Questions on how brain training works from RaiseYourIQ

Questions on how brain training works from RaiseYourIQ:

 Brain training questions on how to improve IQ, intelligence and memory along with free advice from our team of educational psychologists on cognitive training.

The brain training methods in both SMART Kids and SMART Adult are the same. However the SMART brain training
course for children has backgrounds and animated characters that make
it a lot more fun learning experience for children and big kids.
Regardless of whether you want to raise your IQ for school,business or
personal development, the SMART brain training course should take
between 3 and 6 months to complete.



Brain Training : What Is A Relational Skill?



A relational skill
is a skill involved in understanding the relationship between things in
the world. Understanding the relationships between a set of cousins, or
understanding that a particular group of plants are all of the same
kind (e.g., flowers), or understanding that a Poodle is a type of dog
but a dog is not a type of poodle, are all examples of basic relational
skills. But of course, they get more complicated than this. The
relational skills you need to understand high level mathematics or to
read and speak well, are more advanced skills. SMART brain training
teaches a range of basic but crucial relational skills and brings your
relational skills to expert levels, so that all intellectual tasks come
easier. SMART brain training makes you a faster and better learner.
SMART helps new information make more sense, and helps you think more
clearly. Read about our SCIENCE



What Does Brain Training Involve?



The SMART brain training
course from RaiseYourIQ is divided into levels with blocks of
questions. The course involves teaching the user how to answer blocks of
logical questions, first with feedback – and then on their own without
any help. There is 30 seconds to answer each question. During training
blocks we tell you whether or not your answer is correct. During test
blocks you need to answer all of the questions on your own. Once you
pass a test, you move on to the next level. You progress like this
through the levels, collecting points as you go. You even get bonus
points for revising stages you have passed before, because the more you
revise the smarter your brain will get. The course should take between
three to six months to complete.



Brain and Cognitive Skills

Brain and cognitive
skills exercises are at the core of the SMART brain training system.
Based on over 10 years clinical research in universities and schools,
SMART brain training consists of over 70 modules made up of several
brain exercises with increasing difficulty levels that target all
cognitive skills including verbal comprehension, reasoning, processing
speed plus working and long term memory. Brain and cognitive abilities
are the brain-based skills we all need to effectively carry out any task
from the easiest to the most difficult. Brain training works by
improving skill specific changes in the brain which then carry into
bigger changes across many different types of skills training and
learning ability.IQ tests and results demonstrate that as the brain
becomes smarter at a skill, the brain no longer needs to work as hard at
it. The brain now shifts to more automatic processing as that skill is
learned.

You Can Improve IQ

 You have probably heard that you cannot improve IQ. But that is not strictly true.

Can we improve IQ or is IQ fixed for life? Well, you may have read in various places that your IQ is fixed for life. That is somewhat true - but for surprising reasons is also misleading. In truth the apparent stability of your intelligence is somewhat of a trick conjured up by intelligence test developers, psychologists and statisticians who have already started their work from the position that you cannot improve IQ meaning intelligence is fixed for life.



This idea is based on little more than the intuition of Sir Francis Galton, and the pondering of some early IQ researchers such as Catell, Spearman and Sir Cyril Burt. Some of these researchers had political motivations for this position, and indeed Sir Cyril Burt was posthumously disciplined for by the British Psychological Society for faking his IQ research data to fit with the idea that IQ is fixed for life and is determined biologically.



No psychological research has ever FOUND that intelligence is fixed
for life.  Instead, tests for general and specific intellectual ability
are developed in such a way that your score from one test take to
another (say a year apart) will not change much.  The simplest way in
which this is achieved, is by masking the gain in your improvement over
time by NOT calculating your real raw score on the test, but instead
calculating your score in terms of how it compares relatively to people
of your age.





Because everyone of your age is improving intellectually at the same
rate this way of scoring the IQ test creates the false impression that
you are not getting any smarter.  Indeed, the whole population is
getting smarter (an effect known as the Flynn effect), but tests are
regularly revised to make sure that this is disguised.  The tests are
designed in advance so that someone in the bottom 20 percent of the
population, for example, will continue to score well below the average
score.  As the population becomes smarter, the gap closes between the
raw score of someone on the 20^th percentile and the average score of someone on the 50^th percentile (always defined as a score of 100).





The newer tests open the gap again to keep the low scorers scores
down and away from the average score.  This is intended to disguise the
fact that the lowest scorers in the population are in fact doing much
better than people just one generation ago.  More illusion and confusion
for the general public!

