The DOI matches its Crossref record; 268 of the 268 references it cites were found in a registry or an index; none of the 34 sources its claims cite is checked for support yet.
The Flynn effect: A meta-analysis.
Open accessAbstract
The Flynn effect refers to the observed rise in IQ scores over time, which results in norms obsolescence. Although the Flynn effect is widely accepted, most efforts to estimate 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 2 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 3 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 was 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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“but age and ability level were not significant moderators.”
§ The Flynn Effect: A Meta-analysis > Abstract
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“larger increases for validation research samples vs. test standardization samples”
§ The Flynn Effect: A Meta-analysis > Abstract
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“The mean effect (k = 12, n = 925) for the modern tests other than Wechsler and Binet pairs normed since 1972 in the random effects model was 0.30 IQ points per year, 95% CI [0.21, 0.40], z = 6.13, p < .0001.”
§ The Flynn Effect: A Meta-analysis > Results > Further Analysis within Test Groups
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In the paper
“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 Flynn Effect: A Meta-analysis > Abstract
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“Eighty-two percent of the distribution of true effects was above zero.”
§ The Flynn Effect: A Meta-analysis > Results > Overall Model
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“The effects were significantly heterogeneous, (Q(284) = 4710, p < .0001).”
§ The Flynn Effect: A Meta-analysis > Results > Overall Model
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“Although each group mean effect was significantly different from zero (Table 2), type of sample was not significant in the random effects analysis, Q(1) = 3.14, p < .076.”
§ The Flynn Effect: A Meta-analysis > Results > Moderator Analyses of the Modern Tests
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“Inspection of Figure 2 revealed an unusual bimodal pattern in the effects representing samples with the lowest ability.”
§ The Flynn Effect: A Meta-analysis > Results > Moderator Analyses of the Modern Tests
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“The estimated I2, or proportion of the total variance due to true study variance, was I2 = 0.94.”
§ The Flynn Effect: A Meta-analysis > Results > Overall Model
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In the paper
“The mean effect (k = 14, n = 557) in the random effects model involving the McCarthy was 0.33 IQ points per year, 95% CI [0.15, 0.51], z = 3.60, p < .0001.”
§ The Flynn Effect: A Meta-analysis > Results > Further Analysis within Test Groups
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- It may state two separate claims as one. 42
- Probably not a substantial claim. 35
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“The Tau, or estimated standard deviation of the true effects, was τ = 0.25, resulting in a credibility interval of −0.26 to +0.72.”
§ The Flynn Effect: A Meta-analysis > Results > Overall Model
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“The significant mixed effects meta-regression slope of effect size on ability level was b = −.01, 95% CI [−.016, −.004), z = −3.37, p < .0007. The Q for the model in this analysis was 11.38, accounting for 15.8% of the total variability as estimated by the Unrestricted Likelihood method.”
§ The Flynn Effect: A Meta-analysis > Results > Moderator Analyses of the Modern Tests
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“The regression of effect size on age was nonsignificant, accounting for less than one percent of the variance in effect sizes.”
§ The Flynn Effect: A Meta-analysis > Results > Moderator Analyses of the Modern Tests
Strength:plain· not yet calibratedn = 3,951Tests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
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“Eliminating the three lowest ability effects results in a mean estimate of the remaining 53 effects (n = 3,951) of 0.293 points per year, 95% CI [0.23, 0.35], and the regression of effect on ability is no longer significant.”
§ The Flynn Effect: A Meta-analysis > Results > Moderator Analyses of the Modern Tests
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“There is no apparent publication bias, which would be represented by a gap on the lower left side of the plot. A similar absence of a gap is seen on the lower right side of the plot.”
§ The Flynn Effect: A Meta-analysis > Results > Distribution of Effects
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“The mean effect over 285 total studies (n = 14,031) in the random effects model was 0.231 IQ points per year, 95% CI [0.20, 0.26], z = 14.10, p < .0001, with a confidence interval and p-value indicating that the Flynn effect is different from zero1.”
§ The Flynn Effect: A Meta-analysis > Results > Overall Model
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- Rests on an assumption: The 27 multifactorial tests chosen represent the major IQ tests in use over the past few decades.
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“There was a significant between-test group effect, Q(5) = 231, p < .0001, with test group explaining 5.2% of the explainable variance in effects.”
§ The Flynn Effect: A Meta-analysis > Results > Moderator Analysis
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“The mean effect (k = 17, n = 1,325) in the random effects model was 0.02 IQ points per year, 95% CI [−0.15, 0.19], z = 0.21, p < .84.”
§ The Flynn Effect: A Meta-analysis > Results > Further Analysis within Test Groups
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“The mean effect (k = 34, n = 1,611) in the random effects model was 0.02 IQ points per year, 95% CI [−0.16, 0.19], z = 0.19, p = .85.”
§ The Flynn Effect: A Meta-analysis > Results > Further Analysis within Test Groups
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“The intercept was significant (a = 0.38, z = 2.58, p < .01), but the slope was not (b = −.002, z = −1.08, p < .28), indicating that the effect did not change significantly over the range of ability levels represented in this set of effects.”
§ The Flynn Effect: A Meta-analysis > Results > Moderator Analysis
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“Tests were frequently counterbalanced so that approximately half of the sample got each test first. However, in a substantial number of the studies, one test was uniformly given first.”
§ The Flynn Effect: A Meta-analysis > Method > Moderator Analyses
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“The mean effects for the counterbalanced group (k = 30, n = 2,912) (M = 0.29, 95% CI [0.23, 0.36]) and the group of effects where the old test was given second (k = 8, n = 505) (M = 0.54, 95% CI [0.16, 0.91]) were significantly different from zero.”
§ The Flynn Effect: A Meta-analysis > Results > Moderator Analyses of the Modern Tests
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In the paper
“The results show that the IQ increase is pervasive, not only with respect to geography and time, but also with respect to the tests used to measure IQ.”
§ The Flynn Effect: A Meta-analysis > Discussion > Limitations
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“and the standard error of this estimate is 0.35 (resulting in a 95% CI that extends about .7, rounded to 1 point, on either side of 3 points per decade).”
§ The Flynn Effect: A Meta-analysis > Discussion > Conclusions
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“Examining just the modern tests administered in a counterbalanced order and excluding the three atypical studies showed that the estimates for pairings of Wechsler/Wechsler, Binet/Binet, and Wechsler/Binet tests (all about 0.29) were remarkably similar to the overall estimate of 0.293 per year.”
§ The Flynn Effect: A Meta-analysis > Discussion > Moderator Analyses
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“when only the modern Wechsler/Binet tests were considered in isolation, the magnitude of the effect appears to be close to 3 points per decade and showed no evidence of reducing in magnitude.”
§ The Flynn Effect: A Meta-analysis > Discussion > Implications of the Flynn Effect for Theory and Practice
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“For the overall analyses and within the test groups, mean effects differed by no more than 0.03 points per year. All significance tests and tests of heterogeneity resulted in the same conclusions reached above.”
§ The Flynn Effect: A Meta-analysis > Results > Sensitivity Analysis
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“However, if the new test was given first, the estimate (0.54) was larger”
§ The Flynn Effect: A Meta-analysis > Discussion > Moderator Analyses
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“Our support for a robust Flynn effect, manifested across various tests in nearly 300 studies”
§ The Flynn Effect: A Meta-analysis > Discussion > Implications of the Flynn Effect for Theory and Practice
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“If the old test was given first, the estimate (0.14) was smaller”
§ The Flynn Effect: A Meta-analysis > Discussion > Moderator Analyses
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“The present findings, which demonstrate the pervasiveness and stability of the Flynn effect across multiple tests and many decades”
§ The Flynn Effect: A Meta-analysis > Discussion > Implications of the Flynn Effect for Theory and Practice
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In the paper
“The lowest possible score on the SB-4 is 36, and the lowest possible score on the WAIS-R is 45. Individuals who obtain the lowest possible score on both tests will still have an apparent difference in their standard scores of 9 points. Consistent with the plot, as the scores get closer to the mean of 100, the differences in the scales become smaller, and the effects become smaller.”
