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A relational frame skills training intervention to increase general intelligence and scholastic aptitude

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dc.contributor.author Grey, Ian M.
dc.contributor.author Cassidy, Sarah
dc.contributor.author Roche, Bryan
dc.contributor.author Colbert, Dylan
dc.date.accessioned 2019-03-14T13:12:41Z
dc.date.available 2019-03-14T13:12:41Z
dc.date.copyright 2016 en_US
dc.identifier.issn 1873-3425 en_US
dc.identifier.uri http://hdl.handle.net/10725/10210
dc.description.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. en_US
dc.language.iso en en_US
dc.title A relational frame skills training intervention to increase general intelligence and scholastic aptitude en_US
dc.type Article en_US
dc.description.version Published en_US
dc.author.school SAS en_US
dc.author.idnumber 201806288 en_US
dc.author.department Social Sciences en_US
dc.description.embargo N/A en_US
dc.relation.journal Learning and Individual Differences en_US
dc.journal.volume 47 en_US
dc.article.pages 222-235 en_US
dc.keywords Relational Frame Theory en_US
dc.keywords Relational skills en_US
dc.keywords Derived relational responding en_US
dc.keywords Intelligence en_US
dc.keywords Educational Aptitude en_US
dc.identifier.doi https://doi.org/10.1016/j.lindif.2016.03.001 en_US
dc.identifier.ctation Cassidy, S., Roche, B., Colbert, D., Stewart, I., & Grey, I. M. (2016). A relational frame skills training intervention to increase general intelligence and scholastic aptitude. Learning and Individual Differences, 47, 222-235. en_US
dc.author.email ian.grey@lau.edu.lb en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php en_US
dc.identifier.url https://www.sciencedirect.com/science/article/pii/S1041608016300231#ks0005 en_US
dc.author.affiliation Lebanese American University en_US


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