Profiles of Immigrant Students' Cognitive Performance on Raven's Progressive Matrices

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Abstract
Four groups of new immigrant students from Ethiopia in Israel ( N = 46) participated. They were tested using the Raven's Standard Progressive Matrices and received cognitive intervention in the form of the Learning Potential Assessment Device procedure. The intervention included teaching problem-solving strategies using material similar but not identical to Raven's Matrices. A profile of students' responses was estimated. The results suggest that the new immigrant students initially had a cognitive profile different from that of native Israeli students. The intervention appeared to be effective not only in improving the absolute score on the Matrices but also in changing the students' cognitive profile.