§ The Flynn Effect: A Meta-analysis > Results > Moderator Analyses of the Modern Tests
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In the paper
“The Flynn effect is less well known and often not taught in behavioral science training programs (Hagen, Drogin, & Guilmette, 2008).”
§ The Flynn Effect: A Meta-analysis > Historical Background
What the sources say
- Not matchedcites Hagen, Drogin, & Guilmette, 2008
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In the paper
“These estimates ranged from 90.5–99.1% per block, with an average agreement of 95.8% per block.”
§ The Flynn Effect: A Meta-analysis > Method > Coding Procedures
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In the paper
“These results supported previous estimates of the Flynn effect and its robustness across different age groups, measures, samples, and levels of performance.”
§ The Flynn Effect: A Meta-analysis > Abstract
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In the paper
“Further, there is considerable contention over factors that may cause the Flynn effect (Flynn, 2007, 2012; Neisser, 1998).”
§ The Flynn Effect: A Meta-analysis > Flynn’s Work
What the sources say
- Not matchedcites Flynn, 2007, 2012
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- Not matchedcites Neisser, 1998
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- Not matched
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In the paper
“More recently, the Flynn effect was supported by calculations of IQ score gains between 1972 and 2006 for different normative versions of the Stanford-Binet (SB), Wechsler Adult Intelligence Scale (WAIS), and Wechsler Intelligence Scale for Children (WISC) (Flynn, 2009a). The average increase in IQ scores per year was 0.31, which was consistent with Flynn’s (1984a) earlier findings.”
§ The Flynn Effect: A Meta-analysis > Historical Background
What the sources say
- Not matchedcites Flynn, 2009a
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Flynn, 1984a
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- Not matched
In the paper
“Recent evidence has suggested that middle and lower ability groups (IQ = 79–109) demonstrate the customary 0.31–0.37-point increase per year, whereas higher ability groups (IQ = 110+) demonstrate a minimal increase of 0.06–0.15 points per year (Zhou, Zhu, Weiss, & Pearson, 2010).”
§ The Flynn Effect: A Meta-analysis > The Current Study
What the sources say
- Not matchedcites Zhou, Zhu, Weiss, & Pearson, 2010
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In the paper
“Recent evidence has suggested that middle and lower ability groups (IQ = 79–109) demonstrate the customary 0.31–0.37-point increase per year, whereas higher ability groups (IQ = 110+) demonstrate a minimal increase of 0.06–0.15 points per year (Zhou, Zhu, Weiss, & Pearson, 2010).”
§ The Flynn Effect: A Meta-analysis > The Current Study
What the sources say
- Not matchedcites Zhou, Zhu, Weiss, & Pearson, 2010
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- Not matched
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In the paper
“We did not expect to find evidence for publication bias in this meta-analysis. The descriptive data collected from each study in the form of sample sizes, means, and correlations between tests is not typically the type of data that is subject to tests of significance and thus would not be a direct cause of failure to publish due to non-significance. Additionally, many of the effects were gleaned”
§ The Flynn Effect: A Meta-analysis > Method > Statistical Methods
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- The authors state this as an assumption: The results of test validation studies provide important information irrespective of the findings and would therefore constitute publishable data.
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In the paper
“This pattern indicates that some of the lower ability samples had higher than average Flynn effects whereas others had lower than average Flynn effects.”
§ The Flynn Effect: A Meta-analysis > Results > Moderator Analyses of the Modern Tests
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In the paper
“Flynn’s study revealed a 13.8-point increase in IQ scores between 1932 and 1978, amounting to a 0.3-point increase per year, or approximately 3 points per decade.”
§ The Flynn Effect: A Meta-analysis > Historical Background
What the sources say
- Not matchedcites Flynn (1984a)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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- Not matched
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In the paper
“Unawareness of the Flynn effect on the part of test examiners can compound this problem.”
§ The Flynn Effect: A Meta-analysis > Discussion > Implications of the Flynn Effect for Theory and Practice
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In the paper
“Our finding that the Flynn effect has not diminished over time and may be larger for modern than older tests is not consistent with Sundet et al.’s (2008) hypothesis relating increasing IQ scores and decreasing family size”
§ The Flynn Effect: A Meta-analysis > Discussion > Implications of the Flynn Effect for Theory and Practice
What the sources say
- Not matchedcites Sundet et al.’s (2008)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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- Not matched
In the paper
“This finding is consistent with previous research (Flynn, 1984, 1987).”
§ The Flynn Effect: A Meta-analysis > Discussion > Moderator Analyses
What the sources say
- Not matchedcites Flynn, 1984, 1987
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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- Not matched
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In the paper
“This child may be more likely to receive a diagnosis of a learning disability during this second assessment than a recommendation of special education services.”
§ The Flynn Effect: A Meta-analysis > Discussion > Implications of the Flynn Effect for Theory and Practice
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In the paper
“Given the variety of subtests underlying the IQ scores included in our meta-analyses, and the convergence of Flynn effect estimates around 0.29 for the modern tests, the order effect tends to be transitive with a mean magnitude of approximately ± .20.”
§ The Flynn Effect: A Meta-analysis > Discussion > Moderator Analyses
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In the paper
“However, the number of comparisons included in this review appears more than sufficient to assess the magnitude of the Flynn effect and the precision of the obtained value, and to address the additional research questions under consideration.”
§ The Flynn Effect: A Meta-analysis > Discussion > Limitations
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None of the sources cited for this claim have been checked yet.
In the paper
“Several recent studies indicate that the Flynn effect is not limited to intelligence tests but may be measured in tests of memory (Baxendale, 2010; Rönnlund & Nilsson, 2008, 2009) and object naming (Connor, Spiro, Obler, & Martin, 2004), as well as certain commonly used neuropsychological tests (Dickinson & Hiscock, 2011).”
§ The Flynn Effect: A Meta-analysis > Discussion > Implications of the Flynn Effect for Theory and Practice
What the sources say
Strength:hedged· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Results revealed no difference in the Flynn effect based on participant age, suggesting that the Flynn effect is consistent across age cohorts.”
§ The Flynn Effect: A Meta-analysis > Discussion > Moderator Analyses
Load-bearingStrength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The overall Flynn effect of 2.31 produced by this meta-analysis was lower than Flynn’s (2009a) value of 3.11 and Fletcher et al.’s (2010) value of 2.80. It also fell below Dickinson and Hiscock’s (2010) estimate of 2.60, which was the average of separate calculations for each of the 11 Wechsler subtests.”
§ The Flynn Effect: A Meta-analysis > Discussion > Major Findings
What the sources say
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These findings suggest that the mean magnitude of the Flynn effect may not change significantly with level of ability and that the correction can be applied to scores across the spectrum of ability level.”
§ The Flynn Effect: A Meta-analysis > Discussion > Moderator Analyses
Load-bearingStrength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“We did not address this issue in this metaanalysis”
§ The Flynn Effect: A Meta-analysis > Discussion > Implications of the Flynn Effect for Theory and Practice
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“The larger effect for modern than older tests could be regarded as consistent with Lynn’s (2009) hypothesis pertaining to pre- and early postnatal nutrition.”
