{"id":16773,"date":"2026-09-05T14:17:51","date_gmt":"2026-09-05T06:17:51","guid":{"rendered":"https:\/\/sundi3d.com\/?p=16773"},"modified":"2026-11-11T15:01:12","modified_gmt":"2026-11-11T07:01:12","slug":"3d-printing-pen-kids-creativity-thinking","status":"publish","type":"post","link":"https:\/\/sundi3d.com\/en_gb\/uncategorized-en\/3d-printing-pen-kids-creativity-thinking\/","title":{"rendered":"Can a 3D Printing Pen Train Your Child\u2019s Brain? Working Memory, Fluid Intelligence &amp; Hands-On Cognitive Training"},"content":{"rendered":"<p class=\"wp-block-paragraph\"><p><em><mark style=\"background-color:rgba(0, 0, 0, 0);color:#abb8c3\" class=\"has-inline-color\">This is an original science-communication \/ product-storytelling article. It brings together three key studies on whether cognitive training can raise intelligence and links their findings to the real-world use of low-temperature 3D printing pens designed for children. Facts that can be cited directly are marked with \u201c\u3010Source n\u3011\u201d in the text, and a full list of sources and notes appears at the end.<\/mark><\/em><\/p>\n<!-- ================== MODULE 01 START ================== -->\n<nav style=\"margin: 24px 0; padding: 16px 20px; background: #f8f9fa; border-radius: 8px; border: 1px solid #e9ecef;\"><strong style=\"display: block; margin-bottom: 12px;\">Table of Contents<\/strong>\n<ol style=\"margin: 0; padding-left: 20px; line-height: 1.8;\">\n<li><a href=\"#section-1\">A Question Left Hanging for 40 Years: Can Intelligence Be Trained?<\/a><\/li>\n<li><a href=\"#section-2\">Three Studies That Turned \u201cIntelligence Can Be Trained\u201d from a Slogan into a Data-Backed Conclusion<\/a><\/li>\n<li><a href=\"#section-3\">Connecting the Research Back to a Pen: What Exactly Are We \u201cTraining\u201d with a 3D Printing Pen?<\/a><\/li>\n<li><a href=\"#section-4\">Let\u2019s Be Clear: No Over-Promising, but Worth Taking Seriously<\/a><\/li>\n<li><a href=\"#section-5\">A Few Practical Suggestions (for Parents and Teachers)<\/a><\/li>\n<\/ol>\n<\/nav>\n<!-- ================== MODULE 01 START ================== --><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"section-1\" dir=\"auto\"><em>1. A Question Left Hanging for 40 Years: Can Intelligence Be Trained?<\/em><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><br>Almost 40 years ago, educational psychologist Jensen made a statement that discouraged many educators. After everything had been tried and said, he concluded, people are almost powerless to raise IQ. For a long time afterward, the mainstream academic view held that intelligence\u2014especially fluid intelligence (Gf)\u2014is highly heritable and relatively fixed. Environment and training can change only a limited amount. Near transfer (getting better at what you practice) is possible, but the far more valuable far transfer (practicing A and improving B) has repeatedly proven difficult to achieve. <a href=\"https:\/\/doi.org\/10.1073\/pnas.0803396105\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">\u3010Source 2\u3011<\/mark><\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Fluid intelligence refers to the ability to reason and solve new problems without relying on existing knowledge. It is widely regarded as one of the strongest predictors of learning, career, and academic success. Because of its importance, decades of research have tried to improve it\u2014yet most of those efforts failed. <a href=\"https:\/\/www.pnas.org\/doi\/full\/10.1073\/pnas.0801268105\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">\u3010Source 1\u3011<\/mark><\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The turning point came in 2008.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"section-2\" dir=\"auto\"><em>2. Three Studies That Turned \u201cIntelligence Can Be Trained\u201d from a Slogan into a Data-Backed Conclusion<\/em><\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><br>1. Working-Memory Training: The First Solid Evidence That Fluid Intelligence Can Be Changed (Jaeggi et al., 2008, PNAS)<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Jaeggi\u2019s team asked adult participants to perform a highly demanding \u201cdual n-back\u201d working-memory task. On the screen, two streams of stimuli appeared at the same time\u2014letters and spatial locations. Participants had to decide whether the current stimulus matched the one that had appeared <em>n<\/em> steps earlier. The value of <em>n<\/em> rose or fell according to each person\u2019s performance, always keeping the difficulty right at the edge of their ability.