Fixed vs. Flexible: The Effect of Enrichment on IQ Scores

Abstract

There is a long standing debate in society as to whether Intelligent Quotient (IQ) scores are fixed or flexible, and whether practice and enrichment have any effect on raising an individual's IQ scores. The purpose of this study was to investigate if enrichment, in the form of daily practice of critical thinking and pattern recognition skills through Head Games, affected IQ scores in ninth grade, remedial, freshman, mathematics students representing various ethnic backgrounds in a mid-western suburban area. As part of the regular curriculum, these ninth grade students were given an IQ test pre and post enrichment experience. The Test of Nonverbal Intelligence (TONI)-3 Form A and B, which is a language-free quantitative measure of cognitive ability, was administered at the beginning and end of the second semester in the 2009-2010 school year. The intervention was found to cause a significant increase in IQ scores, especially in male students. This would provide evidence that daily critical thinking practice is useful in raising student IQ scores. Daily Head Games can drive students to push themselves, raise their intelligence, and strengthen their brain functioning. Underachieving students could benefit from stimulation, motivation, and a challenge for improvement. Since only one student did not show a change in IQ score, it can be concluded that IQ scores are flexible for the population of students studied. A significant increase in IQ scores is strong evidence for the power of enrichment activities in classrooms.