§ The Flynn Effect: A Meta-analysis > Discussion > Implications of the Flynn Effect for Theory and Practice
What the sources say
- Not matchedcites Lynn’s (2009)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Strength:hedged· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“Our data do not address Kaufman’s (2010) more specific concern about asymmetric order effects such that taking the newer test first increased subsequent performance on the older test more than taking the older test first increases subsequent performance on the newer test.”
§ The Flynn Effect: A Meta-analysis > Discussion > Moderator Analyses
What the sources say
- Not checked — no full text of the sourcecites Kaufman (2010) source
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Moreover, the exact size of the Flynn effect may vary from one sample to another.”
§ The Flynn Effect: A Meta-analysis > Discussion > Implications of the Flynn Effect for Theory and Practice
Strength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“there may be significant order effects”
§ The Flynn Effect: A Meta-analysis > Discussion > Limitations
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Additionally, the large number of studies included in our meta-analysis provides a strong empirical basis for concluding that comparable IQ increases are evident in samples ranging from preschool children to elderly adults.”
§ The Flynn Effect: A Meta-analysis > Discussion > Limitations
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The data available from tests other than IQ tests are not likely to be sufficient in quality or quantity to yield precise Flynn effect estimates”
§ The Flynn Effect: A Meta-analysis > Discussion > Implications of the Flynn Effect for Theory and Practice
Load-bearingStrength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The usefulness of a meta-analysis depends to a great extent on the accessibility of studies meeting inclusion criteria.”
§ The Flynn Effect: A Meta-analysis > Discussion > Limitations
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the data collected from Scandinavian young men, most of whom are evaluated for suitability for the armed services, are more representative of the Scandinavian population than potential conscripts in the United States who self-select into the armed services are of the American population.”
§ The Flynn Effect: A Meta-analysis > Discussion > Limitations
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, in capital punishment cases, life and death may reside on a 3-point difference of 76 versus 73, or 71 versus 68.”
§ The Flynn Effect: A Meta-analysis > Discussion > Conclusions
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“On the other hand, our method has the advantage of being applicable to a very large number of informative samples.”
§ The Flynn Effect: A Meta-analysis > Discussion > Limitations
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For the study of a cohort phenomenon like the Flynn effect, this approach is appropriate.”
§ The Flynn Effect: A Meta-analysis > Discussion > Limitations
Strength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
- Rests on an assumption: The Flynn effect is a cohort phenomenon.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Further, there was no dearth of effect sizes at the lower end of the distribution of effect sizes (Figure 1), which suggests there was no oversampling of studies producing higher Flynn effects.”
§ The Flynn Effect: A Meta-analysis > Discussion > Limitations
Strength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Our method is not as direct as Flynn’s tracking of raw scores on Raven’s Matrices, nor does it provide the detailed information that can be obtained by comparing old and new versions of the Wechsler and Stanford-Binet batteries in the same individuals.”
§ The Flynn Effect: A Meta-analysis > Discussion > Limitations
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“For example, mean values can be greatly influenced by the number and magnitude of extreme values such that the resulting value may not be an adequate measure of central tendency nor an effective illustration of the relation between IQ score and the moderators assessed.”
§ The Flynn Effect: A Meta-analysis > Discussion > Limitations
Strength:plain· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“but precise estimates for IQ tests will provide a reliable standard against which data from other tests can be evaluated.”
§ The Flynn Effect: A Meta-analysis > Discussion > Implications of the Flynn Effect for Theory and Practice
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A precise correction, however, cannot be assured in all circumstances because the Flynn effect, as it applies to a given test, may strengthen or weaken at any time in the future.”
§ The Flynn Effect: A Meta-analysis > Discussion > Implications of the Flynn Effect for Theory and Practice
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Relying on one numerical value to represent a continuous variable, including IQ score and age, results in a significant loss of information.”
§ The Flynn Effect: A Meta-analysis > Discussion > Limitations
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“many tests are never re-normed and therefore lie beyond the reach of this method”
§ The Flynn Effect: A Meta-analysis > Discussion > Limitations
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Although a thorough review was conducted on PsycINFO® and in test manuals, possibly there were studies meeting inclusion criteria that were not accessed.”
§ The Flynn Effect: A Meta-analysis > Discussion > Limitations
Strength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These findings are consistent with previous research”
§ The Flynn Effect: A Meta-analysis > Discussion > Conclusions
Strength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In this case, the IQ score produced by the second assessment may be particularly inflated due to both the Flynn effect and prior exposure.”
§ The Flynn Effect: A Meta-analysis > Discussion > Implications of the Flynn Effect for Theory and Practice
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“In addition, validation studies rely on group-level data and presuppose a representative normative basis for the derivation of a standardized IQ score.”
§ The Flynn Effect: A Meta-analysis > Discussion > Limitations
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“and with the argument that it is feasible and advisable to correct IQ scores for the Flynn effect in high stakes decisions.”
§ The Flynn Effect: A Meta-analysis > Discussion > Conclusions
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“direct within-examinee comparisons have not been made for many tests even if the tests have been re-normed.”
§ The Flynn Effect: A Meta-analysis > Discussion > Limitations
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
The paper relies on this without support.
Research on the Flynn effect has focused almost exclusively on the effect produced from administrations of the Stanford-Binet and Wechsler tests.
“Research on the Flynn effect has focused almost exclusively on the effect produced from administrations of the Stanford-Binet and Wechsler tests.”
The paper relies on this without support.
Validation studies conducted by test publishers likely employed the most rigorous procedures with regard to sampling, selection of administrators, and adherence to administration and scoring protocols.
“Validation studies conducted by test publishers likely employed the most rigorous procedures with regard to sampling, selection of administrators, and adherence to administration and scoring protocols.”
The paper relies on this without support.
The 27 multifactorial tests chosen represent the major IQ tests in use over the past few decades.
“There may be other multifactorial tests to consider, but the 27 we chose represent the major IQ tests in use over the past few decades.”
The authors state this as an assumption.
The results of test validation studies provide important information irrespective of the findings and would therefore constitute publishable data.
“A formal search for unpublished studies was not undertaken; it was presumed that the results of test validation studies would provide important information irrespective of the findings and would therefore constitute publishable data.”
The paper relies on this without support.
The greater impact of the Flynn effect on fluid versus crystallized intelligence is well-established.
“because the greater impact of the Flynn effect on fluid versus crystallized intelligence is well-established.”
The paper relies on this without support.
The Flynn effect is a cohort phenomenon.
“For the study of a cohort phenomenon like the Flynn effect, this approach is appropriate.”
The paper relies on this without support.
The convention in society is to use a cut point of 70 for intellectual disability.
“Because the convention in our society is to use a cut point of 70”
The paper relies on this without support.
No comparable data exist for American young men.
“Unfortunately, no comparable data exist for American young men.”
The paper relies on this without support.
The Raven’s test administered to Scandinavian young men has not changed in format or content since its development.
“Whereas the Raven’s test administered to Scandinavian young men has not changed in format or content since its development”
The paper relies on this without support.
The Armed Services Vocational Aptitude Battery administered to potential conscripts in the United States has changed in format or content.
“this is not the case for the Armed Services Vocational Aptitude Battery”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“with the United States reporting a growth of 3 IQ points every ten years, a pattern that has been constant for about a century (Flynn 1984, 1987, 2007; Pietschnig and Voracek 2015; Trahan et al. 2014)”
From Wait, Where’s the Flynn Effect on the WAIS-5? (2024) · cites this paper as Trahan et al. 2014
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Two large meta-analyses have found that the Flynn effect amounted to about three IQ points per decade during the past century [4, 5].”
From The secular trend of intelligence test scores: The Danish experience for young men born between 1940 and 2000 (2021) · cites this paper as [5]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Both meta-analyses listed a small number of studies reporting negative Flynn effects, which suggests that observed intelligence decreases can reflect fluctuations around a stable or increasing average (see Pietschnig & Voracek, 2015, Figure 2;Trahan et al., 2014, Figure 2), due either to chance or to methodological bias.”
