Peer-Reviewed Journal Details
Mandatory Fields
Hayes, J. & Stewart, I.
2016
September
British Journal Of Educational Psychology
Comparing the effects of derived relational training and computer coding on intellectual potential in school-age children
Published
Altmetric: 15WOS: 1 ()
Optional Fields
INTELLIGENCE PERFORMANCE IQ ADOLESCENCE PREDICTORS SUCCESS
86
397
411
BackgroundPrevious research found that pre-teenage ability to derive arbitrary same', opposite', more', and less' relations correlated with measured intelligence quotient (IQ) and that training this derived relational responding (DRR) skill produced substantial IQ rises. AimsThis study extended previous work by comparing the effects of DRR training (using strengthening mental abilities with relational training [SMART], an automated online training protocol) with the effects of a similar quantity of training in Scratch' computer coding. SampleTwenty-eight children (13 girls) aged 10-11 (M=10.34) participated, all members of the same class in a primary school in Co. Limerick, Ireland. MethodsParticipants were tested before and after training for DRR ability as well as on standardized tests of IQ and academic attainment. Training time was limited to 29hrs over two academic semesters in twice-weekly 1-hr instalments. ResultsSignificant improvements were seen in measures of overall intellectual performance; in digit span and letter/number sequencing; and in academic attainment, including spelling, reading, and numerical operations, in the SMART/DRR group alone, and there was significantly more improvement on these measures in the SMART/DRR group than in the Scratch group. ConclusionsThese findings extend the evidence that training DRR can produce improvements in intellectual and academic ability.
0007-0998
10.1111/bjep.12114
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