Training of fluid and crystallized intelligence: A game-based approach in adolescents presenting with below average IQ

Abstract

Purpose: This study aimed to determine whether two aspects of global intelligence, fluid (Gf) and crystallized (Gc) intelligence, could be improved in adolescents with below-average IQ by using a game-based cognitive intervention. Method: Thirty-four adolescents participated in cognitive interventions targeting either Gf (GAMEf, n = 12) or Gc (GAMEc, n = 12) or were assigned to a control group (n = 10). Interventions took place two days a week for one hour, over 8 weeks. Standard neuropsychological assessments were conducted prior to and after the intervention to measure possible improvements in Gc (using the Wechsler Scales, WISC-IV), and Gf (using the Test Of Non verbal Intelligence, TONI-4). Results: Adolescents in the GAMEf program improved on measures of Gf, while adolescents in the GAMEc program improved on both measures of Gc and Gf. Conclusions: The results indicate that individuals with below average IQ can improve their fluid and crystallized intellectual functioning through direct cognitive training using commercially available games, suggesting that intellectual functioning at this level may be more susceptible to remediation than previously thought. These findings could have direct implications for cognitive intervention and learning potential in clinical populations with below average IQ.

Keywords:

• cognition
• intervention
• intelligence
• fluid reasoning
• borderline intelligence

Public interest statement

The main focus of this study consisted in creating a cognitive intervention program that targets different aspects of global intelligence, a rehabilitation domain that has long been overlooked because of its presumed stability. The GAME cognitive program was intended for adolescents presenting with below-average intelligence and targeted fluid intelligence (Gf: thinking logically and solving problems in new situations independently of acquired knowledge) and crystallized intelligence (Gc: a person’s ability to use skills, knowledge, and experience). The program lasted for sixteen hours over the course of eight weeks and adolescents were assessed using psychometric tests prior to and after the intervention. Results showed that adolescents trained on Gf improved their Gf abilities and that adolescents trained on Gc improved both Gf and Gc abilities. This study calls into questions the so-called stability of intellectual functioning. This is also the first time that intellectual improvements have been identified in a population of clinical interest through direct training.

Competing Interests

The authors declare no competing interest.

Acknowledgments

The authors thank Miguel Chagnon for his assistance regarding statistical analyses and Marie-Ève Marchand-Krynski for her work as a research assistant.

Additional information

Funding

This work was supported by the Fonds de Recherche du Québec - Santé (CA) [grant number 20135].

Notes on contributors

Mathilde Neugnot-Cerioli

The ABCs Developmental Neuropsychology Lab, established and directed by Dr Miriam H. Beauchamp, focuses on cerebral, cognitive, and social development from infancy, through childhood and adolescence. In general, the work conducted by the lab explores brain and cognitive maturation, as well as the biological and environmental factors that influence social and cognitive development. A number of projects investigate the cognitive and social outcomes of children and adolescents with brain insult, such as traumatic brain injury, autism spectrum disorders, and Tourette’s syndrome. Empirical data related to these outcomes is translated into the development of cognitive and social intervention paradigms using game-based and virtual reality technology. The current project is part of our efforts to improve cognitive functioning in children with clinical difficulties via engaging tools and training. We aim to gain a better understanding of the underlying substrates of cognitive and social problems in the hope that this information will guide the development of targeted interventions for children at-risk for cognitive, social, or behavioral problems.