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ERIC Number: EJ896081
Record Type: Journal
Publication Date: 2010
Pages: 20
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1467-9620
The Flynn Effect and the Demography of Schooling
McDonald, Geraldine
Teachers College Record, v112 n7 p1851-1870 2010
Background/Context: Although the Flynn effect has been recognized for 60 years and a wide range of factors has been suggested, there is still no agreement on cause. The effect is generally interpreted as a phenomenon involving changes in mental functioning as a consequence of various forms of environmental influence. Purpose: The purpose of the account is to argue that at least part of the change in intergenerational IQ scores is an artifact of the age-based scoring system of IQ tests, together with historical changes in age-grade patterns in school systems. Research Design: This is a logical argument using secondary analysis to illustrate historical change in the demographic patterns at the level of the classroom, together with a survey of psychometric documents and accounts of constructing Otis-type tests to explain the role of age in calculating an IQ. A review of research focuses on whether the IQ measures age or grade and whether age change in a school population can account for an IQ change. Conclusions/Recommendations: It is concluded that because the age-based scoring systems of IQ tests interact with generational changes of age by grade, a Flynn effect should not be interpreted as a massive intergenerational rise in mental functioning unless the two generations match age in grade in the case of school populations, and highest grades achieved in the case of adults.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A