The 20-Minute Version as a Predictor of the Raven Advanced Progressive Matrices Test
By R. Hamel, Verena D. Schmittmann. 2006
147 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/0111ca21b90bb0092415c5ae975bd353ecabf17b
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Experimental and Cognitive Psychology
- Adam Chuderski
- Susanne M. Jaeggi
- Martin Buschkuehl
- Yoed N. Kenett
- John Jonides
- Aljoscha C. Neubauer
- Walter J. Perrig
- Mathias Benedek
Citations in the corpus
- The Relationship between N-Back Performance and Matrix Reasoning--Implications for Training and Transfer. (2010, background): “It should be noted though that scores in timed versions of the APM are nicely predictive of scores in untimed versions (Frearson & Eysenck, 1986; Hamel & Schmittmann, 2006; Heron & Chown, 1967; Salthouse, 1993; Unsworth & Engle, 2005).”
- When are fluid intelligence and working memory isomorphic and when are they not (2013, methodology): “Firstly, the data indicates that participants solve most of the test items they can solve at all in the first 20 min of testing, and mean scores on speeded tests are close to scores on unspeeded tests (Hamel & Schmittmann, 2006; Heron & Chown, 1967; Salthouse, 1993).”
- How semantic memory structure and intelligence contribute to creative thought: a network science approach (2017, methodology): “This discrepant finding may possibly be due to the employed adapted version of the matrices task, which is more speeded, but which was proposed to be particularly adequate in academic samples (Hamel & Schmittmann, 2006).”
- The relation between semantic memory structure, associative abilities, and verbal and figural creativity (2020, methodology): “Participants had 40minutes to solve 36 tasks (Set II), which was shown to be a valid and more adequate task time to avoid ceiling effects in student samples (Hamel & Schmittmann, 2006).”
- Music lessons, pitch processing, and g (2010, methodology): “Nonetheless, both studies used a con siderably shortened version of the test (Bors & Stokes, 1998), which made it a ‘quite different task’ (Hamel & Schmittmann, 2006, p. 1045).”