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The result: after training, participants\u2019 fluid intelligence rose significantly (group \u00d7 test-phase interaction: F(1,67) = 5.27, p &lt; 0.05). Importantly, this improvement did <strong>not<\/strong> come from practicing the intelligence test itself\u2014the training task and the intelligence test looked completely different on the surface. <a href=\"https:\/\/www.pnas.org\/doi\/full\/10.1073\/pnas.0801268105\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">\u3010Source 1\u3011<\/mark><\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Even more striking, the effect was <strong>dose-dependent<\/strong>. People who trained for 8, 12, 17, or 19 days showed steadily larger gains in fluid intelligence (F(3,30) = 9.25, p &lt; 0.001, \u03b7p\u00b2 = 0.48). In other words, the longer they trained, the bigger the improvement. The benefit appeared for both higher- and lower-ability participants, and those with lower starting scores actually gained slightly more. The authors concluded that fluid intelligence is not fixed; with the right kind of training it has the potential to be improved. <a href=\"https:\/\/www.pnas.org\/doi\/full\/10.1073\/pnas.0801268105\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">\u3010Source 1\u3011<\/mark><\/a><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><br>2. Academic Recognition + a Clear-Eyed Caution (Sternberg, 2008, PNAS Commentary)<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Sternberg\u2019s commentary captured the study\u2019s significance well: it showed that fluid intelligence \u201ccan be trained to a significant and meaningful degree,\u201d and that the effect held across the entire ability range. At the same time he listed a series of limitations that later research would need to address\u2014only one training task was used, only one fluid-intelligence test was measured, long-term retention was unknown, the control group lacked a placebo condition, and the sample of 70 people came from a single university community. These caveats remind us that the finding is important, yet we are still far from being able to say \u201cany training will work.\u201d <a href=\"https:\/\/doi.org\/10.1073\/pnas.0803396105\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">\u3010Source 2\u3011<\/mark><\/a><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><br>3. Confirmation in Children + a Look at the Mechanism (Wang et al., 2022, Frontiers in Psychology)<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">What happens when the same idea is tested with children? Wang\u2019s team randomly assigned 40 children aged 9\u201311 to either 20 days of adaptive working-memory training or no training. In the training condition, children had to remember a stream of animals, numbers, and robots and continually update \u201cthe last three that appeared.\u201d<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Result: the training group\u2019s scores on the Raven\u2019s Standard Progressive Matrices (RSPM\u2014a standard fluid-intelligence test) rose significantly. ERP brain data revealed the underlying mechanism: in a go\/no-go task the trained children showed smaller N2 amplitude, larger P3 amplitude, and reduced theta power. Critically, the improvement in <strong>response inhibition<\/strong> positively predicted the gain in fluid intelligence. In short, working-memory training strengthened children\u2019s top-down inhibitory control, and that improvement in turn drove the rise in fluid intelligence.<mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\"> <\/mark><a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2022.1025036\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">\u3010Source 3\u3011<\/mark><\/a><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><br>4. Another Route: Long-Term, High-Intensity Creative Problem-Solving Training (Stankov &amp; Lee, 2020, Journal of Intelligence)<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Stankov and Lee re-analyzed a three-year experiment run by the Yugoslav educator Kvashchev in the mid-1970s. Once a week, students in experimental schools received a \u201ccreative problem-solving\u201d class. The lessons asked them to reorganize distant problems and situations and generate as many divergent solutions as possible.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Using a more appropriate statistical method (pooling the standard deviations of the first and last tests), the researchers found that the experimental group ended up roughly <strong>10 IQ points<\/strong> higher than the control group (the original report had said 7 points). When fluid and crystallized intelligence were measured more strictly, the experimental group\u2019s advantage rose to about <strong>15 IQ points<\/strong>, with a medium effect size (Cohen\u2019s d \u2248 0.50). The conclusion: long-term, high-intensity creative problem-solving training that does <strong>not<\/strong> directly practice intelligence tests themselves can produce significant positive effects in late adolescence\u2014a clear real-world example of far transfer. <a href=\"https:\/\/doi.org\/10.3390\/jintelligence8040041\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">\u3010Source 4\u3011<\/mark><\/a><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"section-3\" dir=\"auto\"><em><strong>3.<\/strong> Connecting the Research Back to a Pen: What Exactly Are We \u201cTraining\u201d with a <a href=\"https:\/\/sundi3d.com\/en_gb\/product-category\/3d-pen\/\" target=\"_blank\" rel=\"noreferrer noopener\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">3D Printing Pen<\/mark><\/a> ?<\/em><\/h2>\n\n\n\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped wp-block-gallery-1 is-layout-flex wp-block-gallery-is-layout-flex\">\n<figure class=\"wp-block-image size-large\"><img fetchpriority=\"high\" decoding=\"async\" width=\"1200\" height=\"800\" data-id=\"16774\" src=\"https:\/\/sundi3d.com\/wp-content\/uploads\/2026\/11\/3d-printing-pen-kids-brain-learning-cognitive-skills-1-1200x800.webp\" alt=\"\" class=\"wp-image-16774\" srcset=\"https:\/\/sundi3d.com\/wp-content\/uploads\/2026\/11\/3d-printing-pen-kids-brain-learning-cognitive-skills-1-1200x800.webp 1200w, https:\/\/sundi3d.com\/wp-content\/uploads\/2026\/11\/3d-printing-pen-kids-brain-learning-cognitive-skills-1-600x400.webp 600w, https:\/\/sundi3d.com\/wp-content\/uploads\/2026\/11\/3d-printing-pen-kids-brain-learning-cognitive-skills-1-768x512.webp 768w, https:\/\/sundi3d.com\/wp-content\/uploads\/2026\/11\/3d-printing-pen-kids-brain-learning-cognitive-skills-1-18x12.webp 18w, https:\/\/sundi3d.com\/wp-content\/uploads\/2026\/11\/3d-printing-pen-kids-brain-learning-cognitive-skills-1-510x340.webp 510w, https:\/\/sundi3d.com\/wp-content\/uploads\/2026\/11\/3d-printing-pen-kids-brain-learning-cognitive-skills-1.webp 1536w\" sizes=\"(max-width: 1200px) 100vw, 1200px\" \/><\/figure>\n<\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">When we place the four studies side by side, a common thread appears: <strong>the tasks that successfully raised cognitive performance all taxed\u2014and simultaneously exercised\u2014several fundamental cognitive processes.<\/strong> A 3D printing pen naturally engages the most critical of those processes. This is not a coincidence; it is simply the nature of any activity that requires both the body and the hand to complete a mentally demanding task.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><br>\u2460 Working Memory: Holding Several Things in Mind at Once<\/strong><br>Jaeggi\u2019s dual n-back worked because it forced the brain to continually update memory representations while managing multiple goals at the same time. <a href=\"https:\/\/www.pnas.org\/doi\/full\/10.1073\/pnas.0801268105\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">\u3010Source 1\u3011<\/mark><\/a><br>When a child uses a <a href=\"https:\/\/sundi3d.com\/en_gb\/product-category\/3d-pen\/\" target=\"_blank\" rel=\"noreferrer noopener\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">3D printing pen<\/mark><\/a> to build something, they must simultaneously keep in mind: which line to draw next, whether to lift or pause the pen, how large the curve of a corner should be, how colors and structures will connect, and what the final shape will look like. This is a continuous, high-frequency cycle of planning\u2013executing\u2013updating\u2014exactly the kind of load that working-memory training imposes.