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.

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

ADHD and ADD Brain Training

Brain training is a proven therapy for ADHD and ADD. In a recent study,eight educationally  challenged children started the SMART brain training program with an average IQ of 82 (using the WISC IV), well below the average score of around 100. Following the intervention, these
IQs were moved on average to 96, well within the average IQ range.

Furthermore, in follow up tests SMART Brain training was proven to have a lasting effect on alleviating ADHD within this study group.We work with kids, parents, teachers and psychologists to deliver our brain training intervention skills either in a classroom, clinical or home setting.
Contact us for a free trial or any questions you may have.

ADHD and ADD Brain Training

Brain Training using SMART (Relational Frame Theory) - YouTube

Dr. Bryan Roche of the National University of Ireland, Maynooth,explains what SMART brain training is and why psychologists believe that the new form of brain training called Relational Training, is the future of brain training.

Brain Training using SMART (Relational Frame Theory) - YouTube

How does Brain Training work

Brain training works to enhance intelligence (IQ) along with other cognitive abilities. What separates SMART brain training is our scientific research into the very specific tasks that stimulate the brain in such a way that it leads to improvements in general brain health and intellectual functioning. Research in the field of Relational Frame Theory (Hayes, Barnes-Holmes & Roche, 2001) has shown that understanding relations, such as more than, less than, opposite, same, before, after, here-there, amongst others, is crucial for intellectual development in just about every sphere.

In fact, they are so crucial that researchers have reported in published scientific research papers that we can measure intelligence simply in terms of one’s ability to understand these relations (or what we call “relational ability”). RaiseYourIQ brain training is a skills focused course as it teaches a range of crucial relational skills and brings our relational skills to expert levels, so that all intellectual tasks come easier. SMART brain training gives people the ability to learn faster and better, it helps new information make more sense, and helps the brain think more clearly. 

Brain Fitness

The way to improve brain fitness is to schedule in a few times a week to complete the stages on the SMART brain training course. It is a scientific fact that the fitter the brain, the easier learning becomes to us all. Brain training is all abouthaving a fitter brain, it does take time and effort and over the course of the 12-16 weeks on average it takes to complete the SMART course users will see a marked improvement to how psychologists measure brain fitness namely, thinking ability, ability of the brain to focus better and improved memory skills. Think of brain fitness like a gym membership, you make best use of it when you make the time to exercise. Brain Fitness

Brain training for Children

Teachers, Guardians and Parents should consider using brain training for children and students to help improve their IQ levels and so assist them in their educational pursuits. The idea that a childs or persons Intelligence Quotient (IQ) is fixed for life is a myth and for far to long as been used as an excuse for poor teaching and learning methods.

 Brain training for Children

If a childs brain needs a power up, then the RaiseYourIQ intellectual skills intervention called "SMART brain training" (Strengthening Mental Abilities with Relational Training). We do not teach children and students anything that they can use in their examinations (e.g., how to multiply, the capital of Canada). Instead a RaiseYourIQ course will teach the foundational reasoning skills crucial to vocabulary acquisition and mathematical reasoning. In effect, we are giving kids, students and adults the tools to learn more effectively. Moreover our training re-mediates deficits in these skills bases that cannot be taught at school efficiently without extensive one-to-one assistance, plus SMART can even help children to catch up to and even surpass the population average in intellectual ability. The SMART brain training course can act as a springboard from which future learning occurs across all age groups.

Children Need Brain Training

As a psychologist and educator I put forward the arguement that children need brain training as
part of their education in schools. Why?. In my experience schools are not equipped to help children reach their intellectual potential. As much as we may like to believe it, schools are not perfect places in which to educate a child. While they may do their utmost within budgetary constraints to impart the knowledge and skills a child needs to function in the world as an adult, they simply cannot provide the one-to-one attention that a child needs to reach their full intellectual potential. Even if a parent is fortunate enough to afford private schooling of the highest standard, or private tutoring from leading scholars, this still cannot maximize intellectual development for a surprisingly simple reason: those experts don’t know what to teach to make that happen.

While an expensive tutoring company will boast about improvements in school grades, they achieve this only by “teaching to the examination”, whatever that may be; SATs, a University entrance exam, or whatever. In other words, intensive education usually focuses on knowledge content and some  basic skills tested directly in examinations. None of this will enhance a child’s overall intellectual ability much. That approach simply does not provide practice at skills basic enough that learning itself becomes easier. And the reason that most education leaves the child knowing more, but not any smarter, is because until now educational psychologists and neuroscientists did not fully understand
what skills precisely underlie “being smart”.


