Cognitive Training to Enhance Memory, IQ and Academic Performance
Cognitive Training to Enhance Memory, IQ and Academic Performance
Many think of IQ as a fixed indicator of one’s intelligence, but one’s IQ score can change over time, if you know how.
May/June 2021 – Published in POPCLUB Education Guide
By Ric Chong MBPsS, Assoc MAPS, MEd PsyEd (Manchester), MSc (Keele), BA (Hons) (Wolverhampton)
Singapore’s rigorous education system places a substantial amount of pressure on parents and children. Students are required to remember vast amounts of information everyday but are rarely taught the proper method to execute such tasks. Despite allocating ample time and effort into their academic studies, many students were unable to achieve their full potential at school. The majority of these children face challenges in their memory capacity. Overcoming this issue requires proper learning methods that help them to retain the information learnt, and this can be done through cognitive training.
Cognitive training can benefit students of all calibre by improving their working memory and IQ, which in turn enhances their learning ability and performance in school. Afterall, memory plays a vital role in children’s learning and is essential for all activities. We rely on memory to retain knowledge, keep track of ideas, and more. It is important to keep in mind that memory is often the foundation to more advanced skills. In cognitive training, students are trained to encode information such as model essays, scientific and mathematical concepts into their short-term memory. Thereafter, they are encouraged to recall and apply the information in their studies using their working memory.
Case Study
Roxanne started cognitive training since she was five. After a year of cognitive training, her IQ score improved from 110 to above 140. 3 years later, her IQ is equivalent to the 95th percentile rank of individuals aged 18 years old. Her drawings (as shown below) also demonstrated significant intellectual advancement following cognitive training, adding credence to the transfer effect.
Her working memory and learning ability has also improved significantly after cognitive training. Roxanne was able to memorize a 292-word essay in 20 minutes with 98.6% accuracy. Using cognitive approach, RIC center guided Roxanne for all 4 subjects throughout Primary School. Without additional tuition, she scored 4 A* in her PSLE with a score of 263. Her academic performance after years of cognitive training is reflected in the table below:
The transfer effect from cognitive training can aid memory, IQ and academic performance in children. With proper guidance and cognitive training, all children can have the opportunity to excel.
Adapted from Cognitive Training to Enhance Memory, IQ and Academic Performance and <<如何以认知训练加强记忆、智商、与学业成绩>>
Cognitive Approach for Exam Preparations
Cognitive Approach for Exam Preparations
Aug/Sep 2019 – Published in POPCLUB Education Guide
By Ric Chong MBPsS, Assoc MAPS, MEd PsyEd (Manchester), MSc (Keele), BA (Hons) (Wolverhampton)
All forms of learning begin with memory. Essentially, memory is a complex process that involves acquiring, storing, and recalling information. For students, memory plays a vital role to retain and create knowledge during examinations.
Memory
Memory is a major topic in psychology. It is defined as the process of keeping information from past experiences for present and future facilitation.
In cognitive training, students are trained to encode information such as model essays, scientific and mathematical concepts into their short-term memory. Thereafter, they are encouraged to recall and manipulate these information for use during examinations using their working memory.
Thinking and Remembering
In contrast to rote learning, the evidence-based cognitive training emphasizes thinking and remembering. Therefore, thoughts and senses i.e., multiple encoding codes are being engaged. The cognitive approach aims to increase the working memory of students through the engagement of mental processes based on Multiple Coding Theory.
Upon achieving satisfactory working memory abilities and/or IQ progressions, students will learn how to apply the approach to their school subjects by using the RRIW 4-Step Methodology.
For Steps 1 and 2, if students still do not understand the question and model answer, they can consult a teacher.
In Step 3, students are required to engage mental and cognitive processes, by imagining and recalling the key words and concepts used in the answer.
By Step 4, students should be able to solve the question with ease without referring to the model answer. The teacher may re-test the students after a period of time as a form of revision, especially during exam preparation.
