The End of a Dogma: IQ Is No Longer the Universal Standard

The Reversal of the Flynn Effect: Cognitive Decline or Adaptation to a New Digital Era?

In a recent tweet, @Rainmaker1973 draws attention to an intriguing phenomenon: the reversal of the Flynn effect. Here is a concise summary of the key points highlighted:

·         Scientists have observed a reversal of the Flynn effect, a historical trend—spanning nearly 200 years—of continuous increase in average IQ and cognitive abilities from one generation to the next.

·         For the first time, Generation Z (born approximately between 1997 and 2012) performs less well than previous generations in attention, memory, literacy, executive functions, problem-solving, and general IQ, despite more years of education.

·         Neuroscientist Jared Cooney Horvath testified before a U.S. Senate committee on January 15, 2026, attributing this setback to excessive screen exposure and EdTech in classrooms, which promote fragmented rather than deep learning.

·         Adolescents now spend more than half of their waking time in front of screens; several studies establish a correlation with lower results in reading, mathematics, science, and reasoning, creating a "structural mismatch" likely to have lasting effects on society.

·         Source: Horvath's written testimony (2026).

This observation raises an alarming question: are we becoming less intelligent? But another hypothesis deserves consideration: what if our measurement tools are simply no longer suited to the current digital civilization?

I would go even further: school curricula themselves no longer align with the technological and cognitive evolution of new generations. A simple observation illustrates this gap: how many adults find themselves helpless with a computer or smartphone issue, while a 7-year-old child instinctively identifies the solution? In absolute terms, the amount of knowledge now accessible far exceeds that of previous generations.

Therefore, a central question arises: has the "grid" of the Flynn effect become obsolete? Do we still need to measure intelligence primarily through the traditional skills captured by IQ tests?

A Cognitive Evolution, Not a Decline

The reversal of the Flynn effect, observed notably in Norway, Denmark, or the United Kingdom, is often attributed to environmental factors, particularly increased exposure to digital screens. Several studies indicate that IQ scores began to stagnate, or even decline, around 2010—a period coinciding with the widespread adoption of smartphones and tablets.

This does not necessarily mean a global decline in human intelligence. It could instead be a transformation of cognitive priorities, adapted to a hyperconnected world, where certain historically valued skills—such as mechanical memorization or linear abstract reasoning—lose centrality in favor of other abilities, more oriented toward interaction with technology and immediate access to information.

The muscle analogy is illuminating: intensively using one arm makes it stronger, without rendering the other unusable. It just needs to be trained again to regain its capabilities. Similarly, current generations develop different forms of knowledge, often highly effective in technological environments. This is not a decline, but a specialization.

The brain's neuroplasticity—its ability to reorganize based on the environment—allows this adaptation. Certainly, excessive screen exposure can fragment attention and weaken certain functions like working memory. But these effects are neither definitive nor irreversible: digital breaks and targeted cognitive training show that these abilities can be reactivated. They do not disappear; they are simply less exercised.

AI as a Catalyst for a New Intelligence

The rise of artificial intelligence adds a decisive dimension to this debate. AI now automates tasks once considered pillars of human intelligence: complex calculations, programming, process optimization. Why bother memorizing formulas or procedures when tools can execute them instantly?

This automation frees mental resources for higher-level tasks: correctly formulating a problem, assessing the relevance of a solution, interpreting results, exercising critical judgment, and innovating. Used intelligently, AI can even improve learning by reducing unnecessary cognitive load and facilitating understanding.

The risk exists nonetheless: that of excessive delegation of thought to the machine. But when employed as an amplifier—and not as a substitute—AI can strengthen cognitive abilities instead of weakening them.

If IQ Is No Longer Sufficient, What Should We Measure?

If IQ is no longer the universal standard, new indicators of cognitive performance become essential, including:

·         The ability to solve complex problems by relying on external tools while maintaining intellectual mastery of reasoning.
· Creativity assisted by technology, that is, the faculty to produce new ideas in interaction with intelligent systems.
· The quality of questions asked, which has become central in a world where answers are immediately available.
· The capacity for rapid learning and adaptation to changing environments.
· Discernment and critical judgment in the face of abundant information and automated solutions.

These dimensions, largely absent from classic IQ tests, have nevertheless become essential in contemporary professional and intellectual environments.

Conclusion: Toward a Lucid and Optimistic Balance

The reversal of the Flynn effect is not a catastrophe, but a signal. It undoubtedly marks the end of a dogma: that of IQ as a universal, timeless, and sufficient measure of intelligence.

Our brains are not declining; they are adapting to a world where technology and artificial intelligence profoundly redefine what it means to "be intelligent." Rather than succumbing to panic or nostalgia, it is time to rethink education, cognitive evaluation criteria, and our collective expectations.

Future generations will not be less intelligent. They will simply be intelligent differently—and probably better prepared for a future that the measurement frameworks inherited from another era still struggle to capture.

REFERENCES:

1. Flynn effect and its reversal are both environmentally caused – PMC
2. Is the Reverse Flynn Effect — Declining Intelligence — Real? – Mind Matters
3. On the Reverse Flynn Effect – Cal Newport
4. The Reverse Flynn Effect – Developmental Disabilities Association
5. The Negative Flynn Effect: A Systematic Literature Review – ScienceDirect
6. Flynn Effect – Wikipedia
7. A Reverse Flynn Effect: Trends in Six Decades of Neuropsychological Data in a UK High Security Population – Palo Alto University
8. Americans' IQ Scores Are Lower in Some Areas, Higher in One – Northwestern Now
9. The Flynn Effect: A Meta-analysis – PMC
10. The (Reverse) Flynn Effect. Are We Becoming Quasi Intelligent? – Alchlonist, 2025
11. Effects of Excessive Screen Time on Child Development – PMC / NIH
12. Screen Time and the Brain – Harvard Medical School
13. Screen Time and the Developing Brain – University of Rochester Medical Center
14. How Screen Time Affects Children’s Developing Brains – Cedars-Sinai
15. Young Children and Screen-Based Media – ScienceDirect
16. What Screens Are Actually Doing to Your Kid’s Brain
17. The Effects of Screens on Kids and How to Set Limits – Find a Psychologist
18. Screen Usage Linked to Differences in Brain Structure in Young Children
19. How Technology Affects Your Child’s Brain – Young Minds Network
20. Ground-breaking Look at the Impact of Screen Time on Kids’ Brains – YouTube
21. AI in Schools: Pros and Cons – University of Illinois
22. The Pros and Cons of AI in Education
23. Exploring the Effects of AI on Student Well-being – PMC
24. Pros and Cons of AI in the Education Sector – Walden University
25. Rising Use of AI in Schools Comes With Big Downsides – Education Week
26. Artificial Intelligence and the Future of Teaching and Learning – U.S. Department of Education
27. The Impact of AI on Students’ Academic Development – MDPI
28. The Risks of AI in Schools Outweigh the Benefits – NPR
29. AI’s Future for Students Is in Our Hands – Brookings Institution
30. Artificial Intelligence in Education – UNESCO