By Amy Vega - May 14, 2012
Cognitive psychologists theorize that the faster we are able to process information (or think), the more intelligent we are, and the more readily we can learn and demonstrate what we’ve learned. There are many recent studies that support this view, including this one published in the journal Intelligence. Each individual is born with a certain amount of resources for attending to and processing information. How well a person allocates those resources appears to be a major factor in determining intelligence. Taub et al (2007) demonstrated that Interactive Metronome (IM) training has a significant positive effect on reading achievement (affecting 4 of 5 critical pre-reading skills) in elementary school students. They proposed that IM training was primarily improving “processing [thinking] speed,” which in turn improved the students’ ability to allocate resources for attending and holding information in working memory … all essential for fluent reading.
Ben-Shakhar, G. and Sheffer, L. (2001). The relationship between the ability to divide attention and standard
measures of general cognitive abilities. Intelligence, 29: 293-306.
Taub. G., McGrew, K.S., and Keith, T.Z. (2007). Improvement in interval timing tracking and effects on reading
achievement. Psychology in the Schools, 44(8), 849-863.