Cassidy, Sarah and Roche, Bryan and Colbert, Dylan and Stewart, Ian and Grey, Ian M. (2016) A relational frame skills training intervention to increase general intelligence and scholastic aptitude. Learning and Individual Differences, 47. pp. 222-235. ISSN 1041-6080

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Abstract

This study aimed to replicate and extend the pilot findings of Cassidy et al. (2011) which found that teaching children to derive various relations among stimuli leads to increases in the full scale IQ scores of both typically developing children and those with educational and learning difficulties. In Experiment 1, fifteen 11–12 year old children were exposed over several months to an intensive training intervention to improve their understanding of the relations Same, Opposite and More and Less. Significant increases in full scale IQ of around one standard deviation were recorded for each child. In Experiment 2, the same intervention was delivered to thirty 15–17 year old children. Significant increases in verbal and Numerical Reasoning were recorded for almost every child. These findings corroborate the idea that relational skills may underlie many forms of general cognitive ability.

Item Type:	Article
Additional Information:	This is the author's preprint version of the published article, which is available at https://doi.org/10.1016/j.lindif.2016.03.001
Keywords:	Relational Frame Theory; Relational skills; Derived relational responding; Intelligence; Educational Aptitude;
Academic Unit:	Faculty of Science and Engineering > Psychology
Item ID:	10626
Identification Number:	https://doi.org/10.1016/j.lindif.2016.03.001
Depositing User:	Dr. Bryan Roche
Date Deposited:	15 Mar 2019 17:22
Journal or Publication Title:	Learning and Individual Differences
Publisher:	Elsevier
Refereed:	No
URI:	https://www.sciencedirect.com
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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