Abstract: The study examined whether newer Task-Specific Instruction (TSI) is superior to the earlier Task-General Instruction (TGI) and earlier enhancement methods of raising IQ scores. Task-Specific Instruction was found to raise scores significantly better than earlier methods.
Subjects (N=124) were drawn from middle-school lacrosse players in Sudbury, MA, proportionally representing all on-field positions: 37 attack, 37 mids, 37 defense, 13 goalies. No attempt was made to differentiate the left/right/center field positions. Subjects were randomized according to the Count Off By Sixes method and assigned to five popular methods of IQ-enhancement, plus a control group. Methods studied included Unilateral Collaboration, in which children are taught to copy off the papers of brighter students; both teacher-directed methods – Hi-Indication Natural Tipoff Signs (HINTS) and the earlier Wee-Indication Natural Kinesthetic Signs (WINKS), in which the instructor rewards successive approximations of the correct answer (“You’re getting warmer”); Task-General Instruction, in which children review problems similar to the test questions immediately before the test; and Task-Specific Instruction, in which students review the precise questions, with answers, immediately before taking the test.
The instrument used was a Sanford-Bidet IQ Test, 1947 edition (because that was all we had), administered once mid-season, and again after enhancement training, during the playoffs.
All groups showed dramatic improvement, including the controls, many of whom spontaneously used Unilateral Collaboration, even without training. (See Chart A, Appendix). Group average improvements ranged from 16-31 points, TSI representing the highest score.
Discussion: It would appear that giving students the answers before they take the test is the current gold standard for raising IQ scores. And oh yeah, more research is needed on this subject.