Porteus Maze test

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Porteus Maze test

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The Porteus Maze test (PMT) is a psychological testtest of intelligenceUniversity of Hawaii psychology Professor Stanley Porteus^[1]

The test consists of a set of mazes^[2] The test serves as a supplementary subtest of the Wechsler intelligence scales^[3]

The test is suitable for ages 3 and up. The original version was developed by Porteus when he was head teacher of the Victorian Education Department's first special school in Melbourne, AustraliaVineland, New Jersey and then Hawaii

Contents

• 1 Rationale
• 2 Test description
• 3 Scoring
• 4 Correlations
• 5 Validity and reliability
• 6 Revisions
  • 6.1 Vineland revision
  • 6.2 Extension
  • 6.3 Supplement
• 7 Other spatial ability tests
• 8 Use
• 9 See also
• 10 Notes
• 11 External links

Rationale[edit]

Porteus' test was a reaction to the restrictions of the Binet-Simonpsychosurgery^[4]

Test description[edit]

Participants must trace through a maze without crossing maze lines, entering a "blind alley" or backtracking. Participants who violate these rules then work the same maze for a reduced score. The level of difficulty of the maze determines the typical number of failed attempts. The number of trials required to complete a given maze is the measure. The number of seconds to finish each maze is an indicator of cognitive efficiency, since time may be spent on apparently fast but incorrect decisions.

Scoring[edit]

Participant scores are calculated by summing errors that include touching lines within the maze, cutting corners and lifting the pen/finger. The time it takes to finish the test is also measured.^[5] Outcomes are stated as a mental age^[6] Two scores are involved: a test quota (TQ) assumed to measure nonverbal forethought and planning ability and a qualitative (Q) score based upon the style and quality of test performance. The qualitative score is a measure of impulse control and distinguishes groups differing in impulsiveness.^[7]

Correlations[edit]

High qualitative scoring (Q scores) indicate intellectual dullness. High Q scores also relate to verbal and performance intelligence. In social contexts, high Q scores are associated with truancy and delinquency.^[8]

When the Q scores of delinquent and normal groups are compared, the differences are reliable and highly significant.^[9] Participants who are less inhibited, obstinate and perseverative^[10]

Later studies established the validity of the test as a sensitive tool. Many early comparisons with other intelligence tests found moderate to high correlation coefficients. As a nonverbal test it was not expected to have a high correlation with verbal tests, but the correlation is at least moderately positive.^[11]

Validity and reliability[edit]

To assess the validity of Q scores, O' Keefe compared the performance of high and low impulse groups. This found no difference in Q scores based on ratings in institutionalized, delinquent, non-delinquent and extreme groups.^[12]

Riddle and Roberts argued that the test is a reliable and valid measure of foresight, impulsivity, judgment, planning ability and ability to delay gratification^[13] They found that Q score distinguished recidivist from non-recidivist delinquent grouse and found the score the most sensitive to differences in social adjustment.

Porteus claimed that the reliability of his test was .96.

Revisions[edit]

The original Porteus Maze test was introduced in August 1914 during a session held by the Education Section of the British Association for the Advancement of Science.^[14] The original test lacked explanation for practice effects in retesting. The test was revised each year, becoming progressively more difficult.

Vineland revision[edit]

This revision consists of 12 mazes for subjects 3 through 12, 14 and Adult. The purpose of this revision was to standardize the test, account for sex differences in performance, achieve correlations with the Binet-Simon scale and the US Army test and estimate social capability and industrial aptitude. An extension of the original test was devised to reduce practice learning as a result of the re-administration of the same test. Use of the extension was expected to improve test-retest reliability.^[15]

Extension[edit]

This series was published by the Centre de Psychologie Appliquée in 1958.^[16] The extension contains eight mazes created as a measure for ages 7–12, 14 and adults. The most useful contribution of this revision was its sensitivity to brain damage. It has been used with primitive peoples, particularly for indigenous Australians and for African pygmies and bushmen^[17]

Supplement[edit]

This revised test has eight mazes for ages 7–12, 14 and Adult. They are more difficult than the corresponding tests in the extension.^[18]

Other spatial ability tests[edit]

Directing a pen through a maze printed on paper—or guiding a steerable object - through a maze - requires the ability to project onto the steered object.^[19] In eval‎uating OZNAKI,^[20] an Australian educational robotics project inspired by Seymour Papert's Logo programming languagePiaget^[21] Statistically significant enhancement was measured with senior primary and junior secondary students over just eight sessions with OZNAKI in lieu of other math lessons. Compared to control groups (who had "normal" math lessons) Cohen and Green's findings indicate that the capability measured by the tests is not intrinsic and should not be seen as a measure of intrinsic intelligence.^{[citation needed]}

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https://www.stoeltingco.com/porteus-maze-test-3524.html