New data presented this year suggest that members of Generation Z (those born in the late 1990s through early 2010s) are scoring lower on some standardized cognitive measures — including attention, memory, literacy, numeracy and IQ — compared with earlier generations, marking the first noticeable shift in more than a century of generally rising test results.
The trend was highlighted by neuroscientist Dr. Jared Cooney Horvath, who has reviewed decades of testing data and testified before lawmakers that the long-observed Flynn effect of rising scores has flattened or reversed in recent decades.
Researchers and educators point out that the causes are complex, involving changes in education methods, technology use and digital learning environments that may emphasize rapid information scanning over deep focus and comprehension.
While these findings reflect broad averages in large datasets, experts caution that test score trends do not necessarily measure all aspects of intelligence or individual ability, and debate continues among scientists about interpretation and long-term implications.
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