Apart from enhancing the exam performance of many students, studies conducted by many universities have also shown that, appropriate scientific cognitive training can significantly enhance a person’s IQ, which is closely linked to his/her future academic and professional success. Therefore, consider investing in your child’s future by exploring the cognitive approach.
Cognitive Training to Improve Intelligence
Cognitive Training to Improve Intelligence
May/June 2019 – Published in POPCLUB Education Guide
By Ric Chong MBPsS, Assoc MAPS, MEd PsyEd (Manchester), MSc (Keele), BA (Hons) (Wolverhampton)
Improving one’s intelligence can sometimes be an abstract concept that leaves parents at a loss. One method that can be considered is Cognitive Training. Although it involves training tasks completely different from measures of fluid intelligence (IQ), IQ tests reflect a transfer effect of improvements in intellectual abilities due to cognitive training.
There are many research studies and findings supporting the fact that cognitive training helps to improve students’ IQ tremendously. Children’s intelligence improved significantly within 12 months of cognitive training and is further supported by the results of drawing tests.
Take for example a child who has undergone cognitive training since the age of five, the evidence of the transfer effect from cognitive training to the measure of IQ is presented below. With regular administration of standardized IQ tests and drawing tests, one can assess the child’s IQ and intellectual development. After a year of cognitive training, the child’s IQ score improved from 110 to above 140, which is equivalent to the 99.9 percentile rank of her age group. Four years later, at 10 years old, the child’s IQ is equivalent to the 95 percentile rank within the population aged 18 years old, which would indicate that the child’s intellectual ability has reached the same capacity as that of the top 5 percent of 18-year-olds. In addition, the child’s drawings also demonstrate significant intellectual advancement following cognitive training.
Based on data collected from IQ and drawing tests, as shown in Figure 1, one’s IQ can benefit from the extended duration of cognitive training the child receives, in which the longer the duration of cognitive training, the greater the increase in IQ.
The child spends 20 minutes to remember and reproduce a novel essay and can reproduce 261 out of 272 words – that is 96 percent accurate. The child did not attend any tuition and performed consistently well in school. Her academic performance after years of cognitive training is reflected in the table below:
Ric Cognitive Learning Centre has been widely publicised in local media (SPH Lianhe Wanbao & SPH Shin Min Daily News) as the first learning centre in Singapore to have successfully improved children’s IQ, audited by TC&P Public Accountants and Chartered Accountants Singapore in 2016.
Children’s Drawings Reflect Information on their IQ
Children’s Drawings Reflect Information on their IQ
Nov/Dec 2018 – Published in POPCLUB Education Guide
By Ric Chong MBPsS, Assoc MAPS, MEd PsyEd (Manchester), MSc (Keele), BA (Hons) (Wolverhampton)
The study of children’s drawings is intertwined with many different concepts. It is utilised as an instrument to estimate various types of functions. In particular, children’s drawings are often linked to their intellectual abilities or intelligence (IQ). According to Goodenough (1964), children’s intellectual development is closely related to their drawing abilities.
Based on the concept of psychological science and innovation, Ric Cognitive Approach® has been using the Imagery Drawing Test (IDT) to systematically monitor students’ cognitive development and intellectual maturity since 2006. Students’ drawings are also analysed alongside with their IQ scores. Since then, we have witnessed the amazing changes in students’ drawings over time as they undergo cognitive training. Their drawings provide compelling evidence of improvements in their intellect and IQ following cognitive training.
Figure 1: Imagery Drawing Test and IQ progression of a boy. Following 1 year 11 months of cognitive training, his IQ increased from the 0.4 percentile rank to 99 percentile rank.
Figure 2: Imagery Drawing Test and IQ progression of a girl. She had an IQ equivalent to the 9 percentile rank but her IQ score improved to the 90 percentile rank after 1 year 9 months of cognitive training.
Figure 3: Imagery Drawing Test and IQ progression of a boy. Following 10 months of cognitive training, his IQ increased from the 25 percentile rank to 75 percentile rank.
