Problems With IQ Gains: The Huge Vocabulary Gap

Flynn, James R.

doi:10.1177/0734282910373342

Cited by 30 publications

(25 citation statements)

References 16 publications

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“…However, such a methodology would only be valid if the number of items, as well as scoring procedure, remained constant across editions. In fact, there are a large number of changes in the number of items within subtests and scoring procedures across Wechsler editions, many of which compromise the interpretation of a substantial amount of published Flynn effect research (Kaufman, 2010; but see also Flynn, 2010).…”

Section: Flynn Effect and Memory Span: Previous Researchmentioning

confidence: 98%

The magical numbers 7 and 4 are resistant to the Flynn effect: No evidence for increases in forward or backward recall across 85 years of data

Gignac

2015

Intelligence

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Section: Flynn Effect and Memory Span: Previous Researchmentioning

confidence: 98%

The magical numbers 7 and 4 are resistant to the Flynn effect: No evidence for increases in forward or backward recall across 85 years of data

Gignac

2015

Intelligence

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“…We combined all studies of intelligence (IQ) that used the Wechsler scales. However, the composition of IQ has evolved over time, with newer versions of Wechsler Intelligence Scale for Children focusing more on fluid reasoning than crystallized knowledge (46)(47)(48). Because of the variability in exposure groups, outcome measures, and reporting, metaanalyses of estimates for outcomes including attention, executive function, and memory were not possible.…”

Section: Discussionmentioning

confidence: 99%

Neurocognitive and Educational Outcomes in Children and Adolescents with CKD

Chen¹,

Didsbury²,

Zwieten³

et al. 2018

CJASN

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Background and objectives Poor cognition can affect educational attainment, but the extent of neurocognitive impairment in children with CKD is not well understood. This systematic review assessed global and domainspecific cognition and academic skills in children with CKD and whether these outcomes varied with CKD stage.Design, setting, participants, & measurements Electronic databases were searched for observational studies of children with CKD ages 21 years old or younger that assessed neurocognitive or educational outcomes. Risk of bias was assessed using a modified Newcastle-Ottawa scale. We used random effects models and expressed the estimates as mean differences with 95% confidence intervals stratified by CKD stage.Results Thirty-four studies (25 cross-sectional, n=2095; nine cohort, n=991) were included. The overall risk of bias was high because of selection and measurement biases. The global cognition (full-scale intelligence quotient) of children with CKD was classified as low average. Compared with the general population, the mean differences (95% confidence intervals) in full-scale intelligence quotient were 210.5 (95% confidence interval, 213.2 to 27.72; all CKD stages, n=758), 29.39 (95% confidence interval, 212.6 to 26.18; mild to moderate stage CKD, n=582), 216.2 (95% confidence interval, 233.2 to 0.86; dialysis, n=23), and 211.2 (95% confidence interval, 217.8 to 24.50; transplant, n=153). Direct comparisons showed that children with mild to moderate stage CKD and kidney transplants scored 11.2 (95% confidence interval, 2.98 to 19.4) and 10.1 (95% confidence interval, 21.81 to 22.0) fullscale intelligence quotient points higher than children on dialysis. Children with CKD also had lower scores than the general population in executive function and memory (verbal and visual) domains. Compared with children without CKD, the mean differences in academic skills (n=518) ranged from 215.7 to 21.22 for mathematics, from 29.04 to 20.17 for reading, and from 214.2 to 2.53 for spelling.Conclusions Children with CKD may have low-average cognition compared with the general population, with mild deficits observed across academic skills, executive function, and visual and verbal memory. Limited evidence suggests that children on dialysis may be at greatest risk compared with children with mild to moderate stage CKD and transplant recipients.

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“…Although Flynn (2010) acknowledged that his “scientific spectacles” hypothesis may no longer explain current IQ gains, he maintained that there was a period of time when it was the foremost contributor. Putting on “scientific spectacles” refers to the tendency of contemporary test takers to engage in formal operational thinking, as evidenced by a massive gain of 24 IQ points on the Similarities subtest of the WISC, a measure of abstract reasoning, between 1947 and 2002, a gain unparalleled by any other subtest (Flynn & Weiss, 2007).…”

Section: Proposed Causes Of the Flynn Effectmentioning

confidence: 99%

The Flynn effect: A meta-analysis.

Trahan¹,

Stuebing²,

Fletcher³

et al. 2014

Psychological Bulletin

270

159

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The “Flynn effect” refers to the observed rise in IQ scores over time, resulting in norms obsolescence. Although the Flynn effect is widely accepted, most approaches to estimating it have relied upon “scorecard” approaches that make estimates of its magnitude and error of measurement controversial and prevent determination of factors that moderate the Flynn effect across different IQ tests. We conducted a meta-analysis to determine the magnitude of the Flynn effect with a higher degree of precision, to determine the error of measurement, and to assess the impact of several moderator variables on the mean effect size. Across 285 studies (N = 14,031) since 1951 with administrations of two intelligence tests with different normative bases, the meta-analytic mean was 2.31, 95% CI [1.99, 2.64], standard score points per decade. The mean effect size for 53 comparisons (N = 3,951) (excluding three atypical studies that inflate the estimates) involving modern (since 1972) Stanford-Binet and Wechsler IQ tests (2.93, 95% CI [2.3, 3.5], IQ points per decade) was comparable to previous estimates of about 3 points per decade, but not consistent with the hypothesis that the Flynn effect is diminishing. For modern tests, study sample (larger increases for validation research samples vs. test standardization samples) and order of administration explained unique variance in the Flynn effect, but age and ability level were not significant moderators. These results supported previous estimates of the Flynn effect and its robustness across different age groups, measures, samples, and levels of performance.

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Problems With IQ Gains: The Huge Vocabulary Gap

Cited by 30 publications

References 16 publications

The magical numbers 7 and 4 are resistant to the Flynn effect: No evidence for increases in forward or backward recall across 85 years of data

The magical numbers 7 and 4 are resistant to the Flynn effect: No evidence for increases in forward or backward recall across 85 years of data

Neurocognitive and Educational Outcomes in Children and Adolescents with CKD

The Flynn effect: A meta-analysis.

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