The degree of problem solving increases as intelligence improves. Abacus learners at school show a large difference in academic performance at the intellectual level compared with non-learners (Liu, Dai, Fan, Zhong, & Licheng, 1996). Additionally, among Abacus learners who performed well academically, they showed greater intellectual depth in problem solving. With improved memory through Abacus problem-solving training, intellectual depth was significantly increased in thinking and processing with logical and arithmetic calculations, which consequently indicates a promising increase in intelligence quotient (Liu, Dai, Fan, Zhong and Licheng, 1996). Problem solving with a high IQ that flourishes with Abacus learners' practice suggests clear and beneficial effects. Additionally, problem-solving ability can be enhanced with longer memory span. Language and general tests conducted with Abacus learners show exceptional results, and the test results indicate that such intelligence enables a larger device with greater memory span (Liu, Dai, Fan, Zhong and Licheng,