British Journal of Educational Psychology

Volume 86, Issue 3 pp. 397-411

Original Article

Comparing the effects of derived relational training and computer coding on intellectual potential in school-age children

Jennifer Hayes,

Jennifer Hayes

School of Psychology, National University of Ireland, Galway, Ireland

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Ian Stewart,

Corresponding Author

Ian Stewart

School of Psychology, National University of Ireland, Galway, Ireland

Correspondence should be addressed to Ian Stewart, School of Psychology, University Road, National University of Ireland Galway, Galway H91 TK33, Ireland (email: [email protected]).Search for more papers by this author

Jennifer Hayes,

Jennifer Hayes

School of Psychology, National University of Ireland, Galway, Ireland

Search for more papers by this author

Ian Stewart,

Corresponding Author

Ian Stewart

School of Psychology, National University of Ireland, Galway, Ireland

First published: 08 April 2016

https://doi.org/10.1111/bjep.12114

Citations: 61

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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.

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Volume86, Issue3

September 2016

Pages 397-411

Comparing the effects of derived relational training and computer coding on intellectual potential in school-age children

Abstract

Background

Aims

Sample

Methods

Results

Conclusions

References

Citing Literature

References

Information

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Comparing the effects of derived relational training and computer coding on intellectual potential in school-age children

Abstract

Background

Aims

Sample

Methods

Results

Conclusions

References

Citing Literature

References

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