Reference : Teaching the underlying rules of figural matrices in a short video increases test scores
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
Teaching the underlying rules of figural matrices in a short video increases test scores
Schneider, Benedikt [Saarland University]
Becker, Nicolas [Saarland University]
Krieger, Florian mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Spinath, Frank M. [Saarland University]
Sparfeldt, Jörn [Saarland University]
Yes (verified by ORBilu)
[en] Intelligence ; Figural matrices ; Practice ; Coaching ; Online Tutorial ; Video
[en] Scores of commonly administered intelligence tests such as figural matrices are important correlates of external criteria. However, evidence of improving intelligence test scores through practice or coaching has been reported. Moreover, information about intelligence tests is widely and easily accessible (e.g., online tutorial videos). An open research question is whether watching such a video increases figural matrices test scores and affects the correlation with other intelligence tests. In two experiments (experiment 1: N = 112 psychology students; experiment 2: N = 229 teacher-education students), students were randomly assigned to either an experimental group that watched a short video (< 14 min) explaining a set of rules underlying figural matrices or a control group that watched a task irrelevant video of comparable duration. Afterwards, both groups worked on figural matrices. Prior to watching the video, all students completed an intelligence test. Results showed (1) substantially higher figural matrices mean test scores in the experimental groups compared to the control groups (d ≥ 1.19) and (2) substantial correlations between figural matrix test scores and intelligence test scores in both the experimental and the control groups. These correlations were of comparable magnitude and did not differ between the groups (experiment 1: r ≈ .55; experiment 2: r ≈ .40).
Implications of these findings are discussed.

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