You Can Improve IQ and The Data Proves it!

Aside from errors in the logical argument that IQ must be fixed for
life, based on the finding that your IQ scores do not change across time
much (when the test is rigged to guarantee that!), it is simply NOT
true that people do not develop and improve intellectually. Admittedly,
the evidence is weak that you can achieve large IQ gains from simply
playing a brain training app.  But the evidence is not weak, that you
can show improvements in IQ from targeted educational interventions,
such as those developed within the field known as Applied Behavior
Analysis. Practitioners in that field have, for many decades, been
producing exceptionally large IQ gains in children with learning
difficulties.





Across many scientific papers that I (Dr. Bryan Roche) and others
have published over the past decade, it has been shown repeatedly that
scores on a wide variety of standardized measures of intelligence and
cognitive abilities, can be raised significantly using a Relational
Frame Theory-based intervention known as SMART (Strengthening Mental
Abilities with Relational Training) that does not involve training of
skills directly relevant to IQ tests.





The SMART method is closely related to the types of techniques used
in Applied Behavior Analysis and was developed across several peer
reviewed scientific papers.  Calling the SMART method “brain training”
may be a bit of an over-simplification.  It is targeted fundamental
intellectual skills training done in a digital format.   We have argued
for many years that this is clear evidence for “far transfer”. That is,
we consistently get very large gains in IQ for most or all users of
SMART training, that we have made available at RaiseYourIQ.com, on every
and all measures employed to asses intelligence (e.g., arithmetic,
vocabulary, reading), despite the fact that our intervention is in no
way “training to the test”. That is, there are no IQ test items in our
training.





Our classic online training uses nonsense words only (no recognisable
or nameable words or shapes of any kind). Our training for younger kids
does use images and real words as a workup to the classic training so
widely cited in the scientific research literature. We train only a
small number of syllogistic-style reasoning tasks that we have
discovered are relevant to almost every aspect of intellectual
functioning.  But we do it across thousands of tasks over many months of
casual training in an online game-like environment.



you can improve IQ:





Despite the admittedly almost unbelievable results obtained for the effects of SMART training at RaiseYourIQ.com,
across several studies from several labs using several different
measures across several different populations, the public is still not
convinced that IQ tests of all kinds measure a flexible skill set rather
than a fixed trait and that you can in fact Raise Your IQ. The data is
out there. The data is published in peer reviewed scientific journals of
all kinds.  The discussions of this data happen at conferences all over
the world – but it takes time for these ideas to replace well-worn
tropes about the fixedness of intelligence.  That old idea is stuck
firmly in the public psyche, even though the evidence for this outdated
position is questionable in terms of theory and incorrect in terms of
empirical data.

WHAT underlies my IQ score then?

What our research program at Maynooth University, Ireland, has
found, is that there is indeed an underlying factor that determines our
IQ score, but it is not something we are born with – it is a skill set
that is in fact quite easy to teach and improve.  That skill set is
known as Arbitrarily Applicable Relational Responding (AARR),
which is a technical way of referring to a very particular type of
logical reasoning that underlies all higher levels of day-to-day
intellectual activity (reading, problem solving, language acquisition). 
Dozens of published studies in the field of Relational Frame Theory
have shown that this skill is easily improved, and others, mostly using
SMART training, have shown that when we do this, large IQ gains follow.





Here is an example of the type of AARR training task that we might
use in SMART training. This example uses what we call nonsense words and
requires the user to solve a logical puzzle of a very particular type.





CUH is opposite to DEJ


ARU is the same as GEY


ARU is opposite to DEJ.


Are CUH and GEY the same?





It is NOT important for the user to know the answer at the outset (the answer is yes!). This is not a test.  It is training. 
What is important is that across thousands of such examples (many
easier than this example) we teach users the correct answers, and so
they learn the very large pattern of possible ways in which such logical
statements lead to logical conclusions involving relationships among
words or things in the world.  We increase the speed and accuracy of
users on such tasks in logical stages, from the lowest level upwards,
using an algorithm that we have worked out across research studies. When
we do this people get smarter. 

It is time to change our view of Intelligence

 


It is said that science is a self-correcting process. The data will
always correct the theory and lead us forward in developing more
effective ways to help people.  Now, old fashioned and outdated
intelligence theory is moving further and further away from the
empirical facts. The political reasons for holding on to those old ideas
is hampering, rather than helping us in developing better interventions
to improve IQ and raise the intellectual ability of the world’s entire
population. It is time to move on and get with the data.  For more
information and research references visit SMART brain training

Brain agility training and exercises to improve brain functioning

Brain Agility for Task Switching Skills

The ability for our brain to perform task switching is crucial to intellectual ingenuity. The ability to work fast across a range of problem types is central to good intellectual performance.