Figure 4: Imagery Drawing Test and IQ progression of a girl. Following 4 years of cognitive training, her IQ increased from the 90 percentile rank to 95 percentile rank of 16.5 years old.
From the children’s drawings and IQ percentile ranks, it can be observed that there is a correlation between children’s drawings and their IQ. As their drawings changed and became more detailed and mature, the children’s IQ percentile rank also showed marked improvements. These results provide scientific evidence that cognitive approach promotes children’s cognitive development, growth and IQ. In 2017, we were featured on the local media for being the first cognitive centre in Singapore to successfully improve students’ IQ and awarded the Best Cognitive Training Programme Enrichment Awards 2018 by Singapore’s Child.
Cognitive Training for Better Academic Performance
Cognitive Training for Better Academic Performance
Nov/Dec 2017 – Published in POPCLUB Education Guide
By Ric Chong MBPsS, Assoc MAPS, MEd PsyEd (Manchester), MSc (Keele), BA (Hons) (Wolverhampton)
For over a decade in my teaching and cognitive training career, I have worked with many students aged 4-17 years to develop their cognitive abilities for achieving better academic performance.
In general, good working memory and IQ are fundamental to attaining better academic results. The food news is that, both working memory and fluid intelligence (IQ) can be increased drastically through evidence-based cognitive training. With the improvement of working memory and IQ, students will proceed to learn how to engage the cognitive approach when completing work related to their school subjects, thereby improving their academic performance accordingly.
Over the years, I’ve encountered innumerable cases involving highly intelligent children who, despite channeling laborious efforts into their academic studies, were not performing well in school. Memory-related problems emerged as the primary issue that the majority of these children faced.
Cognitive training can be used to improve working memory extensively. At the same time, it is interesting to note that there is a transfer effect from cognitive training to measures of IQ, even though the cognitive task is completely different from the IQ test itself.
Innovation and Psychological Science
Based on my research work in university, I have integrated measures of intelligence with cognitive training since 2013, with the hypothesis that the cognitive approach helps students aged 4-17 to enhance their IQ
A study of a sample group from 2013 to 2016 suggests that cognitive training helps in improving the students’ IQ tremendously. Their scores on standardized measures of fluid intelligence improved significantly within 12 months. This finding replicated similar research studies conducted by several universities.
Figure 1
In Figure 1, the evidence of transfer from cognitive training to the measure of IQ, of a Primary 3 (age: 9) girl is presented. She started cognitive training since K1 (age: 5). Since then standardised IQ tests and drawing tests have been administered to evaluate her IQ and intellectual development regularly for evidence of transfer from cognitive training. After 4 years of cognitive training, her IQ score is not above 140, equivalent to the 95 percentile rank of students aged 16.5 years old. This implies that her intellectual ability is as high as the top 5% of students aged 16.5 years old.
Thinking and Remembering
Based on the data collected such as IQ scores and drawing tests as shown in Figure 1, the improvement in a child’s IQ is dependent on the duration of cognitive training the child receives. Results seem to indicate that, the longer the duration of cognitive training, the greater the increase in the IQ of the child, which may in turn, translate into better academic performance.
Succeed In Life with Emotional Intelligence
Succeed In Life with Emotional Intelligence
Aug/Sept 2017 – Published in POPCLUB Education Guide
By Ric Chong MBPsS, Assoc MAPS, MEd PsyEd (Manchester), MSc (Keele), BA (Hons) (Wolverhampton)
For decades, much emphasis has been placed on enhancing the different facets of intelligence such as logical reasoning, verbal, spatial and mathematical skills. However, there was something missing in the equation, namely the Emotional Intelligence (EQ).
A research in 1990 first conceptualized Emotional Intelligence. Subsequently, the concept was popularised by Goleman’s best-selling book in 1995, Emotional Intelligence: Why it can matter more than IQ. According to him, EQ can be as powerful as, or more powerful than IQ at times; and that EQ can be acquired and improved through teaching. The original research defines EQ as “the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions.”
