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

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

The Consensus Is In On Brain Training, But The Jury Is Not

The mess that has been created by the over-eager marketing of the brain training industry has resulted in a general skepticism regarding any efforts to develop tools to increase general cognitive functioning, an effort that makes perfect theoretical and practical sense from a psychological science point of view. In other words, all efforts may now be painted with the same brush. The brain training industry has made a proverbial rod for their own back.

But there is one important point on which I and people in my field would strongly disagree with the
consensus group. The point of disagreement speaks loudly to the hope of developing powerful brain training methods that fulfill all of the criteria suggested by the consensus group. Specifically, the signatories appeal in their article to the long standing assumption that improvement in a single training task type cannot lead to increases in a broad skill. For example, training in a particular type of memory task cannot improve all of memory. Training in one type of motor movement
cannot improve all forms of motor movement. This has indeed been generally observed.
Read the full article on


The Consensus Is In On Brain Training, But The Jury Is Not | Psychology Today

13 Ways for parents and teachers to train an angry child to be calm.

13 Ways for parents and teachers to train an angry child to be calm.



Anger in a child may occur for many different reasons. It might stem from a condition like ADHD, ODD, anxiety, various different developmental difficulties or perhaps frustrations over experiencing
specific learning difficulties at school.

Psychologist Karen Webster Stratton reports that emotions are responses to situations in which people feel strongly. She further notes that these responses are felt on three levels: neurophysiological, behavioral, and cognitive. This means that there is a physical response in the person’s body as well as an intellectual understanding of what is happening. In addition, there is also an overt behavior exhibited as a result of the person’s response to the stimuli.  So your child’s responding may not be as simple as what you see on the outside. Your child may be responding to events on a single level or on all three levels.  Whichever is the case for your child, here are some top tips based on psychological research that will help you manage the situation when your child is angry and carry you through those times when parenting or teaching is far less joyful an experience.

Raise Your IQ - YouTube

Raise Your IQ - YouTube

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

Is it really possible to increase intelligence?

We were once told that intelligence or IQ was fixed for life. However,years of research by doctors and psychologists has lead to thediscovery of the importance of relational skills to intelligence and it
took several more years to by scientists to figure out how best to teach these skills. Today we know that IQ can in fact be increased by quite a degree. There have also been considerable advances in neuroscience in recent years, that have led psychologists to conclude that the brain itself can be made “fitter” with training and can respond and adapt to improved learning opportunities. Even leading authorities, such as Professor Robert Sternberg, now agree that IQ can be raised.

People who have completed the SMART brain training course have seen an average 20-50 point increase or improvement in intelligence or IQ (in both formal IQ tests and IQ assessments). The whole principal andscience behind RaiseYourIQ is teaching people how to learn easier. So mathematics, reasoning,problem solving memory recall and verbal comprehension become easier to understand hence working the brain fitter. The proof of this process lies in taking a pre and post IQ
assessment test which is free at RaiseYourIQ. Many of our users take SMART brain training to help in education, exams, work tests and IQ tests like MENSA. increase intelligence

Identifying the Basic Building Blocks of Intelligence | Psychology Today

This Psychology Today article on the Building Blocks of Intelligence was written by Doctor Bryan Roche in his IQ Boot Camp expert blog, Bryan is a co-founder of RaiseYourIQ.com. In this article he poses the question "Will honing your relational framing skills make you smarter?"

The full article can be read on Psychology Today at the below link


Identifying the Basic Building Blocks of Intelligence | Psychology Today

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

Can I Increase My Intelligence?

People and students often ask the question "Can I increase my intelligence" by using some tools or games. Fist things first, What is Intellgence and IQ?

Well intelligence is defined at the ability to learn, understand and makejudgments or have opinions that are based on reason. Being intelligent means having the ability to acquire and use knowledge for solving problems and adapting to the world. IQ is simply the unit of measure for expressing the results of intelligence tests. Specifically, IQ is the ratio of a subject’s mental age (as determined by their performance on an intelligence scale) and chronological age.



There are many types of intelligence, but only standard IQ predicts your success at school and in work. In fact studies show people with higher IQ scores complete more years in school and have higher status jobs. Recent research has also found that people with higher IQs are also happier and healthier. While you do not need to have a high IQ for its own sake, improving your intellectual
ability will help you deal more effectively with school and work challenges, as well as make decisions and solve everyday problems more easily.

So the answer to the question is Yes. However there is no easy fix, just like training in your body in a gym, exercising the brain to become fitter involves time and study. RaiseYourIQ believes that brain training is about teaching people to learn. So brain training is a learning method to enhance a persons 
ability to learn faster, easier, and better. The science to brain training is that the brain processes information through a network of nerve cells called neurons and as a brain learns, groupings of neurons physically work together to accomplish learning or thinking tasks. So brain training is a skills course that requires a few hours a week over 8 to 12 weeks where a final IQ test will indicate the level of improvement. Learn more about SMART brain training here.

Why Is SMART “Brain Training” different?

The SMART brain training course is not like any other form of brain training online or in clinics. Here at RaiseYourIQ we use the term "brain skills training", or a behavioral training course. The intellectual property behind SMART Brain Training has been developed by education leaders and published psychologists following over ten years research in schools and university.

The reason SMART Brain Training  is different is that it does not work by merely improving working memory or teaching users how to perform well on IQ tests.  Instead, our SMART brain training course teaches the fundamental cognitive skills necessary to improve learning and reasoning in
school,business and in everyday life.

SMART Brain Training enhances the entire intellectual skillset.

