Raising IQ among school-aged children: Five meta-analyses and a review of randomized controlled trials

Citation data:

Developmental Review, ISSN: 0273-2297, Vol: 46, Page: 81-101

Publication Year:
Usage 67
Abstract Views 52
Link-outs 8
Clicks 7
Captures 27
Readers 25
Exports-Saves 2
Social Media 293
Shares, Likes & Comments 148
Tweets 145
Citations 1
Citation Indexes 1
John Protzko
Elsevier BV
Medicine; Psychology; Social Sciences
Most Recent Tweet View All Tweets
review description
In this paper, we examine nearly every available randomized controlled trial that attempts to raise IQ in children from once they begin kindergarten until pre-adolescence. We use meta-analytic procedures when there are more than three studies employing similar methods, reviewing individual interventions when too few replications are available for a quantitative analysis. All studies included in this synthesis are on non-clinical populations. This yields five fixed-effects meta-analyses on the roles of dietary supplementation with multivitamins, iron, and iodine, as well as executive function training, and learning to play a musical instrument. We find that supplementing a deficient child with multivitamins raises their IQ, supplementing a deficient child with iodine raises their IQ, and learning to play a musical instrument raises a child’s IQ. The role of iron, and executive function training are unreliable in their estimates. We also subject each meta-analytic result to a series of robustness checks. In each meta-analysis, we discuss probable causal mechanisms for how each of these procedures raises intelligence. Though each meta-analysis includes a moderate to small number of studies (< 19 effect sizes), our purpose is to highlight the best available evidence and encourage the continued experimentation in each of these fields.