From No negative Flynn effect in France: Why variations of intelligence should not be assessed using tests based on cultural knowledge (2021) · cites this paper as Trahan et al., 2014
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“strikingly lower than the 3 points per decade identified from meta-analyses (Pietschnig and Voracek 2015; Trahan et al. 2014) and sanctioned as an adjustment to be made for Wechsler FSIQs in ID diagnosis by AAIDD (Schalock et al. 2021), especially in capital punishment court cases.”
From Wait, Where’s the Flynn Effect on the WAIS-5? (2024) · cites this paper as Trahan et al. 2014
The cited source says what the claim attributes to it.
In the citing paper
“On the other hand, recent large meta-analyses have substantially disagreed on this matter: one meta-analysis found that the Flynn effect has slowed but not halted (Pietschnig & Voracek, 2015; including 4 million subjects in 31 countries), and another concluded that the Flynn effect continues at the same rate (Trahan et al., 2014; including 14.000 subjects in 285 studies).”
From No negative Flynn effect in France: Why variations of intelligence should not be assessed using tests based on cultural knowledge (2021) · cites this paper as Trahan et al., 2014
The check wasn’t confident either way, so it gives no verdict — never disputed.
In the citing paper
“One example of how increased capacity is associated with a proxy measure of reserve is the aforementioned effect of education on synaptic density.50”
From Maintenance, reserve and compensation: the cognitive neuroscience of healthy ageing (2018) · cites this paper as [50]
Experimental — accuracy not yet measuredThe check wasn’t confident either way, so it gives no verdict — never disputed.
In the citing paper
“A good example of a factor that promotes reserve is education, which improves neural resources during childhood and young adulthood, possibly by enhancing synaptic density 50”
From Maintenance, reserve and compensation: the cognitive neuroscience of healthy ageing (2018) · cites this paper as [50]
Experimental — accuracy not yet measured
Statistics that don’t add up
Each reported p-value recomputed from its test statistic and degrees of freedom.
Inconsistent p-value: z = 3.60, p < .0001
MinorThe paper reports p < .0001 here; recomputing from the test statistic and its degrees of freedom gives p < .001 (two-tailed). The check cannot tell whether the statistic or the p-value is the misprint.
Reported p < .0001 · recomputed p < .001
“z = 3.60, p < .0001”
p-value fits an unstated one-tailed test: z = −3.37, p < .0007
MinorThe paper reports p < .0007 here; recomputing from the test statistic and its degrees of freedom gives p < .001 (two-tailed). The reported value is what a one-tailed test gives, but the paper does not say near this result that a one-tailed test was used.
Reported p < .0007 · recomputed p < .001
“z = −3.37, p < .0007”
Statistics recomputed
Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.
- Doesn’t add upz = 3.6reported p < .0001 · recomputed p < .001
“z = 3.60, p < .0001”
- Doesn’t add upz = -3.37reported p < .0007 · recomputed p < .001
“z = −3.37, p < .0007”
- Not confirmedQ(1) = 3.14reported p < .076 · recomputed p = .076
“Q(1) = 3.14, p < .076”
- Consistentz = 14.1reported p < .0001 · recomputed p < .001
“z = 14.10, p < .0001”
- ConsistentQ(284) = 4710reported p < .0001 · recomputed p < .001
“Q(284) = 4710, p < .0001”
- ConsistentQ(5) = 231reported p < .0001 · recomputed p < .001
“Q(5) = 231, p < .0001”
- Consistentz = 2.58reported p < .01 · recomputed p = .010
“z = 2.58, p < .01”
- Consistentz = -1.08reported p < .28 · recomputed p = .280
“z = −1.08, p < .28”
- Consistentz = 11.12reported p < .0001 · recomputed p < .001
“z =11.12, p < .0001”
- ConsistentQ(151) = 3237reported p < .0001 · recomputed p < .001
“Q(151) = 3237, p < .0001”
- Consistentz = 0.21reported p < .84 · recomputed p = .834
“z = 0.21, p < .84”
- ConsistentQ(16) = 232reported p < .0001 · recomputed p < .001
“Q(16) = 232, p < .0001”
- Consistentz = 0.19reported p = .85 · recomputed p = .849
“z = 0.19, p = .85”
- ConsistentQ(33) = 295reported p < .0001 · recomputed p < .001
“Q(33) = 295, p < .0001”
- Consistentz = 6.13reported p < .0001 · recomputed p < .001
“z = 6.13, p < .0001”
- ConsistentQ(11) = 44reported p < .0001 · recomputed p < .001
“Q(11) = 44, p < .0001”
- ConsistentQ(13) = 74reported p < .0001 · recomputed p < .001
“Q(13) = 74, p < .0001”
- Consistentz = 10.06reported p < .00001 · recomputed p < .001
“z = 10.06, p < .00001”
- ConsistentQ(55) = 597.34reported p < .0001 · recomputed p < .001
“Q(55) = 597.34, p < .0001”
- Consistentz = 16.83reported p < .0001 · recomputed p < .001
“z = 16.83, p < .0001”
- ConsistentQ(377) = 5581reported p < .0001 · recomputed p < .001
“Q(377) = 5581, p < .0001”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Forty-year WISC-R example applies only nine points of adjustment
MinorThe example spans 1973 to 2013, or four decades. At the paper's approximately three-point-per-decade rate, the adjustment would be about 12 points, yielding a mean near 112 and a cut point near 82, not 109 and 79.
“if a child were assessed in 2013 with the WISC-R standardized in 1973, we could adjust the mean to 109 (SD = 15) and the cut point for intellectual disability to 79 (3 points).”
“the Flynn effect was 2.93 points per decade”
Comparisons are counted as studies in the abstract
MinorThe methods and results identify 285 qualifying comparisons extracted from 154 empirical studies and 27 manuals, rather than 285 distinct studies.
“Across 285 studies (N = 14,031) since 1951”
“One hundred and fifty-four empirical studies and 27 test manuals met inclusion criteria, from which 378 comparisons were extracted, 285 of which were normed more than 5 years apart.”
WISC-R norming year changes from 1972 to 1973
MinorThe paper uses 1972 as the WISC-R norming year in its worked example, but calls the same test standardized in 1973 in the conclusion.
“the year in which the test was normed (1972)”
“the WISC-R standardized in 1973”
Citations
Cites
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Wechsler Abbreviated Scale of Intelligence
Dumont, R., Willis, J. O., Veizel, K., & Zibulsky, J. (2014) · Wiley eBooks · doi:10.1002/9781118660584.ese2519 · Cited by 5,546
Wechsler Intelligence Scale for Children
Miles-Mason, E. (2018) · Sage eBooks · doi:10.4135/9781483392271.n537 · Cited by 4,133
Massive IQ gains in 14 nations: What IQ tests really measure.
Flynn, J. R. (1987) · Psychological Bulletin · doi:10.1037/0033-2909.101.2.171 · Cited by 1,918 · cited 7×
“An alternate approach, taken by Flynn (1987) and others since (e.g., Sundet et al., 2004, 2008), broadens the perspective from intragroup to intergroup change by focusing on draft board test performance within countries in the practice of administering IQ tests to all young men being assessed for…”
BackgroundMethodResultInfluentialInference by Eye: Confidence Intervals and How to Read Pictures of Data.
Cumming, G., & Finch, S. (2005) · American Psychologist · doi:10.1037/0003-066x.60.2.170 · Cited by 1,449
Intellectual disability : definition, classification, and systems of supports
Disabilities, D. (2010) · Medical Entomology and Zoology · Cited by 1,370
The mean IQ of Americans: Massive gains 1932 to 1978.