The Good News for Every Child
Psychology research in a field known as Relational Frame Theory has identified what are known as “relational skills” as the building block skills that underlie intelligence. The good news is that relational skills can be taught to any child through a form of “brain training”, and dozens of published research studies have now shown this, and argue that this is the kind of training every child needs to really maximize their potential in school and in life.


Relational skills brain training teaches a range of crucial relational skills that help to sharpen  intellectual ability. When these skills are improved, the research suggests, all intellectual tasks come
easier. Relational skills training make you a faster and better learner. It helps new information make more sense, and helps you think more clearly.


Because the school system does not directly teach relational skills, a child can quickly fall behind as they rote learn what is required to do well in school, but without the intellectual skill foundation to make that information meaningful and easy to remember. As a result, they can fall further and further behind over the years, as the effects of their poorly developed basic intellectual skills increase with the increasing demands of education. However, the identification of relational skills as the basic building blocks of intelligence, offers the possibility of re-mediating these deficits in a very efficient way so that educational efforts will be more effective and so that even disadvantaged children
can reach their educational potential.


What Does Relational Skills Training Involve and Where can I get it? Currently, relational skills brain training, which is a form of brain training, is only available online at www.raiseyouriq.com. It can be taken by children or adults, and simply requires completing a series of game-like tasks, for a few short sessions each week, for several weeks. The training involves teaching the user how to  answer blocks of logical questions, first with feedback, and then on their own without any help. The user is taught by the software how to solve these short logical problems, and is gently guided through increasingly difficult tasks that become increasingly easy for the user to solve.


The method employed at RaiseYourIQ.com was developed by behavioral  psychologists over a decade of laboratory research, and is called SMART (which stands for Strengthening Mental Abilities with Relational Training). SMART teaches the user how to learn and how to think more clearly and logically.


Published research shows that SMART training increases the IQ scores (i.e). the standard measure of our intelligence level) of users by at least 10, and up to around 30 points, which represents a highly
significant increase in intellectual ability. It also appears that a high starting intelligence level does not reduce the effects of the training, with intelligent children, becoming even more intelligent. This is because there is no limit to how relationally skilled a user can become. SMART Brain Training For Kids allows infinite improvement because users are encouraged to regularly revise stages of training that they have already mastered, and this helps them become more accurate and faster in solving problems. Even after completion they can continue to train at their own convenience. Our child users typically attain at least a typical adult level of logical reasoning and ability following their training.


SMART brain training targets the foundational intellectual skills that underlie just about everything we do, but specifically the following activities rely heavily on relational skills.


• Using vocabulary

• Understanding word meaning

• Grasping basic and advanced logic

• Remembering information

• Using numbers for mathematics


You can learn more about relational skill brain training here, Brain Training Free where everyone is welcome to sign up for a free trial course.

Scientifically Developed Intellectual Skills Training

Smart Brain Training Scientific Evidence

RaiseYourIQ have been involved both as scientists and psychologists in the development of the SMART brain training educational method within the behavioral research community in which the
idea of “relational skills” first evolved. The RaiseYourIQ approach to brain training is based on Relational Frame Theory – a modern theory of cognition, that our team of psychologists have helped to develop over the past two decades.

RaiseYourIQ is the only online brain training company offering online relational skills training
based on the tried and tested methods of applied behavior analysis (ABA). These technologies have developed over decades in a research tradition started by the now legendary psychologist B.F Skinner. Skinner was not a brain scientist. He was an expert in the science of learning and teaching. Skinner’s ideas eventually led to the development of supremely successful treatments for a whole range of educational and intellectual deficits including autism spectrum disorders, and his approach taught us how to help individuals reach and surpass their intellectual potential.


So successful is the applied behavior analysis approach that it is widely considered to be the most effective treatment for autism known to science and it is used by leading scientists and therapists all over the world, in private clinics and in the mainstream school system to help children at every level of academic ability. SMART BRAIN TRAINING has emerged from this applied behavior analysis tradition, and provides a training system that teaches the fundamental concepts required for intellectual development.

Some Published Scientific Research Papers Supporting the SMART Approach

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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.



Barnes-Holmes, Y., Barnes-Holmes, D. & Cullinan, V. (2001). In
Relational frame theory: A post-Skinnerian account of human language and
cognition. Hayes, S. C. (Ed.); Barnes-Holmes, D. (Ed.); Roche, B.
(Ed.), (pp. 181-195). New York, NY, US: Kluwer Academic/Plenum


Barnes-Holmes, Y., Barnes-Holmes, D. & Murphy, C. (2004).
Teaching the generic skills of language and cognition: Contributions
from relational frame theory. In Moran, Daniel J. (Ed.); Malott,
Richard W. (Ed.), Evidence-based educational methods. San Diego, CA, US:
Elsevier Academic Press.


