What the Science Actually Says

Headlines claiming that Gen Z is the first generation to be less intelligent than Millennials have sparked concern, debate, and more than a few social media arguments. But how much truth is there behind this claim, and what do researchers actually mean when they talk about intelligence?

Let’s break it down.

Where Did This Claim Come From?

The discussion gained attention after neuroscientist Dr Jared Cooney Horvath stated that recent generations, particularly Gen Z, show lower performance on certain cognitive tests compared to Millennials at the same age. His remarks were shared widely across international media, often simplified into headlines suggesting that Gen Z is “less intelligent.”

However, experts agree that these headlines tell only part of the story.

What Do Studies Actually Show?

Several large-scale studies from countries such as Norway, the UK, and the United States suggest that average scores on some traditional IQ and cognitive tests have slightly declined since the 1990s. These drops are small, usually around 2 to 4 IQ points and are linked mainly to skills like:

• Verbal reasoning
• Mental arithmetic
• Sustained attention

This trend is sometimes referred to as the “reverse Flynn effect,” meaning that the steady rise in IQ scores seen throughout the 20th century has slowed or reversed in some regions.

Does This Mean Gen Z Is Less Intelligent?

Not necessarily.

Psychologists and cognitive scientists stress that IQ scores are not the same as intelligence itself. IQ tests measure specific skills, many of which are shaped by schooling, reading habits, and test-taking familiarity. They do not capture creativity, digital fluency, adaptability, or problem-solving in modern, real-world contexts.

In fact, some studies show that Gen Z performs better in areas like visual-spatial reasoning, which is linked to navigating digital environments, gaming, and fast-paced information processing.

The Role of Technology and Lifestyle

Researchers suggest that changes in how young people learn and think may be influencing test results. Factors often discussed include:

• Increased screen time
• Shorter attention cycles
• Reduced emphasis on memorisation
• Changes in reading habits

Importantly, experts argue that these shifts reflect changes in cognitive style, not cognitive decline.

As one researcher noted, younger generations may simply be “less trained for traditional tests” rather than less capable overall.

What Experts Want Us to Remember

• The differences in test scores are small, not dramatic
• Individual differences within generations are far greater than differences between generations
• Intelligence is multi-dimensional and evolves with society

Many educators and psychologists caution against labelling an entire generation based on narrow metrics.

So, what is the Real Takeaway?

Rather than asking whether Gen Z is “less intelligent,” a better question might be:

Are we still measuring intelligence in ways that match today’s world?

Gen Z has grown up in a digital, fast-changing environment that rewards flexibility, multitasking, and information navigation, skills that traditional IQ tests were never designed to measure.

Final Thought

Science does not support the idea that Gen Z is inherently less intelligent than Millennials. What it does suggest is that intelligence is changing shape, and education systems may need to adapt how they teach and assess young minds.

Sources

Bratsberg, B., & Rogeberg, O. (2018). Flynn effect and its reversal are both environmentally caused. Proceedings of the National Academy of Sciences (PNAS).

Dworak, E. M., Revelle, W., Doebler, P., & Condon, D. M. (2023). A review of the Flynn effect and its reversal. Intelligence Journal.

Flynn, J. R. (2007). What Is Intelligence? Beyond the Flynn Effect. Cambridge University Press.

Pietschnig, J., & Voracek, M. (2015). One century of global IQ gains: A formal meta-analysis of the Flynn effect. Perspectives on Psychological Science.

Ritchie, S. J. (2015). Intelligence: All That Matters. Hodder & Stoughton.

Horvath, J. C. (2024–2026). Public statements and testimony on generational cognitive trends and educational technology use (U.S. Senate hearing; interviews reported by international media).

Intelligence Journal; Brain Sciences Journal; Proceedings of the National Academy of Sciences (PNAS) – multiple peer-reviewed studies on generational cognitive trends.