<P> There are various measures that assess fluid intelligence . The Cattell Culture Fair IQ test, the Raven Progressive Matrices (RPM), and the performance subscale of the WAIS are measures of Gf . The RPM is one of the most commonly used measures of fluid abilities . It is a non-verbal multiple choice test . Participants have to complete a series of drawings by identifying relevant features based on the spatial organization of an array of objects, and choosing one object that matches one or more of the identified features . This task assesses the ability to consider one or more relationships between mental representations or relational reasoning . Propositional analogies and semantic decision tasks are also used to assess relational reasoning . </P> <P> Standardized IQ tests such as those used in psychoeducational assessment also include tests of fluid intelligence . In the Woodcock - Johnson Tests of Cognitive Abilities, Gf is assessed by two tests: Concept Formation (Test 5) in the Standard Battery and Analysis Synthesis (Test 15) in the Extended Battery . On Concept Formation tasks, the individual has to apply concepts by inferring the underlying "rules" for solving visual puzzles that are presented in increasing levels of difficulty . Individuals at the preschool level have to point to a shape that is different from others in a set . As the level of difficulty increases, individuals increasingly demonstrate an understanding of what constitutes a key difference (or the "rule") for solving puzzles involving one to one comparisons, and on later items identifying common differences among a set of items . For more difficult items, individuals need to understand the concept of "and" (e.g. solution must have some of this and some of that) and the concept of "or" (e.g. to be inside a box, the item must be either this or that). The most difficult items require fluid transformations and cognitive shifting between the various types of concept puzzles that the examinee has worked with previously . </P> <P> Concept Formation tasks assess inductive reasoning ability . In the Analysis - Synthesis test, the individual has to learn and orally state the solutions to incomplete logic puzzles that mimic a miniature mathematics system . The test also contains some of the features involved in using symbolic formulations in other fields such as chemistry and logic . The individual is presented with a set of logic rules, a "key" that is used to solve the puzzles . The individual has to determine the missing colors within each of the puzzles using the key . Complex items present puzzles that require two or more sequential mental manipulations of the key to derive a final solution . Increasingly difficult items involve a mix of puzzles that require fluid shifts in deduction, logic, and inference . Analysis Synthesis tasks assess general sequential reasoning . </P> <P> In the Wechsler Intelligence Scale for Children - IV (WISC IV), the Perceptual Reasoning Index contains two subtests that assess Gf: Matrix Reasoning, which involves induction and deducation, and Picture Concepts, which involves induction . In the Picture Concepts task, children are presented a series of pictures on two or three rows and asked which pictures (one from each row) belong together based on some common characteristic . This task assesses the child's ability to discover the underlying characteristic (e.g. rule, concept, trend, class membership) that governs a set of materials . Matrix Reasoning also tests this ability as well as the ability to start with stated rules, premises, or conditions and to engage in one or more steps to reach a solution to a novel problem (deducation). In the Matrix Reasoning test, children are presented a series or sequence of pictures with one picture missing . Their task is to choose the picture that fits the series or sequence from an array of five options . Since Matrix Reasoning and Picture Concepts involve the use of visual stimuli and do not require expressive language, they are considered to be non-verbal tests of Gf . </P>

The kind of intelligence that is largely innate is called by cattell