EQ plays a role in helping a person attain optimal social skills, and its use can be extended beyond one’s home to social settings such as schools and workplaces. Individuals may harness their EQ to influence others’ beliefs and thinking in groups and society. EQ has a direct impact on a person’s quality of life. Indeed, researchers in the field of psychology ask many questions regarding the ability of individual to regulate emotions and how it affects important life outcomes. Examples include, ‘Are there better ways of handling one’s emotions? And if so, can we teach people to do so?’
As a result, various EQ trainings have been developed.
EQ Training Programmes
As a result, various EQ trainings have been developed.
With growing social and economic pressures in the highly digitized world today, and the constant bombardment of external stimuli, the social and emotional needs of developing children are changing and growing, which in turn affect their life experiences. Hence, there has been an increasing need to help children develop competencies and skills to manage their emotions, behavior and relationships with others.
In response to this, Social and Emotional Learning (SEL) has become the conceptual framework to address these issues. The principles of SEL were put forward as an integrative framework aimed at helping children to manage their emotions and social issues by building their resilience to deal with change and uncertainty.
Why Improve EQ?
The development of EQ can help to groom children’s social and emotional competencies in managing stress, setting personal and academic goals, and planning for the future. Therefore, schools and homes play a crucial role in raising healthy children by fostering their cognitive development, as well as improving their social and emotional skills
Well-implemented SEL programmes can help children to develop self-awareness, in terms of recognizing emotions, identifying personal interests and strengths, and maintaining a down-to-earth sense of self-confidence. These programmes can also train self-management by teaching children to regulate their emotions to handles stress, control impulses, set appropriate goals, overcome setbacks and express their emotions appropriately. Children will also develop social awareness and empathy by learning to recognize the similarities and differences among individuals and groups.
In addition, children can also learn to build healthy and rewarding relationships based on cooperation, hone their ability to resist inappropriate social pressure, and resolve interpersonal conflict in a constructive manner. Finally, SEL programmes can be applied to teach children anout responsible decision making, by getting them to consider all relevant factors such as ethical standards, safety concerns, and social norms, and evaluate likely consequences of different courses of action.
Recent studies have indicated a growing amount of evidence in support of SEL programmes. There is no doubt about the potential merits of developing children’s social and emotional abilities. Moreover, the last decade has seen a significant growth in the emphasis that educational policies place on SEL across the globe, suggesting the potential benefits of EQ training. Educationalists and practitioners should implement SEL programmes with diligence and fidelity since EQ is an essential skill for everyone to scceed in life, in the context of today’s competitive world.
Copyright © 2017 Ric Chong. All Rights Reserved. Copyright in text of this article rests with the author. Copies (by any process) either in full, or of extracts, may be made only in accordance with instructions given by the author.
Ace Your Exams with the Cognitive Approach
Ace Your Exams with the Cognitive Approach
May/June 2017 – Published in POPCLUB Education Guide
By Ric Chong MBPsS, Assoc MAPS, MEd PsyEd (Manchester), MSc (Keele), BA (Hons) (Wolverhampton)
From elementary school to tertiary studies, sitting for exams is inevitable. As school exams are stressful events, students can look for approaches which can help them cope and learn better during exam preparations, and also help them to ace their exams. One such way is the cognitive approach. In contrast to rote learning, the evidence-based cognitive approach emphasizes the application of mental processes to support learning and memory.
Cognition and Metacognitive Abilities
Cognition involves mental processes such as thinking, remembering and problem solving which guide us in learning, planning, decision making and comprehension. At the same time, cognitive processes also involve paying attention, perception, rehearsal, encoding and retrieval. Under metacognitive abilities, the information processed is stored via sensory memory, working memory and long-term memory. By taking the cognitive processes and metacognitive abilities into account, the following approach has been proposed to guide students along:
The 8-Step Cognitive Approach to Academic Progression places emphasis on both Cognitive Training (Step 3) and Schoolwork Application (Step 6). The cognitive training aims to increase the working memory of students through the engagement of mental processes based on Multiple Coding Theory. Upon achieving satisfactory working memory abilities and/or IQ progressions, students will learn how to apply the approach to their schoolwork.
