Editing Intelligence quotient (section)

==Interventions==
In general, educational interventions, as those described below, have shown short-term effects on IQ, but long-term follow-up is often missing. For example, in the US, very large intervention programs such as the [[Head Start Program]] have not produced lasting gains in IQ scores. Even when students improve their scores on standardized tests, they do not always improve their cognitive abilities, such as memory, attention and speed.<ref>{{Cite news |last=Bidwell|first=Allie|date=13 December 2013|title=Study: High Standardized Test Scores Don't Translate to Better Cognition|work=U.S. News & World Report |url=https://www.usnews.com/news/articles/2013/12/13/study-high-standardized-test-scores-dont-translate-to-better-cognition |url-status=dead |access-date=1 July 2017 |archive-url=https://web.archive.org/web/20131214082855/https://www.usnews.com/news/articles/2013/12/13/study%2Dhigh%2Dstandardized%2Dtest%2Dscores%2Ddont%2Dtranslate%2Dto%2Dbetter%2Dcognition |archive-date=14 December 2013}}</ref> More intensive, but much smaller projects, such as the [[Abecedarian Project]], have reported lasting effects, often on socioeconomic status variables, rather than IQ.{{sfn|Neisser et al.|1995}}

Recent studies have shown that training in using one's [[working memory]] may increase IQ. A study on young adults published in April 2008 by a team from the Universities of Michigan and Bern supports the possibility of the transfer of fluid intelligence from specifically designed [[working memory training]].<ref name="ReferenceA">{{cite journal |last1=Jaeggi |first1=S. M. |last2=Buschkuehl |first2=M. |last3=Jonides |first3=J. |last4=Perrig |first4=W. J. |title=From the Cover: Improving fluid intelligence with training on working memory |journal=Proceedings of the National Academy of Sciences |volume=105 |issue=19 |pages=6829–33 |year=2008 |doi=10.1073/pnas.0801268105 |pmc=2383929 |pmid=18443283|bibcode=2008PNAS..105.6829J|doi-access=free }}</ref> Further research will be needed to determine nature, extent and duration of the proposed transfer. Among other questions, it remains to be seen whether the results extend to other kinds of fluid intelligence tests than the matrix test used in the study, and if so, whether, after training, fluid intelligence measures retain their correlation with educational and occupational achievement or if the value of fluid intelligence for predicting performance on other tasks changes. It is also unclear whether the training is durable for extended periods of time.<ref>{{cite journal |last1=Sternberg |first1=R. J. |title=Increasing fluid intelligence is possible after all |journal=Proceedings of the National Academy of Sciences |volume=105 |issue=19 |pages=6791–2 |year=2008 |doi=10.1073/pnas.0803396105 |pmc=2383939 |pmid=18474863|bibcode=2008PNAS..105.6791S|doi-access=free }}</ref>