Comparing the effects of derived relational training and computer coding on intellectual potential in school‐age children. (8th April 2016)

• Record Type: Journal Article
• Authors: Hayes, Jennifer; Stewart, Ian
• Is Part Of: British journal of educational psychology. Volume 86:Number 3(2016)
• Page Start: 397
• Page End: 411
• Publication Date: 2016-04-08
• Subjects: Intelligence -- Derived relational responding -- SMART -- Scratch -- Relational frame theory; Educational psychology -- Periodicals; 370.1505
• DOI: 10.1111/bjep.12114
• Languages: English
• ISSNs: 0007-0998

Abstract

Abstract : Background: Previous 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. Aims: This 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. Sample: Twenty‐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. Methods: Participants 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 29 hrs over two academic semesters in twice‐weekly 1‐hr instalments. Results: Significant 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. Conclusions: These findings extend the evidence that training DRR can produce improvements in intellectual and academic ability.