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ERIC Number: EJ1110390
Record Type: Journal
Publication Date: 2016-Sep
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0007-0998
Comparing the Effects of Derived Relational Training and Computer Coding on Intellectual Potential in School-Age Children
Hayes, Jennifer; Stewart, Ian
British Journal of Educational Psychology, v86 n3 p397-411 Sep 2016
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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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A