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McLoughlin, Tyndall, Pereira & Mulhern. 2020

APA Citation

McLoughlin, S., Tyndall, I., Pereira, A., & Mulhern, T. (2021). Non-verbal IQ Gains from Relational Operant Training Explain Variance in Educational Attainment: An Active-Controlled Feasibility Study. Journal of Cognitive Enhancement, 5, , 35–50. https://doi.org/10.1007/s41465-020-00187-z

Publication Topic
RFT: Empirical
Publication Type
Article
Language
English
Keyword(s)
SMART training, Relational frame theory, Personality, School examinations, Cognitive ability, Cognitive training
Abstract

Research suggests that training relational operant patterns of behavior can lead to increases in general cognitive ability and educational outcomes. Most studies to date have been under-powered and included proxy measures of educational attainment. We attempted to extend previous findings with increased experimental control in younger children (aged 6.9–10.1 years). Participants (N = 49) were assigned to either a relational training or chess control group. Over 5 months, teachers assigned class time to complete either relational training or play chess. Those who were assigned relational training gained 8.9 non-verbal IQ (NVIQ) points, while those in the control condition recorded no gains (dppc2 = .99). Regression analyses revealed that posttraining NVIQ predicted reading test scores (conducted approximately 1 month later) over and above baseline NVIQ in the experimental condition only, consistent with what we might expect in a full test of far transfer towards educational outcomes.