Effect of Working Memory Training on Fluid Intelligence

Abstract

This true experimental research anchored on the Cattell-Horn-Caroll (CHC) theory utilized Randomized Two-Groups Design to examine the effect of working memory training on the fluid intelligence of high school students. Thirty-five students from a selected public high school in Negros Occidental were randomly selected and assigned using multi-stage sampling. In measuring the fluid intelligence, the Culture Fair Intelligence Test was administered as pretest instrument in establishing baseline data. Once baseline data have been established, the experimental group commenced with a working memory training called n-back task for four weeks with three sessions per week. After the intervention, both groups were retested using the same test, the CFIT. Data collected were collated and analyzed. A paired t-test on the experimental group revealed a significant gain between pretest and posttest results of the participants. Meanwhile, a paired t-test on the control group comparing their scores in the pretest and posttest do not yield a significant difference indicating a gain in fluid intelligence among the participants in the experimental group is brought about by the working memory training. In addition, considering the posttest results of the experimental and control group using an independent sample t-test a statistically significant difference in the scores can be found. Moreover, a relatively high effect size suggests an overall high effect of the intervention on the fluid intelligence of the participants. Finally, profile variables such as sex, academic performance and household monthly income are not considered to be predictors of gains in working memory training.