The RaiseYourIQ brain agility game will challenge you to switch between training stages on each problem-solving task - requiring you to change strategy at short intervals. You chose a series of stages to work with. The more you chose the more challenging it will be. Plus, chose a time limit for your responding, to enhance your fluency at the same time.

This game will help you increase the ease, speed and flexibility with which you process information. It also works to help your vocabulary, verbal reasoning skills and the ability to perform routine mathematical functions.

Brain agility training will provide you with the brain fitness and flexibility skills to learn, think and process information easy and. Learn to use the drivers required to optimize your brain’s performance and neuro-flexibility.

The Brain Agility for Task Switching Skills was created by our own team of professional psychologists to help you test your mental capacity and challenge your brain. Start today for free!

How to boost my Brain Power?

Anyone can boost their brain power. Psychologists and science know that our brains are malleable, meaning the brain can absorb new learning, new information and increase IQ by exercising your mind. Memory loss or decline is not an inevitable part of the ageing process. Sending your brain on a training course will boost its power to remember, think, decide, act and learn. Engage your brain with exercises like N-Back (free with SMART brain training or our "Brain Agility" game on RaiseYourIQ. Both are designed to improve working memory. A few sessions a week will not only build your brain cognitive functions but also has been scientifically proven to increase intelligence levels.

Brain agility training and exercises to improve brain functioning: Improve Concentration and Focus

Brain training exercises improve concentration, focus and memory.

At RaiseYourIQ we see improving concentration as learning a skill which requires practice whether it is for school, business, work or help with everyday life. The RaiseYourIQ brain training games will work to improve concentration, focus and memory are "Brain Speed" and "Brain Memory".

Our users will see a big improvement in these cognitive areas after 4 to 8 weeks brain training. Over the training period the brain learns to ignore distractions, prioritize information and focus on detail plus a marked improvement in the brains attention skills which are needed to improve working memory. Upon completion of the SMART brain training, the brain is more productive, and tests will prove an improvement in IQ by 20-50 points.

The SMART brain training games from RaiseYourIQ

The SMART brain training program is a revolutionary cognitive enhancement system
developed by the scientific researchers at RaiseYourIQ. 

SMART is a scientifically developed educational brain training that has been
proven in published scientific research to raise intelligence levels (IQ) (as measured
using standardized IQ tests) by 20 - 30 IQ points. That makes SMART brain training a
breakthrough in psychological science.

The founders of RaiseYourIQ, Dr Sarah Cassidy and Dr. Bryan Roche are established
University-based researchers in the behavioral and cognitive sciences and have had their
scientific work on learning and cognition published across a wide range of reputable
scientific journals.

SMART brain training helps kids and adults to become expert in a range of critical
cognitive skills, called Relational Skills. These skills underlie just about everything
we do in school, business, at work and in normal day-to-day decision making and
problem-solving. 

SMART the only system of brain training, that has been proven to enhance general
intelligence and its components, as well as reading ability, numerical ability and
educational aptitude. The SMART brain training program is adaptable to people of all
ages, from kids to adults, helping them to make learning easier, improve memory recall
and exercise their brains to raise IQ.

The SMART brain training games from RaiseYourIQ:

SMART brain training games for children and adults: scientifically proven brain training games based on relational frame theory to improve intelligence, IQ and learning.

Brain Training: What Is A Relational Skill?

A relational skill is a skill involved in understanding
the relationship between things in the world. Understanding the
relationships between a set of cousins, or understanding that a
particular group of plants are all of the same kind (e.g., flowers), or
understanding that a Poodle is a type of dog but a dog is not a type of
poodle, are all examples of basic relational skills. But of course, they
get more complicated than this. The relational skills you need to
understand high level mathematics or to read and speak well, are more
advanced skills. SMART brain training teaches a range of basic but
crucial relational skills and brings your relational skills to expert
levels, so that all intellectual tasks come easier. SMART brain training
makes you a faster and better learner. SMART helps new information make
more sense, and helps you think more clearly. 

What Does Brain Training Involve?

