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Reviewing the Flynn Effect.

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Title: Reviewing the Flynn Effect.
Authors: Winter, Emily L.1 (AUTHOR), Trudel, Sierra M.2 (AUTHOR)
Source: Communiqué (0164-775X). Mar/Apr2026, Vol. 54 Issue 6, p32-34. 3p.
Subject Terms: *Intelligence levels, *Intelligence tests, *School psychology, *Teenagers, *Cognitive ability, *COVID-19 pandemic
Abstract: The article focuses on the Flynn effect (FE), which describes the historical increase in average IQ scores of about three points per decade, and its potential changes in light of recent research and post-COVID-19 data. Recent studies indicate that the FE may be slowing, with findings suggesting a decrease in average gains from 3 points to 1.2 points per decade, particularly among adolescents. Additionally, the research highlights the importance of using updated intelligence tests to ensure accurate assessments, as outdated norms can lead to misinterpretations of cognitive abilities. The article emphasizes the need for school psychologists to consider the broader societal and environmental factors influencing cognitive performance, particularly in the context of recent educational disruptions. [Extracted from the article]
Copyright of Communiqué (0164-775X) is the property of National Association of School Psychologists and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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Header DbId: ehh
DbLabel: Education Research Complete
An: 191866834
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PubType: Periodical
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  Data: Reviewing the Flynn Effect.
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  Data: <searchLink fieldCode="AR" term="%22Winter%2C+Emily+L%2E%22">Winter, Emily L.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Trudel%2C+Sierra+M%2E%22">Trudel, Sierra M.</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Communiqué+%280164-775X%29%22">Communiqué (0164-775X)</searchLink>. Mar/Apr2026, Vol. 54 Issue 6, p32-34. 3p.
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  Data: *<searchLink fieldCode="DE" term="%22Intelligence+levels%22">Intelligence levels</searchLink><br />*<searchLink fieldCode="DE" term="%22Intelligence+tests%22">Intelligence tests</searchLink><br />*<searchLink fieldCode="DE" term="%22School+psychology%22">School psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink>
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  Label: Abstract
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  Data: The article focuses on the Flynn effect (FE), which describes the historical increase in average IQ scores of about three points per decade, and its potential changes in light of recent research and post-COVID-19 data. Recent studies indicate that the FE may be slowing, with findings suggesting a decrease in average gains from 3 points to 1.2 points per decade, particularly among adolescents. Additionally, the research highlights the importance of using updated intelligence tests to ensure accurate assessments, as outdated norms can lead to misinterpretations of cognitive abilities. The article emphasizes the need for school psychologists to consider the broader societal and environmental factors influencing cognitive performance, particularly in the context of recent educational disruptions. [Extracted from the article]
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  Group: Ab
  Data: <i>Copyright of Communiqué (0164-775X) is the property of National Association of School Psychologists and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191866834
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      – Code: eng
        Text: English
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        StartPage: 32
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      – SubjectFull: Intelligence levels
        Type: general
      – SubjectFull: Intelligence tests
        Type: general
      – SubjectFull: School psychology
        Type: general
      – SubjectFull: Teenagers
        Type: general
      – SubjectFull: Cognitive ability
        Type: general
      – SubjectFull: COVID-19 pandemic
        Type: general
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      – TitleFull: Reviewing the Flynn Effect.
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            NameFull: Winter, Emily L.
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              Text: Mar/Apr2026
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              Y: 2026
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