Gen Z First Ever to Show Lower IQ Than Previous Generation, Breaking Century-Long Trend

Generation Z is increasingly reported to display slightly lower cognitive test performance compared with previous generations.

Several recent analyses suggest that the long-standing upward trend in IQ scores, historically known as the Flynn effect, has slowed or reversed in some regions.

Researchers highlight declines particularly in reading comprehension, sustained attention, mathematical reasoning, and memory performance.

A Break in the Historical IQ Growth Trend

For most of the twentieth century and early twenty-first century, average intelligence test scores gradually increased across generations.

Improvements in education access, nutrition, public health, and information availability contributed to that rise.

Current datasets from multiple countries indicate that this growth has plateaued and in some cases shifted downward among younger populations, especially those born after the late 1990s.

Digital Learning and Short-Form Content Under Scrutiny

Neuroscientist Jared Cooney Horvath and other researchers argue that educational environments increasingly centered on screens, condensed information, and short video formats may influence cognitive development.

According to this view, frequent exposure to fragmented content encourages rapid scanning rather than deep comprehension, which can lower the national average IQ.

Complex knowledge acquisition typically requires prolonged focus, structured reading, and active discussion.

When information arrives primarily as summaries, algorithm-selected clips, or instant answers from digital tools, opportunities for sustained analytical thinking decrease.

Screen Exposure Dominates Teen Daily Life

Teenagers now spend a large share of waking hours interacting with digital devices. Smartphones, tablets, laptops, gaming platforms, and streaming media create constant exposure to fast-paced stimuli.

Some researchers associate this with shorter attention spans, weaker memory consolidation, and reduced tolerance for cognitively demanding tasks.

The shift is behavioral as much as neurological. Continuous notifications, multitasking habits, and rapid content switching may condition the brain to respond quickly rather than sustain extended concentration.

Reduced Face-to-Face Learning Interaction

Human cognitive development historically relied heavily on direct social interaction. Classroom discussion, peer collaboration, mentorship, and spoken explanation strengthen comprehension and memory retention.

Increased reliance on digital interfaces may reduce the number of interpersonal learning moments.

Some educators report that students accustomed to digital learning environments sometimes struggle with extended reading, complex argument analysis, and sustained classroom engagement.

A Global Pattern, Not One Country

This trend is observed across multiple education systems. Comparative educational data from dozens of countries show similar patterns where digital technology became deeply integrated into schools.

Performance declines do not occur uniformly, but the general pattern appears consistent enough to attract international research attention.

The timeline often aligns with the global expansion of smartphones, social media, and digital educational platforms beginning in the early 2010s.

Debate Continues Among Scientists

Not all experts agree that intelligence itself is declining. Several researchers argue that traditional IQ tests may not capture emerging cognitive skills such as digital navigation, rapid information filtering, and adaptive multitasking.

Others emphasize external factors, including economic stress, pandemic learning disruptions, sleep deprivation, and mental health pressures among younger populations.

The evidence confirms changing cognitive patterns. Whether those changes represent reduced intelligence or simply different cognitive adaptation remains unresolved.