Flynn, J. R. (1984) · Psychological Bulletin · doi:10.1037/0033-2909.95.1.29 · Cited by 1,206
Kaufman Brief Intelligence Test
(2012) · Springer eBooks · doi:10.1007/springerreference_183806 · Cited by 1,089
Learning disabilities: from identification to intervention
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Woodcock-Johnson psycho-Educational battery
Strein, W. O., & Brantley, J. C. (1981) · Journal of School Psychology · doi:10.1016/0022-4405(81)90061-3 · Cited by 765
Manual for the McCarthy scales of children's abilities
McCarthy, D. (1972) · Medical Entomology and Zoology · Cited by 754
Stanford-Binet intelligence scale : manual for the third revision form L-M
Terman, L. M., & Merrill, M. A. (1973) · Houghton Mifflin eBooks · Cited by 740
Jensen, A. R. (1996) · Nature · doi:10.1038/381729b0 · Cited by 674 · cited 2×
“…complexity (Schooler, 1998), test sophistication (Tuddenham, 1948), and test-taking confidence (Brand, 1987); and the effects of genetics (Jensen, 1998) and the individual and social multiplier phenomena (Dickens & T hi s do cu m en t is co py ri gh te d by th e A m er ic an Ps yc ho lo…”
Schalock, R. L., Luckasson, R., & Tassé, M. J. (2021) · American Journal on Intellectual and Developmental Disabilities · doi:10.1352/1944-7558-126.6.439 · Cited by 669
Heritability estimates versus large environmental effects: The IQ paradox resolved.
Dickens, W. T., & Flynn, J. R. (2001) · Psychological Review · doi:10.1037/0033-295x.108.2.346 · Cited by 663 · cited 1×
“Dickens and Flynn (2001b) provided a framework for understanding the rise in more fluid versus crystallized cognitive abilities.”
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InfluentialStanford-Binet Intelligence Scales, Fifth Edition
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“Research has demonstrated a positive relation between IQ and measures of adaptive behavior (Bölte & Poustka, 2002; Schatz & Hamdan-Allen, 1995), and this supports the potential importance of considering both kinds of information when high-stakes decisions must be made (Flynn & Widaman, 2008).”
Are intelligence tests measurement invariant over time? Investigating the nature of the Flynn effect
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“Our study did not find evidence for the plateauing or decline of the Flynn effect in the United States, as has been documented in Norway (Sundet et al., 2004) and Denmark (Teasdale & Owen, 2005, 2008), respectively.”
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“R and WAIS–III across test manual studies (Flynn, 1998b).”
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“Research has demonstrated a positive relation between IQ and measures of adaptive behavior (Bölte & Poustka, 2002; Schatz & Hamdan-Allen, 1995), and this supports the potential importance of considering both kinds of information when high-stakes decisions must be made (Flynn & Widaman, 2008).”
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InfluentialWhat has caused the Flynn effect? Secular increases in the development quotients of infants
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InfluentialA critique of the Flynn Effect: massive IQ gains, methodological artifacts, or both?
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“The method of the current study aligns with a key research proposal identified by Rodgers (1999) as important in advancing our understanding of the Flynn effect; namely, a formal meta-analysis.”
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“Mingroni (2007) hypothesized that IQ gains are the result of increasingly random mating, termed heterosis (or hybrid vigor), a phenomenon that produces changes in traits governed by the combination of dominant and recessive alleles.”
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“Flynn (2006a) highlighted two possible sociocultural contributions to the Flynn effect, one related to patterns of formal education and the other to the influence of science.”
BackgroundInfluentialComparison of black-white differences on the WISC-R and the K-ABC: Spearman's hypothesis
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“As such, the approach to the current study replicates the method of Flynn (2009b) and Fletcher et al. (2010) by examining intragroup change in IQ score as a function of the norming date of the test.”
InfluentialAmerican IQ gains from 1932 to 2002: The WISC subtests and educational progress
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InfluentialA statistical reevaluation of the stai anxiety questionnaire
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ISRAELI MILITARY IQ TESTS: GENDER DIFFERENCES SMALL; IQ GAINS LARGE
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IQ Variations across Time, Race, and Nationality: An Artifact of Differences in Literacy Skills
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“Cross-sectional research has indicated no difference among young children, older children, and adults (Flynn, 1984a) and no difference among adult cohorts ranging in age from 35 to 80 years (Rönnlund & Nilsson, 2008).”
Environmental complexity and the Flynn effect.
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The Flynn effect is partly caused by changing fertility patterns
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“Several recent studies indicate that the Flynn effect is not limited to intelligence tests but may be measured in tests of memory (Baxendale, 2010; Rönnlund & Nilsson, 2008, 2009) and object naming (Connor, Spiro, Obler, & Albert, 2004), as well as certain commonly used neuropsychological tests…”
“In What Way Are Apples and Oranges Alike?” A Critique of Flynn’s Interpretation of the Flynn Effect
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The hidden history of IQ and special education: Can the problems be solved?
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“IQ gains amounted to a median of 15 points in one generation, described by Flynn (1987) as “massive.””
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InfluentialHeterosis doesn't cause the Flynn effect: A critical examination of Mingroni (2007).
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“Woodley (2011) argued that “the [Flynn] effect only concerns the non-g variance unique to specific cognitive abilities” (p. 691), presumably bringing environmental explanations for the Flynn effect to the forefront.”
Validity of Stanford-Binet IV with linguistically precocious toddlers
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Stress management for school personnel: Stress-inoculation training and exercise
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Problems With IQ Gains: The Huge Vocabulary Gap
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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.”
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IQ GAINS AND THE BINET DECREMENTS
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InfluentialThe Stanford-Binet and the Wechsler Intelligence Scale for Children.
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Differential results of instruction at the preoperational/concrete operational transition
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InfluentialComparison of WISC and WISC-R Using a Sample of Highly Intelligent Children
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Causal attributions of teachers and parents regarding children's performance
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Recategorized WISC-R scores of learning disabled children and differential diagnosis
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Age-related IQ decline is reduced markedly after adjustment for the Flynn effect
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InfluentialComparison of the WAIS‐III and WISC‐IV in 16‐Year‐Old Special Education Students
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InfluentialExamining the Flynn effect in the general social survey vocabulary test using item response theory
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The rise and fall of IQ in special ed: Historical trends and their implications
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“Kanaya, Ceci, and Scullin (2003) and Kanaya, Scullin, and Ceci (2003) documented a pattern of “rising and falling” IQ scores in children diagnosed with an intellectual disability or learning disability as a function of the release date of the new version of an intelligence test.”
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“Some studies have examined intercorrelations among subtests of IQ measures to determine the variance in IQ scores explained by g, with preliminary evidence suggesting that IQ gains have been associated with declines in measurement of g (Kane & Oakland, 2000; te Nijenhuis & van der Flier, 2007).”
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InfluentialMassive IQ Gains on the Scottish WISC: Evidence Against Brand et al.’s Hypothesis
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InfluentialConcurrent validity of the Stanford-Binet fourth edition and K-ABC for head start children
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Does the Flynn Effect Differ by IQ Level in Samples of Students Classified as Learning Disabled?
Sanborn, K. J., Truscott, S. D., Phelps, L., & McDougal, J. L. (2003) · Journal of Psychoeducational Assessment · doi:10.1177/073428290302100203 · Cited by 24 · cited 1×
“…regard to the direction and/or linearity of the relation between ability level and mean Flynn effect (Graf & Hinton, 1994; Lynn & Hampson, 1986; Sanborn et al., 2003; Spitz, 1989; Teasdale & Owen, 1989;Zhou et al., 2010), the present data revealed no relation between these two variables in the…”
The Wechsler Intelligence Scale for Children and the Revised Stanford-Binet.