Barnes-Holmes, Y., Barnes-Holmes, D., Roche, B., Healy, O., Lyddy,
F., Cullinan, V. & Hayes, S. C. (2001). Psychological
Development. In Hayes, Steven C. (Ed.); Barnes-Holmes, Dermot (Ed.);
Roche, Bryan (Ed.), Relational frame theory: A post-Skinnerian account
of human language and cognition (pp. 157-180). New York, NY, US: Kluwer
Academic/Plenum Publishers, 2001.


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.


Berens, N. M. & Hayes, S. C. (2007). Arbitrarily applicable
comparative relations: Experimental evidence for a relational operant.
Journal of Applied Behavior Analysis, 40, 45-71.


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.


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


Christoff, K., Keramatian, K., Gordon, A. M., Smith, R., &
Mädler, B. (2009). Prefrontal organization of cognitive control
according to levels of abstraction. Brain Research, 1286, 94-105.


Gómez, S. López, F., ; Martín, 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, 273-294.


Gore, N. J.; Barnes-Holmes, Yvonne & Murphy, Glynis. (2010). The
Relationship between Intellectual Functioning and Relational
Perspective-Taking. International Journal of Psychology &
Psychological Therapy, 10, 1-17.

Gorham, Marie; Barnes-Holmes, Y., Barnes-Holmes, D. & Berens, N.
(2009). Derived comparative and transitive relations in young children
with and without autism. The Psychological Record, 59, 221-246.


Christoff, K., Keramatian, K., Gordon, A. M., Smith, R., &
Mädler, B. (2009). Prefrontal organization of cognitive control
according to levels of abstraction. Brain Research, 1286, 94-105.


Luciano, C., Becerra, I. G., & Valverde, M. R. (2007). The role
of multiple-exemplar training and naming in establishing derived
equivalence in an infant. Journal of the Experimental Analysis of
Behavior, 87, 349-365.




McHugh, L., Barnes-Holmes, Y., & Barnes-Holmes, D. (2004).
Relational Frame Account of the Development of Complex Cognitive
Phenomena: Perspective-taking, False Belief Understanding, and
Deception. International Journal of Psychology & Psychological
Therapy, 4, 303-324.




McHugh, L., Barnes-Holmes, Y., & Barnes-Holmes, D.
Perspective-Taking as Relational Responding: A Developmental Profile.
(2004). The Psychological Record, 54, 115-144.




Murphy, C., Barnes-Holmes, D. & Barnes-Holmes, Y. (2005).
Derived manding in children with autism: Synthesizing Skinner's verbal
behavior with relational frame theory. Journal of Applied Behavior
Analysis, 38, 445-462.




Murphy, C., & Barnes-Holmes, D. (2009). Derived more-less
relational mands in children diagnosed with autism. Journal of Applied
Behavior Analysis, 42, 253-268.




Murphy, C., & Barnes-Holmes, D. (2009). Establishing derived
manding for specific amounts with three children: An attempt at
synthesizing Skinner's Verbal Behavior with relational frame theory. The
Psychological Record, 59, 75-92.




Oberauer, K. (2003). The multiple faces of working memory: Storage,
processing, supervision, and coordination. Intelligence, 31(2), 167-193.




O'Connor, J., Barnes-Holmes, Y., & Barnes-Holmes, D. (2011).
Establishing contextual control over symmetry and asymmetry performances
in typically developing children and children with autism. The
Psychological Record, 61, 287-312.




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




Ramsden, S., Richardson, F. M., Josse,G., Thomas, M. S. C., Ellis,
C., Shakeshaft, C., Seghier, M. L. & Price, C. P. (2011). Verbal
and non-verbal intelligence changes in the teenage brain. Nature 479,
113–116.




Rehfeldt, R. & Barnes-Holmes, Y. (2009). Derived Relational
Responding: Applications for Learners with Autism and other
Developmental Disabilities: A Progressive Guide to Change. Oakland, CA:
New Harbinger.




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.




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




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




Vitale, A., Barnes-Holmes, Y., Barnes-Holmes, D., & Campbell, C.
(2008). Facilitating responding in accordance with the relational frame
of comparison: Systematic empirical analyses. The Psychological
Record, 58, 365-390.




Weil, T. M., Hayes, S. C., & Capurro, P. (2011). Establishing a
deictic relational repertoire in young children. The Psychological
Record, 61, 371-390.

Brain Training Scientific Evidence