Thinking and Remembering
+Rehearsal, Encoding and Retrieval
The cognitive approach emphasises on thinking and remembering. Therefore thoughts and senses are being engaged i.e., multiple encoding codes. This is subsequently followed by rehearsal, encoding and retrieval within the cognitive processes i.e., RRIW 4-STEP. This is how the RRIW 4-STEP is being applied to schoolwork:
For Step 1 and 2, if the students still do not understand the question and model answer, they can consult a tutor or teacher. In Step 3, students are required to engage mental and cognitive processes, by imagining and recalling the key words and concepts to apply in the answer. By Step 4, students should be able to solve the question with ease. The tutor or teacher may re-test the students after a period of time as a form of revision, especially during exam preparation.
Case Studies
Case 1: A Primary 6 participant, who started cognitive approach training at the start of the school year, performed poorly in CA1 with all subjects graded D. After 7 months, student attained 1 A, 2 B’s and 1 C for PSLE.
Case 2: A Secondary 1 participant failed a few school subjects and barely passed the others during the term tests. After a year of cognitive approach training, this student scored 5 A’s and passed all others with flying colors.
Apart from enhancing the exam performance of many students, studies conducted by many universities have also shown that, appropriate scientific cognitive training can significantly enhance a person’s IQ, which is closely linked to his/her future academic and professional success. Therefore, consider investing in your child’s future by exploring the cognitive approach.
Copyright © 2017 Ric Chong. All Rights Reserved. Copyright in text of this article rests with the author. Copies (by any process) either in full, or of extracts, may be made only in accordance with instructions given by the author.
Using Imagery to Enhance Memory and IQ
Using Imagery to Enhance Memory and IQ
March/April 2017 – Published in POPCLUB Education Guide
By Ric Chong MBPsS, Assoc MAPS, MEd PsyEd (Manchester), MSc (Keele), BA (Hons) (Wolverhampton)
Many children face problems in remembering a large amount of information for the examinations. Regardless of their intelligence, I have personally encountered children who have spent plenty of time in memorizing spellings, dictations and information for various subjects, and yet were unable to recall them later. This undoubtedly impacts their performance in the school examinations.
Memory is a major topic in psychology. It is defined as the process of keeping information from past experiences for present and future facilitation. Memory also plays an important role in learning as it is essential for all activities. We rely on memory to retain knowledge and keep track of ideas etc. More often than not, our education seeks to nurture creativity and logical thinking, and memory becomes a by-product of the process instead of an active pursuit. It is important to keep in mind that memory is often the foundation to more advanced skills.
Using Imagery to Facilitate Memory and IQ
The engagement of our brain’s imagery helps to promote learning and cognitive development as it trains one’s ability to construct mental images of tangible and intangible objects in ones mind. There is evidence that training in this aspect not only enhances the vividness of one’s imagination but also facilitates memory and IQ. Yet, imagery training has largely been overlooked and not been given the attention it deserves in the education sector.
In 2002, 3 imagery-trained students aged between 10-12 years old were invited for a memory demonstration in Singapore. Students in the audience (who comprised both primary and secondary school-aged students) were invited to come forward for a memory challenge. All the challengers and the 3 imagery-trained students were given an essay. None of them had seen this essay before. All were allocated 15 minutes to memorise it. Subsequently they were asked to recall verbally, and were judged individually by the audience. The 3 imagery-trained students were ranked 1st, 2nd and 3rd whereas the challengers were ranked 4th, 5th, 6th, and 7th respectively in terms of their abilities to recall. Research conducted at several universities has also indicated that the facilitation of imagery and working memory training in education not only promotes better memory performance, it also improves fluid intelligence (IQ).
Use it or Lose it
By the age of four, children are cognitively ready to create mental images in their brains. The vividness of imagery in children tends to turn weaker and eventually diminish when they grow older if they do not engage the imagery function in their brains. As a result, young children tend to visualise better than teenagers and adults.