The SMART brain training course from RaiseYourIQ is
divided into levels with blocks of questions. The program involves
teaching the user how to answer blocks of logical questions, first with
feedback – and then on their own without any help. There is 30 seconds
to answer each question. During training blocks, we tell you whether
your answer is correct. During test blocks you need to answer all the
questions on your own. Once you pass a test, you move on to the next
level. You progress like this through the levels, collecting points as
you go. You even get bonus points for revising stages you have passed
before, because the more you revise the smarter your brain will get. The
course should take between three to six months to complete

IQ and your Brain

IQ and your Brain

Like an unbreakable bond, IQ and your brain
are inseparable. For some, learning seems innate; mathematics seems
effortless. But for many of us, it is a different story. So, can we
improve our own IQ.


The debate has been raging for centuries; is intelligence innate or
can it be improved by interventions? Are we born with the necessary
intelligence for learning and success or is our environment responsible
for shaping us? Can we, in fact, shape our own cognitive ability?


Many people believe that our intelligence levels are limited by
biology on IQ and memory. While other psychologists have shown that IQ
can be raised (see Cassidy, Roche & Hayes, 2011) leading to
permanent increases in IQ (Roche, Cassidy &Stewart, 2013). Note: Cassidy and Roche are co-founders of RaiseYourIQ.


There can be different meanings to what we term intelligence. There
is our “biological intelligence” (also known as neural efficiency. Then
we have “psychometric intelligence” which is our measured IQ score (a
method of estimating our biological intelligence).


The question is can we increase our biological intelligence? The
research carried out in the past decade using various intervention tools
(aka, brain training) have proven that it is possible for us to boost
our neural efficiency and mental horsepower. Our cognitive ability can
be made to work more efficiently. and in a more synchronized manner.


More research from Jaeggi (2008) showed that intellectual functioning
could be improved. So, do these studies show us that our IQ score is no
longer a number that limits our ability to grow. Interestingly, some of
the greatest scientific minds of recent times possessed IQs below what
we would call highly intelligent. People such as Richard Feynman, James
Watson and William Shockley all had average IQs.


Another point worth making is that to measure improvement in IQ also
requires us to consider how our intelligence is being measured in the
first place. We should not confuse ability with knowledge. Any of us can
study and improve our vocabulary. But does that make us smarter? To
really measure intelligence, we need to measure the abilities that
underlie the acquisition of knowledge, not the knowledge we current
process.


“High, but not the highest intelligence, combined with the
greatest degree of persistence, will achieve greater eminence than the
highest degree of intelligence with somewhat less persistence”


Other psychologists have discovered that there is a strong link
between what they term “relational skills” and IQ scores (O’Hora, Pelaez
& Barnes-Holmes; 2005, O’Toole & Barnes-Holmes;2009, Cassidy,
Roche & Hayes; 2011, Roche, Cassidy & Stewart; 2013). They
showed that these relational skills can be taught which in turn triggers
an increase in IQ scores.

What does relational skills have to do with IQ?

The psychologist mentioned above state that “relational skills are
the understanding of mathematical relationships between concepts or
objects such as things are the same as other things, more or less than
other things, opposite to other things etc” The proved that having a
strong handle on the relationships between and among other things has
been shown to enhance thinking and problem solving skills. Relational
skills are now referred to as the building blocks of intelligence by
psychologists in the field of Relational Frame Theory.


Research from 2011 has shown that using Relational Frame Theory as an intervention can significantly improve IQ scores in children. A more recent study using this intervention also found improvements in IQ, verbal reasoning, and numeric reasoning.


Activities that involve relational training include:

• language learning books (“this is a…” and “that is a…”)
• object comparisons (full cup versus empty cup)
• amount comparisons (penny versus dime)

“While we may continue to use the words smart and stupid, the
monopoly of those who believe in a single general intelligence has come
to an end


A 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 the first experiment , 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 the
second experiment, 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.

IQ and our Mindset

Scientists now believe that our mindset matters not just on an
emotional level, but also on a physiological level. The fact that we
believe we can improve our learning capability will enhance our
performance in any learning environment. Persisting with tasks even when
they are difficult will help us complete them. We have evidence of this
in business and sport. The ability of those who are less gifted
technically, working harder to achieve higher results. As one
psychologist put it “when the chips are down, the person or kid who
works harder will help themselves to deliver the results.”


This mindset is about getting outside of our comfort zones in a
focused way, having clear goals, with a plan for reaching those goals,
and a way to monitor our progress. Research shows that we can increase
our brain’s functioning by pushing ourselves to learn things that are
outside of our current skill set.  Learn to play an instrument, a new
language, or a new skill. This has the effect of exercising our brain in
a new way which expands our brain’s neural networks.


