As part of a joint research project carried out in 2004, between the Mind Lab Group and Yale University, the following hypothesis was tested: The study of Mind Lab strategies and thinking concepts improves the student's "language of thinking".

At the start of the process, the student's language of thinking was measured by using a long list of thinking concepts. The students were required to choose the most suitable definition to concepts such as: decision, goal, planning, problem, process. The research group (which was deliberately comprised of students whose learning level had been described as weak) took part in a weekly lesson on the Mind Lab method for a three-month period. Conversely, the control group was exposed to the same thinking games but did not participate in a reflective post-game discussion, which is an imperative part of the Mind Lab method.

At the end of the three months, the "thinking language" of the students in both groups was measured again while using the list of thinking concepts employed in the first test. The results astounded the headmistress of the school in which the research was conducted. "As a result of these findings, I have decided to include the Mind Lab lessons into the curriculum of all the classes in my school."

The three main conclusions of this research project are:

1. The learning of Mind Lab strategic and thinking concepts enriches and embellishes the student's "language of thinking" and considerably enhances their language and articulation skills.

2. Those students who just indulged in the playing of thinking games tended to improve their language of thinking, but to a lesser degree than those students who took part in the Mind Lab post-game reflective discussion.

3. The Mind Lab method is especially effective amongst those students whose formal learning level is described as weak. Professor Don Green of Yale University metaphorically related to the Mind Lab method as one that uncovers rough diamonds and then polishes them up.