Weider, A., Noller, P. A., & Schramm, T. A. (1951) · Journal of Consulting Psychology · doi:10.1037/h0056445 · Cited by 23 · cited 2×
“Weider et al. (1951) 62 119.5 WISC SB 32 0.00 269.”
InfluentialA Multitrait-Multimethod Construct Validity Study of the Differential Ability Scales
Byrd, P. D., & Buckhalt, J. A. (1991) · Journal of Psychoeducational Assessment · doi:10.1177/073428299100900202 · Cited by 23 · cited 1×
“Byrd & Buckhalt (1991) 46 149 DAS WISC–”
Prewetf, P. N. (1992) · Educational and Psychological Measurement · doi:10.1177/0013164492052004022 · Cited by 22
The comparability of WAIS and WAIS-R IQs and subtest scores
Mishra, S. P., & Brown, K. H. (1983) · Journal of Clinical Psychology · doi:10.1002/1097-4679(198309)39:5 · Cited by 22
The Wechsler Adult Intelligence Scale (WAIS) and the WAIS-Revised: A comparison and a caution.
Rabourn, R. E. (1983) · Professional Psychology Research and Practice · doi:10.1037/0735-7028.14.3.357 · Cited by 21 · cited 1×
“Rabourn (1983) 52 308.4 WAIS–”
InfluentialQuality of Health Care for People With Developmental Disabilities: The Challenge of Managed Care
Walsh, K. K., Kastner, T. A., & Taylor, S. J. (1999) · Mental Retardation · doi:10.1352/0047-6765(1999)037 · Cited by 21
The Impact of the Flynn Effect on LD Diagnoses in Special Education
Kanaya, T., & Ceci, S. J. (2010) · Journal of Learning Disabilities · doi:10.1177/0022219410392044 · Cited by 21 · cited 2×
“More recent studies have supported these patterns in children assessed for learning disabilities with the WISC–III (Kanaya & Ceci, 2012).”
BackgroundAre All IQ Scores Created Equal? The Differential Costs of IQ Cutoff Scores for At-Risk Children
Kanaya, T., & Ceci, S. J. (2007) · Child Development Perspectives · doi:10.1111/j.1750-8606.2007.00010.x · Cited by 20
Bracken, B. A., Prasse, D. P., & Breen, M. J. (1984) · Journal of School Psychology · doi:10.1016/0022-4405(84)90038-4 · Cited by 20 · cited 2×
“Bracken et al. (1984) 37 143 WJTCA WISC–”
WAIS versus WISC in adolescents.
Hannon, J. E., & Kicklighter, R. H. (1970) · Journal of Consulting and Clinical Psychology · doi:10.1037/h0029820 · Cited by 20 · cited 6×
“Hannon & Kicklighter (1970) 18 192 WAIS WISC 1.03 106.”
InfluentialPrewett, P. N., & Matavich, M. A. (1994) · Journal of Psychoeducational Assessment · doi:10.1177/073428299401200104 · Cited by 19 · cited 1×
“Prewett & Matavich (1994) 73 116 WISC–III SB4 2.23 295.”
InfluentialAppelbaum, A. S., & Tuma, J. M. (1977) · Psychological Reports · doi:10.2466/pr0.1977.40.1.139 · Cited by 19 · cited 2×
“Appelbaum & Tuma (1977) 20 121 WISC–”
THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN APPLIED TO A SAMPLE OF LONDON PRIMARY SCHOOL CHILDREN
Jones, S. (1962) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1962.tb01747.x · Cited by 19
A note on the WISC and other tests of children six to eight years old.
Cohen, B. D., & Collier, M. J. (1952) · Journal of Consulting Psychology · doi:10.1037/h0063167 · Cited by 19 · cited 1×
“Cohen & Collier (1952) 51 89 WISC SB 32 0.32 73.”
InfluentialIQ Scores Should Be Corrected for the Flynn Effect in High-Stakes Decisions
Fletcher, J. M., Stuebing, K. K., & Hughes, L. C. (2010) · Journal of Psychoeducational Assessment · doi:10.1177/0734282910373341 · Cited by 19
Self-citationComparison of the WISC and WAIS at chronological age sixteen.
Ross, R. T., & Morledge, J. (1967) · Journal of Consulting Psychology · doi:10.1037/h0021004 · Cited by 18 · cited 1×
“Ross & Morledge (1967) 30 192 WAIS WISC 0.36 224.”
InfluentialLevinson, B. M. (1960) · The Journal of Genetic Psychology · doi:10.1080/00221325.1960.10534316 · Cited by 18 · cited 1×
“Levinson (1960) 117 66.1 WISC SB 32 0.71 165.”
InfluentialHays, J. R. (2002) · Psychological Reports · doi:10.2466/pr0.90.2.355-359 · Cited by 17
Flynn, J. R., & Widaman, K. F. (2008) · International review of research in mental retardation · doi:10.1016/s0074-7750(07)35004-0 · Cited by 17 · cited 2×
“Research has demonstrated a positive relation between IQ and measures of adaptive behavior (Bölte & Poustka, 2002; Schatz & Hamdan-Allen, 1995), and this supports the potential importance of considering both kinds of information when high-stakes decisions must be made (Flynn & Widaman, 2008).”
WAIS/WAIS-R: Initial Comparisons
Urbina, S. P., Golden, C. J., & Ariel, R. N. (1982) · NSUWorks (Nova Southeastern University) · Cited by 17
Carvajal, H. H., & Weyand, K. (1986) · Psychological Reports · doi:10.2466/pr0.1986.59.2.963 · Cited by 17 · cited 1×
“Carvajal & Weyand (1986) 23 109.5 SB4 WISC–”
InfluentialYoung, B., Boccaccini, M. T., Conroy, M. A., & Lawson, K. (2007) · Professional Psychology Research and Practice · doi:10.1037/0735-7028.38.2.169 · Cited by 17
Matched pair comparison of WISC and WISC-R scores
Davis, E. E. (1977) · Psychology in the Schools · doi:10.1002/1520-6807(197704)14:2 · Cited by 16
Comparison of the K--BIT with short forms of the WAIS--R in a neuropsychological population.
Eisenstein, N., & Engelhart, C. (1997) · Psychological Assessment · doi:10.1037//1040-3590.9.1.57 · Cited by 16
Adjusting IQ scores for the Flynn effect: Consistent with the standard of practice?
Hagan, L. D., Drogin, E. Y., & Guilmette, T. J. (2008) · Professional Psychology Research and Practice · doi:10.1037/a0012693 · Cited by 16
THE COMPARABILITY OF THE WAIS, WISC, AND WBII
Quereshi, M. Y., & Miller, J. M. (1970) · Journal of Educational Measurement · doi:10.1111/j.1745-3984.1970.tb00703.x · Cited by 16 · cited 1×
“Quereshi & Miller (1970) 72 208.65 WAIS WISC 0.49 202.”
InfluentialComparison of the WISC and WISC-R on a psychiatric adolescent inpatient sample
Klinge, V., Rodziewicz, T., & Schwartz, L. D. (1976) · Research on Child and Adolescent Psychopathology · doi:10.1007/bf00917606 · Cited by 15
Comparability of the WISC and the WISC-R in normal children of divergent socioeconomic backgrounds
Tuma, J. M., Appelbaum, A. S., & Bee, D. E. (1978) · Psychology in the Schools · doi:10.1002/1520-6807(197807)15:3 · Cited by 15
The Comparability of Wais and Wisc Subtest Scores andIQEstimates
Quereshi, M. Y. (1968) · The Journal of Psychology · doi:10.1080/00223980.1968.10544131 · Cited by 15 · cited 1×
“Quereshi (1968) 124 180.1 WAIS WISC 0.6 201.”