Also, as some of our abilities such as fluid reasoning, crystallized
intelligence or verbal abilities are more stable over time, others are
less stable as in short-term memory and cognitive processing speed. So,
working our brain or doing brain exercises can increase brain
functioning.

IQ and our Brain

More and more evidence based, and scientifically validated research
seems to point to the fact that it is possible for us to raise our
intelligence levels through brain training activities.Memory training,
executive control, and reasoning can help to boost our intelligence
levels. The best way to train these areas of our brain is to engage in
thoughtful activities and games, learn new skills, and keep our brains
active.











IQ and your Brain

Brain Speed Games to Improve Skills

SMART Brain Speed Training

The SMART Brain Speed game will improve your information processing and visualization skills. At RaiseYourIQ we know that fluency is a crucial part of your intellectual activity. How quickly your brain can process the events around you determine how effectively you can react to and remember those events. 

At RaiseYourIQ we believe the key to improving processing speed lies in making stronger connections in your brain, which allow your brain signals to travel at higher speeds. Though most of this type of hard wiring of the brain occurs during childhood, you can still take action to sustain and even potentially improve your brain’s processing speed. 

Our game will help you increase your relational skill fluency by choosing any training stage that you have mastered within SMART, but which still challenges you. You then select a lower response time limit within the game to enhance your fluency.

When we talk about the processing speed of the brain, we are referring to the rate at which anyone can take in a new piece of information, reach an understanding about it, and then formulate a response to it. Based on this definition of fluency, we believe the key to improving your brain processing speed lies in making stronger connections in the brain, which allows your brain signals to travel at higher speeds. 

The science behind SMART Brain Speed is that it works on the long-term transfer of processing-speed training skills to real-world educational, professional, social, communication, and life skills.

 

Brain Speed Games to Improve Skills

Intellectual Development Help

Intellectual and cognitive development is not limited to children as adults brain functions also continue to grow throughout life stages. Intellectual development is all about our ability to process information, learn, think and understand various strands that surround our living world. Brain training works to improve our cognitive abilities and develop skills in logical reasoning, memory, maths, science, reading, writing and verbal comprehension.

RaiseYourIQ has developed the "SMART Brain Training" platform to help people improve IQ, expand their logic and reasoning abilities while matching thinking and planning abilities with actions.

Cognitive Training Exercises

Cognitive training exercises are a series of brain games, tasks and puzzles to be completed by the adult or kid user. Cognitive training (brain training by another name) works to increase fluid intelligence which can be defined as the ability to solve “on the spot” problems that cannot be performed by relying on previously learned habits. Research has shown large improvement in the brains reasoning skills when people engaged in working memory training while people who consume trivia knowledge via games show no improvement in reasoning skills.

Clinical data shows people who complete cognitive training will attain

(a) high working memory,
(b) high cognition skills while
(c) addressing any cognitive deficits.

Personal brain training games

Personal brain training games: RaiseYourIQ SMART brain training is our flagship product for both personal and professional users. It is scientifically based on established principles of learning that have been proven to underlie intellectual development across a wide range of areas (reading, problem solving, reasoning, and so on).

The Academic Research Team behind RaiseYourIQ has helped to develop a widely used theory of cognitive development known as Relational Frame Theory and have harnessed the vast evidence base for this theory to deliver the most powerful brain training tool ever produced.

SMART is the only brain training tool in the world to be supported by published scientific research from several independent laboratories. No other tool has been proven in the scientific literature to significantly enhance general intelligence or educational aptitude. 

The founders of RaiseYourIQ (Doctor Bryan Roche and Doctor Sarah Cassidy) have played a key role identifying how “relational skills training” impacts a person’s intellectual ability. We then devised the SMART brain training course to teach people these crucial learning skills. RaiseYourIQ have also published two experiments which show that IQ can be increased by a large amount using our method – something no other brain training company has done. 

Brain Training: What Is A Relational Skill?

A relational skill is a skill involved in understanding the relationship between things in the world. Understanding the relationships between a set of cousins, or understanding that a particular group of plants are all of the same kind (e.g., flowers), or understanding that a Poodle is a type of dog but a dog is not a type of poodle, are all examples of basic relational skills. But of course, they get more complicated than this. The relational skills you need to understand high level mathematics or to read and speak well, are more advanced skills.
SMART Brain Training teaches a range of basic but crucial relational skills and brings your relational skills to expert levels, so that all intellectual tasks come easier. SMART brain training makes you a faster and better learner. SMART helps new information make more sense, and helps you think more clearly. 

