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Relational Operant Skills Training Increases Standardized Matrices Scores in Adolescents: A Stratified Active-Controlled Trial

McLoughlin, S, Tyndall, I and Pereira, A (2020) Relational Operant Skills Training Increases Standardized Matrices Scores in Adolescents: A Stratified Active-Controlled Trial. Journal of Behavioral Education. ISSN 1573-3513

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Abstract

In recent years, small-scale studies have suggested that we may be able to substantially strengthen children's general cognitive abilities and intelligence quotient (IQ) scores using a relational operant skills training program (SMART). Only one of these studies to date has included an active Control Condition, and that study reported the smallest mean IQ rise. The present study is a larger stratified active-controlled trial to independently test the utility of SMART training for raising Non-verbal IQ (NVIQ) and processing speed. We measured personality traits, NVIQs, and processing speeds of a cohort of school pupils (aged 12–15). Participants were allocated to either a SMART intervention group or a Scratch computer coding control group, for a period of 3 months. We reassessed pupils’ NVIQs and processing speeds after the 3-month intervention. We observed a significant mean increase in the SMART training group’s (final nexp = 43) NVIQs of 5.98 points, while there was a nonsignificant increase of 1.85 points in the Scratch active-control group (final ncont = 27). We also observed an increase in processing speed across both conditions (final nexp = 70; ncont = 55) over Time. Our results suggest that relational skills training may be useful for improving performance on matrices tasks, and perhaps in future, accelerating children’s progression toward developmental milestones.

Item Type: Article
Uncontrolled Keywords: 1303 Specialist Studies in Education, 1701 Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: Psychology (new Sep 2019)
Publisher: Springer
Date Deposited: 16 Jul 2020 12:59
Last Modified: 16 Jul 2020 13:00
DOI or Identification number: 10.1007/s10864-020-09399-x
URI: http://researchonline.ljmu.ac.uk/id/eprint/13320

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