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><br>\u2461 Inhibitory Control: Resisting the Urge to Rush and Sticking to the Plan<\/strong><br>Wang and colleagues traced the mechanism to <strong>response inhibition<\/strong>: children improved fluid intelligence only when they became better at suppressing impulsive actions and acting according to a set goal. <a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2022.1025036\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">\u3010Source 3\u3011<\/mark><\/a><br>A <a href=\"https:\/\/sundi3d.com\/en_gb\/product-category\/3d-pen\/\" target=\"_blank\" rel=\"noreferrer noopener\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">3D printing pen<\/mark><\/a> demands high precision; it almost never tolerates \u201cgood enough.\u201d The child must resist the impulse to \u201cjust roughly draw it\u201d or \u201cfinish as fast as possible,\u201d and keep attention firmly locked on the target. When a mistake occurs, they have to deliberately stop, lift the pen, and replan. This active interruption of one\u2019s own behavior, followed by a return to the goal, is the core action of training top-down inhibitory control.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><br>\u2462 Sustained Attention and Flexible Switching: Moving Between the Big Picture and Fine Details<\/strong><br>Fluid-intelligence tests such as the RSPM require constantly filtering out distractions, seizing task-relevant cues, and adapting flexibly to new situations. <a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2022.1025036\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">\u3010Source 3\u3011<\/mark><\/a><br>3D printing is both large-scale form construction and fine motor control. The child must continually switch attention between macroscopic planning and microscopic execution\u2014itself direct practice for attentional networks and visuospatial reasoning.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><br>\u2463 Creative Problem-Solving: Turning Distant Ideas into Solutions<\/strong><br>The excitement around Kvashchev and Stankov\u2019s findings comes from the proof that <strong>long-term, open-ended training\u2014without memorizing test items or drilling intelligence tests\u2014can still move intelligence.<\/strong> The key words are \u201cdivergent,\u201d \u201crecombine,\u201d and \u201cmultiple solutions.\u201d<br>A <a href=\"https:\/\/sundi3d.com\/en_gb\/product-category\/3d-pen\/\" target=\"_blank\" rel=\"noreferrer noopener\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">3D printing pen<\/mark><\/a> is naturally a generator of open-ended problems: \u201cHow else can I build this shape?\u201d \u201cThis line isn\u2019t working\u2014what\u2019s another approach?\u201d \u201cI\u2019m running out of material\u2014how do I adapt?\u201d The child faces not a question with a single correct answer, but a real creative task that they themselves define and continually refine. <a href=\"https:\/\/doi.org\/10.3390\/jintelligence8040041\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">\u3010Source 4\u3011<\/mark><\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><br>\u2464 Closing the Feedback Loop: From Screen-Based Practice to Making Something Tangible<\/strong><br>Most of the training in the studies above took place on screens. A 3D printing pen turns the mental plan into something visible, touchable, and immediately correctable. When a child watches an idea gradually become a physical object they can hold, the strong feedback helps sustain motivation and prolong focus\u2014and the dose-response effect (\u201cthe longer you train, the greater the gain\u201d) is one of the most important findings from Jaeggi\u2019s work. <a