risk in preschool.

Downloads

Download data is not yet available.

Author Biography

  • Yaser Ramírez Benítez, Universidad de Cienfuegos “Carlos R Rodríguez”. Centro Docente de Rehabilitación del Neurodesarrollo.

    Doctorando en Ciencias Pedagógicas por la Universidad de Cienfuegos, Cuba. Master en Neurociencias cognitivas por el Centro de Neurociencias de Cuba. Diplomado en Neuropsicología cognitiva por el Centro de Neurociencias y procesamiento de imágenes y señales, Universidad de Oriente, Cuba. Investigador adjunto del Centro de Rehabilitación del Neurodesarrollo, Cárdenas, Matanzas.

References

Barkl, S., Porter, A., & Ginns, P. (2012). Cognitive training for children: effects on inductive reasoning, deductive reasoning and mathematics achievement in an Australian school setting. Psychology in the Schools, 49(9), 828–842.

Carretero-Dios, H., & Pérez, C. (2005). Normas para el desarrollo y revisión de estudios instrumentales. International Journal of Clinical and Health Psychology, 5, 521-551.

Desco, M., Navas-Sanchez, F. J., Sanchez-González, J., Reig, S., Robles, O., Franco, C., ..., & Arango, C. (2011). Mathematically gifted adolescents use more extensive and more bilateral areas of the fronto-parietal network than controls during executive functioning and fluid reasoning tasks. Neuroimage, 57(1), 281-92.

Fernández Liporace, M., Ongarato, P., Saavedra, E., & Martina Casullo, M. (2004). El Test de Matrices Progresivas, Escala General: un análisis psicométrico. Evaluar, 4, 50-69.

Hazbún, J., Forno, H., Ivanovic, D., Durán, M. C., Castro, C., & Ivanovic, R. (2003). Estudio de la capacidad intelectual (Test de matrices progresivas de Raven) en escolares chilenos de 5 a 18 años.: I. Antecedentes generales, normas y recomendaciones. Iberpsicología: Revista Electrónica de la Federación Española de Asociaciones de Psicología, 8(1), 1579-4113.

Kamphaus, R. W., & Reynolds, C. R. (2003). Reynolds intellectual screening test. Odessa, FL: PAR.

Ledesma, R., Molina, G., & Valero, P. (2002). Análisis de consistencia interna mediante Alfa de Cronbach: un paquete basado en gráficos dinámicos. Psico-USF. 7(2), 143-152.

Leeuwen, M., Van den Berg, S., Hoekstra, R. A., & Boomsma, D. (2007). Endophenotypes for intelligence in children and adolescents. Intelligence, 35, 369-380.

Luo, D., Thompson, L. A., & Detterman, D. K. (2006). The criterion validity of tasks of basic cognitive processes. Intelligence, 34, 79-120.

Manga,D., & Ramos, F. (2006). Luria Inicial: Evaluación neuropsicológica en la edad preescolar. Manual. Madrid: TEA Ediciones.

Manrique Millones, D., Flores-Mendoza, C., & Millones Rivalles, R. (2015). Intelligence in Peru: Students' results in Raven and its relationship to SES. Intelligence, 51, 71–78.

Muñiz, J. (2004). La validación de los tests. Metodología de las Ciencias del Comportamiento, 5, 121-141.

Primi, R., Ferrão, M. E., & Almeida, L. (2010). Fluid intelligence as a predictor of learning: A longitudinal multilevel approach applied to math. Learning and Individual Differences, 20, 446–451.

Raven, J. C. (2004). Test de matrices progresivas. Escala coloreada. Cuaderno de Matrices / Series A, AB y B. México: Paidós.

Resnick, R. J., & Entin, A. D. (1971). Is an abbreviated form of the WISC valid for Afro-Americans? Journal of Consulting and Clinical Psychology, 36, 97-99.

Ritchie S. J., Bates, T. C., & Plomin, R. (2015). Does Learning to Read Improve Intelligence? A Longitudinal Multivariate Analysis in Identical Twins from Age 7 to 16. Child Development, 86(1), 23–36.

Schlagenhauf, F., Rapp, M. A., Huys, Q. J., Beck, A., Wüstenberg, T., Deserno, L., ..., & Heinz, A.(2013). Ventral striatal prediction error signaling is associated with dopamine synthesis capacity and fluid intelligence. Human Brain Mapping, 34(6): 1490–1499.

Swets, J. A. (1988). Measuring the accuracy of diagnostic systems. Science, 240, 1285-1293.

Tong, F., & Fu, T. (2013). Meta-Analysis of Fluid Intelligence Tests of Children from the Chinese Mainland with Learning Difficulties. PLoS ONE, 8(11), e78311. doi: 10.1371/journal.pone.0078311

Van Bergen, E., de Jong, P. F., Maassen, B., Krikhaar, E., Plakas, A., & Van der Leij, A. (2013). IQ of Four-Year-Olds whogo onto Develop Dyslexia. Journal of Learning Disabilities, 14,1–10.

Yuan, Z., Qin, W., Wang, D., Jiang, T., Zhang, Y., &Yu, C. (2012). The salience network contributes to an individual's fluid reasoning capacity. Behavioural Brain Research, 229(2), 384-90.

Zhao, X., Wang, Y. X., Liu, D. W., & Zhou, R. L. (2011). Effect of updating training on fluid intelligence in children. Chinese Science Bulletin/ Psychology, 56(21), 2202-2205.

Downloads

Published

2015-06-01

Issue

Section

Investigaciones originales

How to Cite

Matrices progresivas de Raven: punto de corte para preescolares 4 - 6 años. (2015). Revista Evaluar, 15(1). https://doi.org/10.35670/1667-4545.v15.n1.14911