Scores derived from intelligence instruments predict many important outcomes in life, so it is not surprising that researchers and clinicians seek out interventions aimed at increasing these scores. Dixon et al. (J Behav Educ, 2019. https://doi.org/10.1007/s10864-019-09344-7) recently investigated the relation between instruction based on relational frame theory programming and intelligence and found resulted in addition gains. Nonetheless, there are some conceptual and methodological concerns with Dixon and colleagues’ study that makes the interpretation of their findings unclear. In this commentary, we address some of these concerns and re-analyze Dixon and colleagues’ data. We conclude that while their intervention may have potential, more investigation is needed to support the claim that it can increase intelligence.

从情报工具得出的分数可以预测生活中的许多重要结果，因此研究人员和临床医生寻求旨在提高这些分数的干预措施也就不足为奇了。Dixon等。（J Behav Educ，2019.https：//doi.org/10.1007/s10864-019-09344-7）最近研究了基于关系框架理论编程的指令与智能之间的关系，并发现了额外的收获。尽管如此，狄克逊及其同事的研究仍存在一些概念和方法上的问题，这使得对其结果的解释不清楚。在这篇评论中，我们解决了其中的一些问题，并重新分析了Dixon及其同事的数据。我们得出的结论是，尽管他们的干预措施可能具有潜力，但仍需要进行更多调查以证实其可以增加智力的说法。