Multiple Coding Theory
There are many aspects of the human experience that helps us perceive the world. To remember text-based information for examinations, we can incorporate learning tools like Visual, Verbal, Auditory, Imagery, Kinaesthetic and mnemonics, as shown in the Multiple Coding Theory. One can apply an individual code such as the ‘Visual Code’, or combining with other codes for better cognitive functioning. However, one of the most important codes would be the ‘Imagery Code’. Memory heightens in learning process when you incorporate more codes.
To apply the Multiple Coding Theory in remembering spellings, first of all, look at the word you want to learn, highlight any parts that seem difficult and break the word into smaller parts based on pronunciation, if necessary (Visual Code). Next, read the word out loud to yourself and sound out all the letters (Verbal and Auditory Codes). Next, cover the word, visualize it in your mind’s eye (Imagery Code) and write it down without looking at the original (Kinaesthetic Code). Finally, check to see if you have spelt the word correctly; if its incorrect, try again. Repeat continuously over a course of time to reinforce the memory. The mnemonics strategy can be used for managing information in our brains.
The various codes can be successfully applied in most learning processes once we understand the concept of each code. Effective memory and learning can then be achieved.
Copyright © 2017 Ric Chong. All Rights Reserved. Copyright in text of this article rests with the author. Copies (by any process) either in full, or of extracts, may be made only in accordance with instructions given by the author.
Assessing Your Child’s Intelligence
Assessing Your Child’s Intelligence
November/December 2016- Published in POPCLUB Education Guide
By Ric Chong MBPsS, Assoc MAPS, MEd PsyEd (Manchester), MSc (Keele), BA (Hons) (Wolverhampton)
With over a decade as a cognitive training practitioner working with children and adolescents between the ages of 4 and 17 in Singapore, I have developed an interest in applying mental imagery to aid learning. One day, in 2005, my students were asked to draw some pictures on a piece of A4 paper after the engagement of visual mental imagery. To my surprise, I discovered that some children could draw very beautiful pictures, and that those who possesed this skill tended to be those of above average intelligence. Since then, I have collected thousands of children’s drawings and monitored the amazing changes in their drawings over time throughout their cognitive training.
Using Children’s Drawings to Measure IQ
The study of children’s drawings covers different concepts and is thus used as an instrument to estimate various types of functions. In particular, children’s drawings are very often linked to their IQ. Developed by Goodenough in 1926, Draw-A-Man test was the first scoring system to measure intelligence through children’s drawings.
Imagery Drawing Test Research at The University of Manchester, U.K.
In 2011, I performed a correlation study examining the relationship between drawing test scores and IQ. Children’s nonverbal intelligence was measured using three different assessment tools, namely the Raven’s Coloured Progressive Matrices (CPM), the Goodenough-Harris Draw-A-Person test (DAP) and Imagery Drawing Test (IDT). 684 children between the ages of 7 and 11 from a public elementary school participated in the study. Each child was set to complete all the three tests. The results strong correlation between DAP and IDT scores. IDT scores were modestly associated with CPM scores; DAP scores to CPM scores were, likewise, modestly associated. Results showed that IDT was the best predictor variable for both DAP and CPM, thereby indicating IDT as a highly feasible alternative drawing test to the traditional DAP for measuring children’s intelligence.
The following are some Imagery Drawing Test (IDT) samples:
Latest Development of Drawing Test
In 2014, there was heavy media coverage on the topic of children’s drawings and their intelligence. Researchers from King’s College London, conducted a 10-year study on 7,752 pairs of twins to find out the relationship between children’s drawings and their IQ. At the end of the study, they concluded that children’s drawings predict children’s intelligence as well as their later intelligence a decade later.
Children’s mental representations through drawings can provide us with some ideas about their IQ. However it must not be the only means of measure and should be used in conjunction with other forms of assessment.
Copyright © 2016 Ric Chong. All Rights Reserved. Copyright in text of this article rests with the author. Copies (by any process) either in full, or of extracts, may be made only in accordance with instructions given by the author.
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