The web is full of brain training apps or games with no scientific support which just focus on working memory. The SMART Brain Training course (we want our users to see this as an educational course with real world benefits) covers the 4 key areas of "Intellectual Performance"

(1). Verbal Comprehension - improve ability to listen to a question and draw upon learned information

(2).Perceptual Reasoning - improve ability to examine a problem, organize thoughts, create solutions, and then test them

(3).Processing Speed - increase attention to quickly scan, discriminate between and order visual information

(4). Working Memory - increase the ability to memorize new information, hold it in short-term memory and concentrate

RaiseYourIQ offers a no obligation free trial (1st module is 100% free) together with a free IQ Assessment so people can judge for themselves. Brain Training Free The first module is 100% free and nocredit card is required.  To learn more about Why Is SMART “Brain Training” different?

Education is Linked To IQ

Scientific evidence nows shows that education is linked to higher IQ levels. If a person increases the intensity or duration of educational activity, it stimulates the brain to become fitter, making learning easier for any person whether its for school or business.

The view that a persons IQ is fixed for life and cannot be improved has been discredited thanks to several studies. One such study which was recently published by Norwegian scientists Christian N. Brinch and Taryn Ann Galloway. They got around the problem of trying to separate the effect of education on IQ from the possibility that more intelligent people simply choose to have more education. Their study involved examining the effects of an increase in the duration of compulsory
schooling in Norway in the 1960s. This change extended the minimum time in education for all Norwegians from 7 to 9 years. The authors cleverly hypothesized that the IQs of people who experienced this extra mandatory education should have increased by the time they reached
adulthood.


The researchers had access to excellent records of cognitive ability taken by the military for all eligible males at age 19 and they used these to calculate the IQ of each individual in the study. This allowed them to show that IQ had risen by 0.6 of a point on average for all Norwegian males over the period of study, but HAD RISEN BY 3.7 POINTS for every extra year of education received.

These findings provide very strong support for the ideas that education can increase IQ, but more importantly is that those people who are exposed to extra education benefit even greater. The conclusion is the more we learn, the fitter he brain becomes leading to improved levels of IQ. This poses the question, if children and adults know how to learn better, would our normal education system have a bigger impact on their intellectual development and life choices?


The rises in IQ from this study result from a very broad exposure to education extension, but research now shows that IQ rises obtained by an extra year of education are dwarfed by the IQ rises obtainable using the scientifically developed brain training developed by psychologists and authors at RaiseYourIQ, which helps the user to become expert in a range of cognitive skills underlying many forms of intelligence used in education, work, and in everyday life. Teaching people to learn easier and quicker using the brain training course leads to a 20-30 point IQ increase.


Click here to learn more about SMART Brain Training and the science behind it.

You can view the full original article conducted by the Norwegian
scientists here: [Brinch &
Galloway](http://www.pnas.org/content/109/2/

  
 Published originally by Doctor Bryan Roche, co-founder of RaiseYourIQ on his blog Educational Intervention To Raise Your IQ

Brain Training

This article is for people or kids considering brain training either as a game or as a serious
intellectual skills course to help improve IQ test scores or brain fitness levels. This article seeks to provide   information of what exactly brain training is and how it works. RaiseYourIQ is at the forefront into improving our brain health using a method known as relational frame theory. Hence, RaiseYourIQ is the only scientifically proven brain training course to improve mental performance and raise IQ by 20 to 30 points. RaiseYourIQ is a research based, scientifically proven brain
training solution with published clinical data providing brain fitness and intellectual skills development courses that have real world health and education benefits beyond games.

RaiseYourIQ invests heavily into research  on IQ development, behavioural psychology and the delivery of intellectual skills training, as well as in techniques for maximizing brain fitness in any
individual. The specific scientific field (Applied Behaviour Analysis; ABA) upon which the RaiseYourIQ methodology is based, is well-established for nearly a century and represents the gold standard approach for helping individuals improve intellectual capacity (over and above the recent slew of neurologically oriented brain training interventions). Importantly, the RaiseYourIQ approach is unique, and proven to be effective, having been developed by psychologists and educators over a number of years. The methodology for the RaiseYourIQ training course is known scientifically as Relational Frame Training


So What Is Brain Training?


RaiseYourIQ believes that brain training is about teaching people to learn. So brain training is a learning method to enhance anyone's ability to learn faster, easier, and better. The science part is the
brain processes information through a network of nerve cells called neurons and as we learn, groupings of neurons physically work together to accomplish learning or thinking tasks. So brain training is a skills course that requires a few hours a week over 8 to 12 weeks where a final
test will indicate the level of improvement.


Is Brain Training Just A Game?


Is brain training a skill to learn or just a game to amuse oneself?.
With the increase awareness of our mental health there is allot ofdiscussion on the web about brain training, brain health and how to improve one’s IQ. Firstly the psychologists with support from clinical trials and data (experts in the field of relational frame training) at RaiseYourIQ have pinpointed that the only real meaningful brain training solutions are the ones focused on improving a person’s relational skill and not just memory re-call which games focus on. This is where brain
training games has its limitations as in education,business and everyday interaction, our brain needs to be able to understand much higher levels of relational skills because we all need to be able to perform more complicated understandings. A brain training game while fun cannot work on the brains relational skills we need to understand mathematics, science, language, to read and speak well. The psychology team at RaiseYourIQ having conducted over 10 years scientific research along
with clinical studies into relational frame training and how it corresponds to IQ.

Does Brain Training Work?


This same question could be asked of any online skills course. If you take an online language course to learn Spanish, then after a period of time you should be able to better understand and speak Spanish. This can be validated by taking assessments and tests as part of the course. The
same applies to a brain training course. After a defined period of time, assessments and tests should indicate to you how much your brain has become fitter across a number of relational skills. SMART Brain Training is a education course to deliver a targeted interaction that challenges the brain to facilitate learning faster and easier, meaning the benefits that go beyond performance on the brain training course itself into school,business and everyday life.
Why not take a free assessment and trial today  or learn more about Brain Training