Comparing the Effects of Derived Relational Training and Computer Coding on Intellectual Potential in School-Age Children

Autor/inn/en	Hayes, Jennifer; Stewart, Ian
Titel	Comparing the Effects of Derived Relational Training and Computer Coding on Intellectual Potential in School-Age Children
Quelle	In: British Journal of Educational Psychology, 86 (2016) 3, S.397-411 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12114
Schlagwörter	Foreign Countries; Preadolescents; Females; Elementary School Students; Responses; Intelligence Quotient; Cognitive Ability; Web Based Instruction; Training; Coding; Pretests Posttests; Standardized Tests; Academic Achievement; Student Improvement; Spelling; Reading; Mathematics; Computation; Ireland + Suchen Sie Ihr Suchwort? Ausland; Pre-adolescence; Präadoleszenz; Weibliches Geschlecht; Intelligenzquotient; Denkfähigkeit; Web Based Training; Ausbildung; Codierung; Programmierung; Standadised tests; Standardisierter Test; Schulleistung; Schreibweise; Leseprozess; Lesen; Mathematik; Irland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01