{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,18]],"date-time":"2026-09-18T11:48:00Z","timestamp":1789732080864,"version":"4.0.1"},"reference-count":28,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2016,4,8]],"date-time":"2016-04-08T00:00:00Z","timestamp":1460073600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Brit J of Edu Psychol"],"published-print":{"date-parts":[[2016,9]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>\n                      Previous research found that pre\u2010teenage ability to derive arbitrary \u2018same\u2019, \u2018opposite\u2019, \u2018more\u2019, and \u2018less\u2019 relations correlated with measured intelligence quotient (\n                      <jats:styled-content style=\"fixed-case\">IQ<\/jats:styled-content>\n                      ) and that training this\n                      <jats:italic>derived relational responding<\/jats:italic>\n                      (\n                      <jats:styled-content style=\"fixed-case\">DRR<\/jats:styled-content>\n                      ) skill produced substantial\n                      <jats:styled-content style=\"fixed-case\">IQ<\/jats:styled-content>\n                      rises.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Aims<\/jats:title>\n                    <jats:p>\n                      This study extended previous work by comparing the effects of\n                      <jats:styled-content style=\"fixed-case\">DRR<\/jats:styled-content>\n                      training (using strengthening mental abilities with relational training [\n                      <jats:styled-content style=\"fixed-case\">SMART<\/jats:styled-content>\n                      ], an automated online training protocol) with the effects of a similar quantity of training in \u2018Scratch\u2019 computer coding.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Sample<\/jats:title>\n                    <jats:p>\n                      Twenty\u2010eight children (13 girls) aged 10\u201311 (\n                      <jats:italic>M<\/jats:italic>\n                      \u00a0=\u00a010.34) participated, all members of the same class in a primary school in Co. Limerick, Ireland.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      Participants were tested before and after training for\n                      <jats:styled-content style=\"fixed-case\">DRR<\/jats:styled-content>\n                      ability as well as on standardized tests of\n                      <jats:styled-content style=\"fixed-case\">IQ<\/jats:styled-content>\n                      and academic attainment. Training time was limited to 29\u00a0hrs over two academic semesters in twice\u2010weekly 1\u2010hr instalments.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Significant improvements were seen in measures of overall intellectual performance; in digit span and letter\/number sequencing; and in academic attainment, including spelling, reading, and numerical operations, in the\n                      <jats:styled-content style=\"fixed-case\">SMART<\/jats:styled-content>\n                      \/\n                      <jats:styled-content style=\"fixed-case\">DRR<\/jats:styled-content>\n                      group alone, and there was significantly more improvement on these measures in the\n                      <jats:styled-content style=\"fixed-case\">SMART<\/jats:styled-content>\n                      \/\n                      <jats:styled-content style=\"fixed-case\">DRR<\/jats:styled-content>\n                      group than in the Scratch group.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>\n                      These findings extend the evidence that training\n                      <jats:styled-content style=\"fixed-case\">DRR<\/jats:styled-content>\n                      can produce improvements in intellectual and academic ability.\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/bjep.12114","type":"journal-article","created":{"date-parts":[[2016,4,10]],"date-time":"2016-04-10T14:15:37Z","timestamp":1460297737000},"page":"397-411","source":"Crossref","is-referenced-by-count":64,"title":["Comparing the effects of derived relational training and computer coding on intellectual potential in school\u2010age children"],"prefix":"10.1111","volume":"86","author":[{"given":"Jennifer","family":"Hayes","sequence":"first","affiliation":[{"name":"School of Psychology National University of Ireland Galway Ireland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ian","family":"Stewart","sequence":"additional","affiliation":[{"name":"School of Psychology National University of Ireland Galway Ireland"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2016,4,8]]},"reference":[{"key":"e_1_2_5_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF03392844"},{"key":"e_1_2_5_3_1","doi-asserted-by":"publisher","DOI":"10.1901\/jaba.2007.7\u201006"},{"key":"e_1_2_5_4_1","doi-asserted-by":"publisher","DOI":"10.1073\/pnas.1106607109"},{"key":"e_1_2_5_5_1","volume-title":"Intelligence","author":"Brody N.","year":"1992"},{"key":"e_1_2_5_6_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF03395755"},{"key":"e_1_2_5_7_1","doi-asserted-by":"publisher","DOI":"10.1901\/jeab.2000.73\u20105"},{"key":"e_1_2_5_8_1","volume-title":"Advances in relational frame theory & contextual behavioral science: Research & application","author":"Dymond S.","year":"2013"},{"key":"e_1_2_5_9_1","volume-title":"Drumcondra primary mathematics test \u2013 Revised. 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