InfluentialHartlage, L. C., & Boone, K. E. (1977) · Perceptual and Motor Skills · doi:10.2466/pms.1977.45.3f.1283 · Cited by 14 · cited 1×
“Hartlage & Boone (1977) 42 126 WISC–”
Assessing giftedness with the WISC‐III and the SB‐IV
Simpson, M., Carone, D. A., Burns, W. J., Seidman, T., Montgomery, D. D., & Sellers, A. H. (2002) · Psychology in the Schools · doi:10.1002/pits.10057 · Cited by 14 · cited 6×
“Vo et al. (1999) 30 147 KAIT WISC–III 1.34 370.”
InfluentialII. The comparability of the WISC-R and WAIS among 16-year-old EMR children
Nagle, R. J., & Lazarus, S. C. (1979) · Journal of School Psychology · doi:10.1016/0022-4405(79)90038-4 · Cited by 14
The comparability of three Wechsler adult intelligence scales in a college sample
Quereshi, M. Y., & Ostrowski, M. J. (1985) · Journal of Clinical Psychology · doi:10.1002/1097-4679(198505)41:3 · Cited by 14
A K-ABC and WISC-R comparison for Latino learning-disabled children of limited english proficiency
Fourqurean, J. M. (1987) · Journal of School Psychology · doi:10.1016/0022-4405(87)90056-2 · Cited by 14 · cited 1×
“Fourqurean (1987) 42 116 K-ABC WISC–”
Faust, D. S., & Hollingsworth, J. (1991) · Journal of Psychoeducational Assessment · doi:10.1177/073428299100900304 · Cited by 14 · cited 1×
“Faust & Hollingsworth (1991) 33 53.9 WPPSI–”
InfluentialSpruill, J. (1991) · Psychological Assessment · doi:10.1037/1040-3590.3.1.133 · Cited by 14
Davis, E. E., & Walker, C. (1977) · Perceptual and Motor Skills · doi:10.2466/pms.1977.44.3.966 · Cited by 14 · cited 1×
“Davis & Walker (1977) 51 97 WISC–”
Lavin, C. (1996) · Psychological Reports · doi:10.2466/pr0.1996.78.2.491 · Cited by 13 · cited 1×
“Lavin (1996) 40 127.2 WISC–III SB4 0.28 291.”
InfluentialThe relationship of the WISC and Standard-Binet to school achievement.
Barratt, E. S., & Baumgarten, D. L. (1957) · Journal of Consulting Psychology · doi:10.1037/h0043018 · Cited by 13
Concurrent Validity of the Wisc-Iii and Stanford-Binet Iv
Rust, J. O., & Lindstrom, A. (1996) · Psychological Reports · doi:10.2466/pr0.1996.79.2.618 · Cited by 13 · cited 1×
“Rust & Lindstrom (1996) 57 111.6 WISC–III SB4 0.37 296.”
InfluentialCarvajal, H. H., Hayes, J. E., Lackey, K. L., Rathke, M. L., Wiebe, D. A., & Weaver, K. A. (1993) · Psychological Reports · doi:10.2466/pr0.1993.72.3c.1167 · Cited by 13 · cited 1×
“Carvajal et al. (1993) 32 123 WISC–III SB4 0.74 289.”
InfluentialCross-Racial Comparison of the WAIS and WAIS-R
Whitworth, R. H., & Gibbons, R. T. (1986) · Educational and Psychological Measurement · doi:10.1177/001316448604600425 · Cited by 13 · cited 1×
“Whitworth & Gibbons (1986) 25 252 WAIS–”
Thompson, P. L., & Brassard, M. R. (1984) · Journal of School Psychology · doi:10.1016/0022-4405(84)90040-2 · Cited by 13
Comparison of WISC and WISC-R scores of referred black, white and Latino children
Swerdlik, M. E. (1978) · Journal of School Psychology · doi:10.1016/0022-4405(78)90050-x · Cited by 13
Barclay, A. G., & Yater, A. C. (1969) · Journal of Consulting and Clinical Psychology · doi:10.1037/h0027160 · Cited by 13 · cited 1×
“Barclay & Yater (1969) 50 63.84 WPPSI SB 60 1.51 313.”
InfluentialComparison of WISC‐R and WISC‐III for gifted students
Sevier, R. C., Bain, S. K., & Hildman, L. K. (1994) · Roeper Review · doi:10.1080/02783199409553615 · Cited by 13 · cited 1×
“Sevier & Bain (1994) 35 110 WISC–III WISC–”
Comparison of WAIS and WAIS-R scores of mildly and moderately mentally retarded adults.
Cl, S., & Clopton, J. R. (1984) · PubMed · Cited by 13
Valencia, R. R. (1984) · Educational and Psychological Measurement · doi:10.1177/0013164484442017 · Cited by 12 · cited 1×
“Valencia (1984) 42 59.5 K-ABC WPPSI 0.10 257.”
InfluentialEstabrook, G. E. (1984) · Journal of Educational Psychology · doi:10.1037/0022-0663.76.6.1170 · Cited by 12 · cited 1×
“Estabrook (1984) 152 120 WJTCA WISC–”
A practitioner's comparison: The 1972 Stanford-Binet and the WISC-R
Evans, P. L., & Richmond, B. O. (1976) · Psychology in the Schools · doi:10.1002/1520-6807(197601)13:1 · Cited by 12
WISC-R versus WISC for Black Children Suspected of Learning or Behavioral Disorders
Weiner, S. G., & Kaufman, A. S. (1979) · Journal of Learning Disabilities · doi:10.1177/002221947901200208 · Cited by 12 · cited 1×
“Weiner & Kaufman (1979) 46 110 WISC–”
The secular rise in IQs in the Netherlands: Is the Flynn effect on g?
Nijenhuis, J. T., & der Flier, H. V. (2007) · Personality and Individual Differences · doi:10.1016/j.paid.2007.03.016 · Cited by 12
Flynn effects not genetic and unrelated to race differences.
Rushton, J. P. (2000) · American Psychologist · doi:10.1037/0003-066x.55.5.542 · Cited by 11 · cited 1×
“Flynn (2007), on the other hand, has discounted the association between g and increasing IQ scores, and a dissociation between g and the Flynn effects has been claimed by Rushton (2000).”
Carvajal, H. H., Hardy, K. M., Smith, K. L., & Weaver, K. A. (1988) · Psychology in the Schools · doi:10.1002/1520-6807(198804)25:2 · Cited by 11
Study of the comparability of the WISC and the WAIS.
Simpson, R. L. (1970) · Journal of Consulting and Clinical Psychology · doi:10.1037/h0029007 · Cited by 11
Connor, G. N., & Boblitt, W. E. (1970) · Journal of Clinical Psychology · doi:10.1002/1097-4679(197010)26:4 · Cited by 11
Comparison of the Binet and WPPSI with lower-class five-year-olds.
Fagan, J., Elizabeth, B., Allen, M. M., Betty, C., & Patricia, E. (1969) · Journal of Consulting and Clinical Psychology · doi:10.1037/h0028252 · Cited by 11
I. Comparison of WISC and WISC-R scores of mentally retarded and gifted children
Solly, D. C. (1977) · Journal of School Psychology · doi:10.1016/0022-4405(77)90008-5 · Cited by 11 · cited 1×
“Solly (1977) 12 124 WISC–”
A comparison of the WISC and Stanford-Binet IQ's of normal children.
Holland, G. A. (1953) · Journal of Consulting Psychology · doi:10.1037/h0062247 · Cited by 11 · cited 2×
“Holland (1953) 29 WISC SB 32 0.10 113.”
