Lecture 17 - Can Intelligence Change

Question 1

Why do we want to increase IQ?

Answer 1

• Access to predictive validity
• Educational achievement: IQ levels at age 5 predicted different levels of intelligence in literacy and numeracy
• School outcomes: longitudinal, intelligence predicted standardised exam results.
• Life outcomes: experience in school predicts life outcomes: lit& num predicts socio-economic/earnings level at 42. Diff of 1Iq point = 4% economic growth

Question 2

What does IQ affect?

Answer 2

• Wages
• Changes in social class
• Physical health
• Smoking beh
• Life sat
• Diagnosis of depression/mental health
• Diseases inc cardio
• Education endurance
• Mortality rates

Question 3

Can IQ be improved and how?

Answer 3

• Socio-economic status will change IQ scores:
• Grouping students by ability in school can improve intelligence scores
• Flynn effect suggests IQ increases over generations via generation via access to internet
• IQ can fall due to neurodegeneration, acquired brain injury, absence from school (6 lower IQ points), lower activity levels, and diet (multi-vitamins & iodine)
• Intelligence is not stable over our lifespan, and therefore can be manipulated

Question 4

Do brain training games work?

Answer 4

• Most commercial brain training games (neuro racer) do not work to improve IQ
• Some particular video games involves multi-tasking = improved ppts performance, working memory, and sustained attention
• Results did not generalise to general intelligence

Question 5

How did other researchers try to improve working memory to improve IQ?

Answer 5

• Dual N Block task
• Ended up improving working memory and fluid intelligence (problem solving) Not general levels of IQ - no cross-domain transfer

Question 6

How to achieve better cross-domain effects?

Answer 6

• Relational language abilities underpins intelligence

Question 7

Details of a pilot study to improve intelligence:

Answer 7

• Changes in env = changes in IQ
• Intervention informed by relational frame theory may improve IQ
• Prev work in area found that skill in relational responding is related to improved performance in IQ tests
• Studies have been correlational

Question 8

Method of pilot study

Answer 8

• 8 children from 8-12 years took WISC (baseline measure of intelligence) and then allocated to condtion: active/control
• Given to stimulus-X training
• Wisc test again = divergence occurs
• Exp group trained further relational abilites and given an IQ test 9 mo after

Question 9

Results of pilot study

Answer 9

• Both groups had above average IQ
• After stim training = relatively sim
• Diverge massively after relational training

Question 10

What was the second study?

Answer 10

• Gave 8 11-12 year old children their test over a 9 mo period
• Ppts full IQ score rose by 13 points
• 3 subscales of WISC improved but Working Mem did not improve

Question 11

What was a recent study that supported the one above?

Answer 11

• Relational responding as a theory of intelligence and improving it
• Achieved cross-domain effects, suggesting relational abilities (can be trained) can affect IQ

Question 12

What was the critical analysis?

Answer 12

• People had vested interest as they wrote the book on the theory that was then published
• Pilot study = small N = low power
• Control groups inadequate = control group had nothing after group 1 = 1 practical issues as people do not want to be a control, they want to improve their IQ
• Outside learning opportunities are not controlled for = important if env affects IQ
• Is SMART feasible? Can it be done without a researcher present.
• Long-term effects = return to baseline eventually.