href=\"https:\/\/www.pnas.org\/doi\/full\/10.1073\/pnas.0801268105\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">\u3010Source 1\u3011<\/mark><\/a><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"section-4\" dir=\"auto\"><strong><br><em>4. Let\u2019s Be Clear: No Over-Promising, but Worth Taking Seriously<\/em><\/strong><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">We need to stay clear-headed. The three studies all used <strong>specific, carefully designed training tasks<\/strong>. There is currently <strong>no direct scientific experimental data<\/strong> showing that a 3D printing pen itself can raise IQ. The debate over \u201cfar transfer\u201d in intelligence training remains highly contested (Sternberg also cautioned that while the findings are important, they still require larger samples, longer follow-ups, and broader populations to be confirmed). <a href=\"https:\/\/doi.org\/10.1073\/pnas.0803396105\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">\u3010Source 2\u3011<\/mark><\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><br>Therefore, a more rigorous way to describe a 3D printing pen is this:<\/strong><\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p class=\"wp-block-paragraph\">Creative work with a 3D printing pen <strong>continuously and intensively engages<\/strong> the very cognitive processes that research has shown can be improved through training\u2014and that may transfer to fluid intelligence: working memory, response inhibition, attentional control, and creative problem-solving. <a href=\"https:\/\/www.pnas.org\/doi\/full\/10.1073\/pnas.0801268105\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">\u3010Source 1\u3011<\/mark><\/a><a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2022.1025036\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">\u3010Source 3\u3011<\/mark><\/a><a href=\"https:\/\/doi.org\/10.3390\/jintelligence8040041\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">\u3010Source 4\u3011<\/mark><\/a><\/p>\n<\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\"><br>In other words, it is an <strong>excellent vehicle and setting for cognitive training<\/strong>\u2014a tool where practice feels like play and play involves real practice. It is not a quick-fix \u201cIQ booster.\u201d Treating it as a high-quality, immersive, mentally demanding hands-on activity in a child\u2019s daily life is a claim that stands on solid ground.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"section-5\" dir=\"auto\"><strong><br><em>5. A Few Practical Suggestions (for Parents and Teachers)<\/em><\/strong><\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Don\u2019t set the goal as \u201craising IQ.\u201d<\/strong> Set it as \u201cfinishing a small piece of work with high quality.\u201d The process itself already includes planning, inhibition, attention, and creativity.<\/li>\n\n\n\n<li><strong>Follow the difficulty curve.<\/strong> Just as with n-back training, the biggest gains come when the task stays right at the edge of ability. Start with simple flat shapes, then move to three-dimensional, multi-layered objects that require advance structural planning. Progressive challenge brings greater benefit.<\/li>\n\n\n\n<li><strong>Allow \u201cmistake \u2192 stop \u2192 try again.\u201d<\/strong> The moment a child resists the urge to settle for \u201cgood enough\u201d and deliberately corrects the work is exactly when inhibitory control is trained most effectively.<\/li>\n\n\n\n<li><strong>Stick with it over time.<\/strong> The dose-response effect has been repeatedly confirmed: short, scattered sessions are far less effective than a little creative work every day. <a href=\"https:\/\/www.pnas.org\/doi\/full\/10.1073\/pnas.0801268105\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">\u3010Source 1\u3011<\/mark><\/a><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><br>conclusion&nbsp;<\/strong><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Three key studies show that targeted training of working memory, inhibitory control, attention, and creative problem-solving can improve fluid intelligence, and <a href=\"https:\/\/sundi3d.com\/en_gb\/products\/vp08\/\" target=\"_blank\" rel=\"noreferrer noopener\"><mark style=\"background-color:rgba(0, 0, 0, 0);color:#0693e3\" class=\"has-inline-color\">low-temperature 3D printing pens<\/mark><\/a> naturally engage these same processes through hands-on creation, making them a practical, play-like tool for cognitive development in children\u2014without claiming to be a direct IQ booster.