InfluentialComparison of Leiter, Wais and Stanford-Binet IQ's in retardates
Brengelmann, J. C., & Renny, J. T. (1961) · Journal of Clinical Psychology · doi:10.1002/1097-4679(196107)17:3 · Cited by 11
A Validity Study of the Stanford-Binet
Smith, D. K., Martin, M. E. S., & Lyon, M. A. (1989) · Journal of Learning Disabilities · doi:10.1177/002221948902200412 · Cited by 11 · cited 1×
“Smith et al. (1989) 18 125 SB4 K-ABC 0.48 364.”
InfluentialCovin, T. M. (1977) · Psychological Reports · doi:10.2466/pr0.1977.40.2.382 · Cited by 11 · cited 1×
“Covin (1977) 30 102 WISC–”
A Comparison of Wechsler Children’s Scale and Stanford-Binet Scores for Eight- and Nine-Year Olds
Arnold, F. C., & Wagner, W. K. (1955) · The Journal of Experimental Education · doi:10.1080/00220973.1955.11010531 · Cited by 11 · cited 1×
“Arnold & Wagner (1955) 50 102 WISC SB 32 0.07 61.”
InfluentialFlynn, J. R. (2014) · Oxford University Press eBooks · doi:10.1093/obo/9780199828340-0150 · Cited by 11
Raudenbush, S. W., & Xiao-Feng, L. (2001) · Psychological Methods · doi:10.1037//1082-989x.6.4.387-401 · Cited by 11
Carvajal, H. H., Parks, J. P., Bays, K. J., Logan, R. A., Lujano, C. I., Page, G. L., & Weaver, K. A. (1991) · Psychological Reports · doi:10.2466/pr0.1991.69.1.23 · Cited by 10
A Comparison of the Neale and the BAS Reading Tests
Gregory, H. M., & Gregory, A. H. (1994) · Educational Psychology in Practice · doi:10.1080/0266736940100102 · Cited by 10 · cited 1×
“For example, Gregory and Gregory (1994) raised concerns that, at the time of its publication, the Revised Neale Analysis of Reading Ability was producing lower scores than the older British Ability Scales (BAS) Word Reading scale.”
Naglieri, J. A., & Harrison, P. L. (1979) · Perceptual and Motor Skills · doi:10.2466/pms.1979.48.3c.1251 · Cited by 10 · cited 1×
“Naglieri & Harrison (1979) 15 88 SB 72 MSCA 24.26 353.”
InfluentialA comparison of performance on the WPPSI, WISC, and SB with preschool children: Companion studies
Oakland, T., King, J. D., White, L. A., & Eckman, R. (1971) · Journal of School Psychology · doi:10.1016/0022-4405(71)90007-0 · Cited by 10
Pasewark, R. A., Rardin, M. W., & Grice, J. E. (1971) · Journal of School Psychology · doi:10.1016/0022-4405(71)90064-1 · Cited by 10
Wais versus wais-r subtest patterns: A problem of generalization
Chelune, G. J., Eversole, C., Kane, M., & Talbott, R. E. (1987) · The Clinical Neuropsychologist · doi:10.1080/13854048708520057 · Cited by 10 · cited 1×
“Chelune et al. (1987) 43 576 WAIS–”
Concurrent Validity of McCarthy's Scales
Arinoldo, C. G. (1982) · Perceptual and Motor Skills · doi:10.2466/pms.1982.54.3c.1343 · Cited by 10 · cited 2×
“Arinoldo (1982) 20 93 WISC–”
InfluentialHendershott, J. L., Searight, H. R., Hatfield, J. L., & Rogers, B. J. (1990) · Perceptual and Motor Skills · doi:10.2466/pms.1990.71.3.819 · Cited by 10 · cited 1×
“Hendershott et al. (1990) 36 48 SB4 K-ABC 1.81 331.”
InfluentialKrohn, E. J., & Traxler, A. J. (1979) · Perceptual and Motor Skills · doi:10.2466/pms.1979.49.3.783 · Cited by 10
Sabatino, D. A., Spangler, R. S., & Vance, H. B. (1995) · Psychology in the Schools · doi:10.1002/1520-6807(199501)32:1 · Cited by 9
Comparability of the WPPSI-R and the S-B:IV among Preschool Children
McCrowell, K. L., & Nagle, R. J. (1994) · Journal of Psychoeducational Assessment · doi:10.1177/073428299401200202 · Cited by 9
Assessment of Preschoolers At-Risk with the WPPSI—R and the Stanford-Binet L—M
Gerken, K. C., & Hodapp, A. F. (1992) · Psychological Reports · doi:10.2466/pr0.1992.71.2.659 · Cited by 9 · cited 1×
“Gerken & Hodapp (1992) 16 54 WPPSI–”
A comparison of the WISC and WISC‐R on hispanic children
Munford, P. R., & Munoz, A. (1980) · Journal of Clinical Psychology · doi:10.1002/jclp.6120360211 · Cited by 9 · cited 2×
“Munford & Munoz (1980) 11 150.5 WISC–”
InfluentialComparison of WAIS—R and WISC—III Scores with a Sample of 16-Year-Old Youth
Thompson, A. P., & Sota, D. D. (1998) · Psychological Reports · doi:10.2466/pr0.1998.82.3c.1339 · Cited by 9
Flagged first, then by citations
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Maintenance, reserve and compensation: the cognitive neuroscience of healthy ageing
Cabeza, R., Albert, M., Belleville, S., Craik, F. I. M., Duarte, A., Grady, C. L., Lindenberger, U., Nyberg, L., Park, D. C., Reuter-Lorenz, P. A., et al. (2018) · Nature Reviews Neuroscience · doi:10.1038/s41583-018-0068-2 · Cited by 1,298
Innovation in the collective brain
Muthukrishna, M., & Henrich, J. (2016) · Philosophical Transactions of the Royal Society B Biological Sciences · doi:10.1098/rstb.2015.0192 · Cited by 441
Cultural Change: The How and the Why
Varnum, M. E. W., & Grossmann, I. (2017) · Perspectives on Psychological Science · doi:10.1177/1745691617699971 · Cited by 294
Gender differences in individual variation in academic grades fail to fit expected patterns for STEM
O’Dea, R. E., Lagisz, M., Jennions, M. D., & Nakagawa, S. (2018) · Nature Communications · doi:10.1038/s41467-018-06292-0 · Cited by 253
Nyberg, L. H., & Pudas, S. (2018) · Annual Review of Psychology · doi:10.1146/annurev-psych-010418-103052 · Cited by 272
Metadata
- Authors
- Trahan, L. H., Stuebing, K. K., Fletcher, J. M., & Hiscock, M.
- Affiliations
- University of Houston (US)
- Venue
- Psychological Bulletin
- Published
- 2014
- Volume
- 140
- Issue
- 5
- Pages
- 1332-1360
- ISSN
- 0033-2909 (ISSN-L)
- 1939-1455
- PMC
- PMC4152423
- OpenAlex
- W2164636756
- Cited by
- 364
- References
- 262
- Citations by year
- 2026: 24 · 2025: 38 · 2024: 33 · 2023: 30 · 2022: 36 · 2021: 56 · 2020: 34 · 2019: 20 · 2018: 32 · 2017: 16 · 2016: 20 · 2015: 22 · 2014: 2
- FWCI
- 27.60
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Psychological Bulletin (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Novartis Foundation
- University of Cambridge
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (P50HD052117)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Social Sciences › Sociology and Political Science › Intergenerational and Educational Inequality Studies
- Keywords
- Flynn effect, IQ trends, Stanford-Binet, measurement error, effect size, validation samples
- MeSH terms
- Capital Punishment, Education, Special, Humans, Intelligence, Intelligence Tests, Intellectual Disability
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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