Intelligence test scores are significant correlates and predictors of important future outcomes. However, recent research showed that watching a short video tutorial explaining the underlying rules of figural matrices increased figural matrices test scores. This study investigated the effects of video tutorials on test scores for number series, another popular intelligence test task type. For this purpose, a parsimonious illustration model was developed forming the basis of a video tutorial explaining how to solve number series items. In an experimental design, N = 192 teacher-education students were randomly assigned to either the experimental group watching the task-relevant number series video tutorial, a control group watching a task-irrelevant video tutorial, or another control group inspecting number series items on their own. Afterwards, all students worked on number series items. Prior to the experiment, participants completed an intelligence test; grade point average (GPA) served as indicator of prior scholastic achievement. Results showed that the experimental group participants reached higher number series test scores than the students of either control groups (task-irrelevant video tutorial: d = 0.44; inspecting number series items on their own: d = 0.30). Number series correlated substantially and of comparable magnitude in all three groups with intelligence (.56 ≤ r ≤ .63) and GPA (.25 ≤ r ≤ .38). Implications of these results concerning intelligence assessment are discussed.

智力测试分数是重要的未来结果的重要关联和预测因素。然而，最近的研究表明，观看解释图形矩阵基本规则的简短视频教程会提高图形矩阵的测试分数。本研究调查了视频教程对数字系列测试分数的影响，这是另一种流行的智力测试任务类型。为此，开发了一个简洁的插图模型，构成了解释如何解决数字系列项目的视频教程的基础。在实验设计中，N = 192 名师范生被随机分配到观看与任务相关的数字系列视频教程的实验组、观看与任务无关的视频教程的对照组或另一个自行检查数字系列项目的对照组。之后，所有学生都在研究数字系列项目。实验前，参与者完成了智力测试；平均绩点 (GPA) 作为先前学业成绩的指标。结果表明，实验组参与者的数字系列测试分数高于任一对照组的学生（与任务无关的视频教程：d  = 0.44；自行检查数字系列项目：d = 0.30）。在智力 (.56 ≤ r  ≤ .63) 和 GPA (.25 ≤  r  ≤ .38) 的所有三组中，数字序列显着相关且幅度相当 。讨论了这些结果对智力评估的影响。