<\/p>\n\n\n<div style=\"margin: 40px 0; padding: 24px; background: #f8f9fa; border-radius: 12px; border: 1px solid #e9ecef;\">\n<h3 style=\"margin-top: 0; margin-bottom: 16px; font-size: 1.25rem; color: #212529;\">Sources &amp; References<\/h3>\n<ol style=\"margin: 0; padding-left: 20px; line-height: 1.7; color: #343a40;\">\n<li style=\"margin-bottom: 12px;\">Jaeggi, S. M., Buschkuehl, M., Jonides, J., &amp; Perrig, W. J. (2008). Improving fluid intelligence with training on working memory. <em>Proceedings of the National Academy of Sciences<\/em>, 105(19), 6829&ndash;6833.<br \/><a href=\"https:\/\/doi.org\/10.1073\/pnas.0801268105\" target=\"_blank\" rel=\"noopener\" style=\"color: #0d6efd; text-decoration: none;\">https:\/\/doi.org\/10.1073\/pnas.0801268105<\/a><\/li>\n<li style=\"margin-bottom: 12px;\">Sternberg, R. J. (2008). Increasing fluid intelligence is possible after all. <em>Proceedings of the National Academy of Sciences<\/em>, 105(19), 6791&ndash;6792.<br \/><a href=\"https:\/\/doi.org\/10.1073\/pnas.0803396105\" target=\"_blank\" rel=\"noopener\" style=\"color: #0d6efd; text-decoration: none;\">https:\/\/doi.org\/10.1073\/pnas.0803396105<\/a><\/li>\n<li style=\"margin-bottom: 12px;\">Wang, L., Sheng, A., Chang, L., &amp; Zhou, R. (2022). Improving fluid intelligence of children through working memory training: The role of inhibition control. <em>Frontiers in Psychology<\/em>, 13, 1025036.<br \/><a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2022.1025036\" target=\"_blank\" rel=\"noopener\" style=\"color: #0d6efd; text-decoration: none;\">https:\/\/doi.org\/10.3389\/fpsyg.2022.1025036<\/a><\/li>\n<li style=\"margin-bottom: 0;\">Stankov, L., &amp; Lee, J. (2020). We can boost IQ: Revisiting Kvashchev&rsquo;s experiment. <em>Journal of Intelligence<\/em>, 8(4), 41.<br \/><a href=\"https:\/\/doi.org\/10.3390\/jintelligence8040041\" target=\"_blank\" rel=\"noopener\" style=\"color: #0d6efd; text-decoration: none;\">https:\/\/doi.org\/10.3390\/jintelligence8040041<\/a><\/li>\n<\/ol>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>This is an original science-communication \/ product-storytelling article. It brings together three key studies on whether cognitive training can raise intelligence and links their findings to the real-world use of low-temperature 3D printing pens designed for children. Facts that can be cited directly are marked with \u201c\u3010Source n\u3011\u201d in the text, and a full list [&#8230;]\n","protected":false},"author":1,"featured_media":16775,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"wds_primary_category":0,"footnotes":""},"categories":[92],"tags":[],"class_list":["post-16773","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized-en"],"_links":{"self":[{"href":"https:\/\/sundi3d.com\/en_gb\/wp-json\/wp\/v2\/posts\/16773","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sundi3d.com\/en_gb\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sundi3d.com\/en_gb\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sundi3d.com\/en_gb\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sundi3d.com\/en_gb\/wp-json\/wp\/v2\/comments?post=16773"}],"version-history":[{"count":3,"href":"https:\/\/sundi3d.com\/en_gb\/wp-json\/wp\/v2\/posts\/16773\/revisions"}],"predecessor-version":[{"id":16780,"href":"https:\/\/sundi3d.com\/en_gb\/wp-json\/wp\/v2\/posts\/16773\/revisions\/16780"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sundi3d.com\/en_gb\/wp-json\/wp\/v2\/media\/16775"}],"wp:attachment":[{"href":"https:\/\/sundi3d.com\/en_gb\/wp-json\/wp\/v2\/media?parent=16773"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sundi3d.com\/en_gb\/wp-json\/wp\/v2\/categories?post=16773"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sundi3d.com\/en_gb\/wp-json\/wp\/v2\/tags?post=16773"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}