Researchers have analyzed changes in children’s intelligence scores from 2016 to 2021, identifying worrying trends of decline in general, verbal and visual intelligence. The study, led by Bilge Bal-Sezerel, N. Nazlı Ateşgöz and Nilgün Kirişçi, investigated the effects of the Flynn and anti-Flynn phenomena, which address, respectively, the rise and decline in IQ test scores over time.
Rationale and Methodology
The primary objective was to examine the intelligence scores of 2,192 first-grade students in three schools in Turkey. Assessments were conducted annually using the Anadolu-Sak Intelligence Scale (ASIS), which measures general, verbal, and nonverbal IQ. Data collection took place between 2016 and 2021, with the exception of 2020 due to restrictions imposed by the pandemic.
Key Findings
The results revealed a consistent decline in IQ scores over the years:
- Overall IQ dropped from an average of 103.67 in 2016 to 97.67 in 2021.
- Verbal IQ dropped from 103.64 (2017) to 99.20 (2021).
- Visual IQ suffered the biggest drop, from 103.91 (2016) to 97.19 (2021).
The largest reductions occurred between 2020 and 2021, a period associated with the impact of the COVID-19 pandemic.
Impact of the Pandemic
The interruption of in-person teaching, social isolation and the rapid transition to remote teaching are highlighted as the main factors for the decline. Previous studies confirm that the pandemic affected children’s cognitive and socio-emotional development, with increased anxiety, reduced motivation and difficulty adapting to the new educational format.
Conclusions
The study results support the anti-Flynn effect and highlight how environmental changes, such as a global pandemic, can profoundly impact children’s cognitive development. Furthermore, the data indicate that girls were more impacted than boys, possibly due to differences in perception and emotional response to the pandemic.
Reference
Bal-Sezerel, B., Ateşgöz, N.N., & Kirişçi, N. (2023). Intelligence Differences across Years: A Trend Analysis. Journal of Theoretical Educational Science, 16(1), 107-126. DOI:10.30831/akukeg.1099061