What is Cognitive Learning?

Cognitive learning is your ability to acquire or learn new things and then the ability to process, reason, retain and relate this new information into your everyday life or education. Learning is about "Thinking using your Brain", so the fitter the brain is to process information, the better your thinking, problem solving and cognitive skills. Cognitive learning works to underpin academic learning and your intelligence levels by improving a child's or adults’ mental capabilities which opens the brains ability to successfully learn new information and concepts like science, math, languages, formulas etc.

The science behind brain training

The science behind brain training: The science and scientific evidence supporting brain training from RaiseYourIQ

The Science behind SMART Intellectual Skills Training

Dr. Bryan Roche and Dr. Sarah Cassidy have worked as scientists for many years in the
development of the SMART brain training method. The RaiseYourIQ approach to brain health is based on Relational Frame Theory – a modern theory of cognition that our team has helped to develop over the past two decades. Dr. Roche was the co-editor of the two seminal texts on this theory. Dr. Cassidy was the leading researcher behind the first demonstration of IQ gains resulting from relational skills training.

RaiseYourIQ offers the only brain training system in the world that is based on tried and tested
systems of intellectual skills interventions used in the clinical setting (for example the methods of
Applied Behaviour Analysis), and that has been shown in published scientific research to lead to real,
large, and objectively measurable gains in general intelligence (IQ). No other method benefits from
even a single study, showing large and reliable IQ gains as a result of training.

Our SMART system has achieved the holy grail of brain training across several different published
studies. That is, we have achieved what scientists call evidence of “far transfer”. This means that
increased scores on an IQ test have been proven to result from training on skills that are not
directly assessed on the IQ test. In other words, the benefits of our SMART training have been proven
to transfer far into intellectual areas that we do not train directly in our system but which are
assessed in general intelligence tests (e.g., vocabulary, verbal comprehension, analogical reasoning,
numeracy, and so on). This makes SMART training truly unique and revolutionary in its approach to
intellectual skills enhancement.

Some of the other tools that we have made available here to schools or clinics (SMART for Dyslexia,
KidStarter, FAST emotional flexibility training) are also based on Relational Frame Theory concepts,
or on Acceptance and Commitment Therapy (ACT) methods, which are heavily conceptualised in terms of
Relational Frame Theory.

FAQ's

Does SMART Brain Training really work?

Who is RaiseyourIQ?

What is the science behind SMART brain training?

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Sample of Scientific Evidence Papers

Direct evidence for the SMART approach

Amd, M., & Roche, B. (2018). Assessing the effects of a
relational training intervention on fluid intelligence among a sample of
socially disadvantaged children in Bangladesh. The Psychological
Record, 68(2), 141–149.

Cassidy, S., Roche, B., Colbert, D., Stewart, I., & Grey, I.
(2016). A relational frame skills training intervention to increase
general intelligence and scholastic aptitude. Learning and Individual
Differences, 47, 222–235. https://doi.org/10.1016/j.lindif.2016.03.001.

Cassidy, S., Roche, B., & Hayes, S. C. (2011). A relational frame
training intervention to raise Intelligence Quotients: A pilot study.
The Psychological Record, 61, 173–198. https://doi.org/10.1007/
BF03395755.

Colbert, D., Tyndall, I., Roche, B., & Cassidy, S. (2018). Can
SMART training really increase Intelligence? A Replication Study.
Journal of Behavioral Education, 27, 509-531.
https://doi.org/10.1007/s10864-018-9302-2

Hayes, J., & Stewart, I. (2016). Comparing the effects of derived
relational training and computer coding on intellectual potential in
school-age children. British Journal of Educational Psychology, 86,
397–411. https://doi.org/10.1111/bjep.12114.

McLoughlin, S., Tyndall, I., & Pereira, A. (2018). A brief
relational operant training program: Analyses of response latencies and
intelligence. European Journal of Behavior Analysis, 19 (2). 228-246.
DOI: 10.1080/15021149.2018.1507087.

Thirus, J., Starbrink, M., & Jansson, B. (2016). Relational frame
theory, mathematical and logical skills: A multiple exemplar training
intervention to enhance intellectual performance. International Journal
of Psychology & Psychological Therapy, 16(2), 141–155.

Presti, G., Torregrosssa, S., Migliore, D., Roche, B., Cumbo, E.
(2018). Relational Training Intervention as add-on therapy to current
specific treatments in patients with mild-to-moderate Alzheimer’s
disease. International Journal of Psychology and Neuoscience, 3, 88-97.

