Assessing the Efficacy of a Relational Skills Training Intervention in Improving Intellectual Function in a Sample of High IQ Adults
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| Title: | Assessing the Efficacy of a Relational Skills Training Intervention in Improving Intellectual Function in a Sample of High IQ Adults |
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| Authors: | Colbert, Dylan |
| Summary: | Recent advances in Relational Frame Theory have proposed that levels of sophistication with relational concepts may be of fundamental importance to intelligent behaviour. Furthermore, previous investigations have implicated the efficacy of relational skills intervention in improving intellectual performance, as measured by traditional IQ assessments. The current thesis aimed to extend upon such research by further assessing the contribution of relational ability to intelligence, as well as the effect of relational skills training on intellectual performance. In the first study, thirty-four high IQ college students were recruited to assess the effectiveness of a relational training protocol in increasing WAIS-III IQ scores when compared to a non-intervention group. The current analysis failed to report a significant effect of relational training in increasing scores on the Full, Verbal or Performance IQ. While there was a significant effect of training on Verbal Comprehension scores, this effect was not found for the other IQ subindices. The second study involved a correlational analysis of WAIS-III IQ scores and relational ability scores. Results indicated a high level of correlation between these measures, further proposing the importance of relational responding to intelligence. In addition, this investigation aimed to further explore possible reasons for the diminished effect of relational training in improving intellectual performance in the first study. It must be noted that while pronounced practice effects found for the control group rendered betweengroup differences insignificant, there were qualitatively different rises witnessed in subtest scores. Specifically, while both groups displayed significant increases on subtests that involved a timed element, only the experimental group displayed significant increases on untimed subtests. Furthermore, high IQ was not found to significantly correlate with postintervention IQ rises. However, the current sample displayed IQ gains significantly lower than that witnessed in average IQ cohorts. While the current analysis identifies a number of possible boundary conditions of the current intervention, much remains to be understood in terms of variables that may exert an influence on the effectiveness of relational training in improving intellectual performance. |
| URL: | https://mural.maynoothuniversity.ie/id/eprint/7539/1/DylanColbert_MSc_Thesis.pdf |
| Database: | OpenDissertations |
| Abstract: | Recent advances in Relational Frame Theory have proposed that levels of sophistication with relational concepts may be of fundamental importance to intelligent behaviour. Furthermore, previous investigations have implicated the efficacy of relational skills intervention in improving intellectual performance, as measured by traditional IQ assessments. The current thesis aimed to extend upon such research by further assessing the contribution of relational ability to intelligence, as well as the effect of relational skills training on intellectual performance. In the first study, thirty-four high IQ college students were recruited to assess the effectiveness of a relational training protocol in increasing WAIS-III IQ scores when compared to a non-intervention group. The current analysis failed to report a significant effect of relational training in increasing scores on the Full, Verbal or Performance IQ. While there was a significant effect of training on Verbal Comprehension scores, this effect was not found for the other IQ subindices. The second study involved a correlational analysis of WAIS-III IQ scores and relational ability scores. Results indicated a high level of correlation between these measures, further proposing the importance of relational responding to intelligence. In addition, this investigation aimed to further explore possible reasons for the diminished effect of relational training in improving intellectual performance in the first study. It must be noted that while pronounced practice effects found for the control group rendered betweengroup differences insignificant, there were qualitatively different rises witnessed in subtest scores. Specifically, while both groups displayed significant increases on subtests that involved a timed element, only the experimental group displayed significant increases on untimed subtests. Furthermore, high IQ was not found to significantly correlate with postintervention IQ rises. However, the current sample displayed IQ gains significantly lower than that witnessed in average IQ cohorts. While the current analysis identifies a number of possible boundary conditions of the current intervention, much remains to be understood in terms of variables that may exert an influence on the effectiveness of relational training in improving intellectual performance. |
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