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The effect of relational training on intelligence quotient: a case study
Rosa M Vizcaíno-Torres1, Francisco J Ruiz, Carmen Luciano
1Universidad de Almería.
Psicothema
|May 1, 2015
Summary
Relational Frame Theory (RFT) training significantly improved a 4-year-old child's relational skills and boosted their General Cognitive Index by over 1.5 SD. This demonstrates RFT's potential for enhancing cognitive abilities.
Area of Science:
- Cognitive Psychology
- Behavioral Science
Background:
- Relational Frame Theory (RFT) offers promising protocols for enhancing intelligence quotient (IQ).
- This case study investigates the impact of a specific RFT-based relational responding training on a 4-year-old child's IQ.
Observation:
- The study employed the McCarthy's Aptitudes and Psychomotricity Scale (MSCA) to assess cognitive and psychomotor development pre- and post-intervention.
- A multiple-exemplar-training (MET) protocol focused on coordination, opposition, and comparison relational frames was administered over approximately 12 hours across 5.5 months.
Findings:
- The training successfully fostered relational responding in opposition and comparison frames.
- Significant improvements were observed in the fluency and flexibility of all trained relational frames.
- The child exhibited a notable increase in the General Cognitive Index of the MSCA, rising from 106 to 131 (an improvement exceeding 1.5 SD).
Implications:
- This case study provides empirical support for the efficacy of RFT-based interventions in cognitive enhancement.
- The findings suggest that RFT training can be a valuable tool for improving intelligence and related cognitive functions in young children.
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