Vizcaíno-Torres, R.M., Ruiz, F., Luciano, C., López-López, J.,
Barbero-Rubio, A., & Gil, E. (2015). The effect of relational
training on intelligence quotient. A case study. Psicothema, 27(2), 120-
127. doi: 10.7334/psicothema2014.149.

Theoretical background to SMART

Andrews, G., & Halford, G. S. (1998). Children’s ability to make
transitive inferences: The importance of premise integration and
structural complexity. Cognitive Development, 13, 479–513. https://doi.
org/10.1016/S0885-2014(98)90004-1.

Barnes-Holmes, D., Finn, M., McEnteggart, C., Barnes-Holmes, Y.
(2017). Derived Stimulus Relations and Their Role in a Behavior-Analytic
Account of Human Language and Cognition. Perspectives on Behavior
Science, 41, 155–173. DOIhttps://doi.org/10.1007/s40614-017-0124-7

Cassidy, S., Roche, B. & O’Hora, D. (2010). Relational Frame
Theory and human intelligence. European Journal of Behavior Analysis,
11, 37-51.

Halford, G., Wilson, W., & Phillips, S. (2010). Relational
knowledge: The foundation of higher cognition. Trends in Cognitive
Sciences, 14(11), 497–505. https://doi.org/10.1016/j.tics.2010.08.005.

Hayes, S. C., Barnes-Holmes, D., & Roche, B. (Eds.) (2001).
Relational frame theory: A post-Skinnerian account of human language and
cognition. New York: Kluwer Academic.

Hayes, J., Stewart, I 7 McElwee, J. (2016). Assessing and Training
Young Children in Same and Different Relations Using the Relational
Evaluation Procedure (REP). The Psychological Record, 66, 547–561.
DOIhttps://doi.org/10.1007/s40732-016-0191-2

Marr, M. (2015). Mathematics as verbal behavior. Behavioural
Processes, 113, 75–80. https://doi.org/10.1016/j.beproc.2015.01.005.

Rehfeldt, R. A & Barnes-Holmes, Y. (2009). Derived Relational
Responding Applications for Learners with Autism and Other Developmental
Disabilities: A Progressive Guide to Change. San Francisco: New
Hartbinger.

Roche, B., Cassidy, S. & Stewart, I. (2013). Nurturing genius:
Realizing a foundational aim of Psychology. In Kashdan, T &
Ciarrochi, J. (Eds.), Cultivating well-being: Treatment innovations in
Positive Psychology, Acceptance and Commitment Therapy, and beyond, pp.
267-302. Oakland, CA: New Harbinger.

Stewart, I., McLoughlin, S., Mulhern, T., Ming, S., & Kirsten, A.
(in press). Assessing and teaching complex relational operants: Analogy
and hierarchy. In R. Rehfeldt, J. Tarbox, M. Fryling & L. Hayes
(Eds.), Applied Behavior Analysis of Language and Cognition. New
Harbinger.

Stewart, I., Tarbox, J., Roche, B., & O’Hora, D. (2013). Education,
intellectual development, and relational frame theory. In S. Dymond
& B. Roche (Eds.), Advances in relational frame theory: Research
& application (pp. 178–198). Oakland, CA: New Harbinger.

Evidence that relational skills are related to intelligence

Cassidy, S., Roche, B., & O’Hora, D. (2010). Relational Frame
Theory and Human Intelligence. European Journal of Behavior Analysis,
11(1), 37–51. https://doi.org/10.1080/15021149.2 010.11434333

Colbert, D., Barrett, S. Malone, A & Roche, B. (In press, 2019).
The Relational Abilities Index+: Initial Validation of a Functionally
Understood Proxy Measure for Intelligence. Perspectives on Behavioral
Science. DOI:10.1007/s40614-019-00197-z

Colbert, D., Dobutowitsch, M., Roche, B., & Brophy, C. (2017).
The proxy-measurement of intelligence quotients using a relational
skills abilities index. Learning and Individual Differences.
https://doi. org/10.1016/j.lindif.2017.03.010.

Dixon, M., Whiting, S., Rowsey, K., & Belisly, J. (2014).
Assessing the relationship between intelligence and the PEAK relational
training system. Research In Autism Spectrum Disorders, 8(9), 1208–
1213. https://doi.org/10.1016/j.rasd.2014.05.005.

Gore, N. J., Barnes-Holmes, Y., & Murphy, G. (2010). The
relationship between intellectual functioning and relational
perspective-taking. International Journal of Psychology &
Psychological Therapy, 10, 1–17.

Moran, L., Stewart, I., McElwee, J., & Ming, S. (2010). Brief
report: The training and assessment of relational precursors and
abilities (TARPA): A preliminary analysis. Journal of Autism and Devel-
opmental Disorders, 40(9), 1149–1153.
https://doi.org/10.1007/s10803-010-0968-0.

O’Hora, D., Pelaez, M., & Banres-Holmes, D. (2005). Derived
relational responding and performance on verbal subtests of the
WAIS-III. The Psychological Record, 55, 155–175.
https://doi.org/10.1007/BF03395504.

O’Hora, D., Pelaez, M., Barnes-Holmes, D., Rae, G., Robinson, T.,
& Chaudhary, T. (2008). Temporal relations and intelligence:
Correlating relational performance with performance on the WAIS-III. The
Psychological Record, 58, 569–583. https://doi.org/10.1007/BF03395638.

O’Toole, C., Barnes-Holmes, D., Murphy, C., O’Connor, J., &
Barnes-Holmes, Y. (2009). Relational flexibility and intelligence:
Extending the remit of Skinner’s Verbal Behavior. International Journal
of Psychology and Psychological Therapy, 9, 1–17.

Evidence that relational skills can be enhanced and generalize to novel situations

Barnes-Holmes, Y. Barnes-Holmes, D. Roche, B, & Smeets, P. M. (2001). Exemplar
training and a derived transformation of function in accordance with symmetry.
The Psychological Record, 51, 287- 308.

Barnes-Holmes, Y. Barnes-Holmes, D. Roche, B, & Smeets, P. M.
(2001). Exemplar training and a derived transformation of function in
accordance with symmetry II. The Psychological Record, 51, 589-603.

Stewart, I, Barnes-Holmes, D., Roche, B. & Smeets, P. M. (2001).
Generating derived relational networks via the abstraction of common
physical properties: A possible model of analogical reasoning. The
Psychological Record, 51, 381-408.

Barnes-Holmes, Y., Barnes-Holmes, D., Roche, B. & Smeets, P. M.
(2001). The development of self and perspective-taking: A Relational
frame analysis. Behavior Development Bulletin, 1, 42-45.

Barnes-Holmes, Y., Barnes-Holmes, D., & Smeets, P. M. (2004).
Establishing relational responding in accordance with opposite as
generalized operant behavior in young children. International Journal of
Psychology and Psychological Therapy, 4, 559–586.

Barnes-Holmes, Y., Barnes-Holmes, D., & McHugh, L. (2004).
Teaching derived relational responding to young children. Journal of
Early and Intensive Behavior Intervention, 1(1), 3-12.

Berens, N., & Hayes, S. (2007). Arbitrarily applicable
comparative relations: Experimental evidence for a relational operant.
Journal of Applied Behaviour Analysis, 40(1), 45–71.
https://doi.org/10.1901/ jaba.2007.7-06.

Gomez, S., Lopez, F., Martin, C. B., Barnes-Holmes, Y., &
Barnes-Holmes, D. (2007). Exemplar training and a derived transformation
of functions in accordance with symmetry and equivalence. The
Psychological Record, 57, 273–293. https://doi.org/10.1007/BF03395577.

Luciano, C., Becerra, I., & Valverde, M. (2007). The role of
multiple-exemplar training and naming in establishing derived
equivalence in an infant. Journal of the Experimental Analysis of
Behavior, 87(3), 349–365. https://doi.org/10.1901/jeab.2007.08-06.

McKeel, A. N., Dixon, M. R., Daar, J. H., Rowsey, K. E., &
Szekely, S. (2015). Evaluating the efficacy of the PEAK relational
training system using a randomized controlled trial of children with
autism. Journal of Behavioral Education, 24, 230–241.
https://doi.org/10.1007/s10864-015-9219-y.

Rosales, R., Rehfeldt, R. A, Lovett, S. (2011). Effects of multiple
exemplar training on the emergence of derived relations in preschool
children learning a second language. The Analysis of Verbal Behavior,
27, 61–74.

Ruiz, F. J., & Luciano, C. (2011). Cross- domain analogies as
relating derived relations among two separate relational networks.
Journal of the Experimental Analysis of Behavior, 95(3), 369– 385.
https://doi.org/10.1901/jeab.2011.9 5-369