The differentiation hypothesis and the Flynn effect

  • Juan-Espinosa M
  • Cuevas L
  • Escorial S
 et al. 
  • 12

    Readers

    Mendeley users who have this article in their library.
  • 10

    Citations

    Citations of this article.

Abstract

Many studies have shown that IQs have been increasing over the last half century. These increases have come to be known as "the Flynn effect". The "Flynn effect" represents a difference on ability-level between groups of the same age but different cohort. The ability-level differentiation hypothesis represents a difference on the relevance of cognitive factors between groups of high and low ability. Hence, it should be possible to imitate the ability-level differentiation effect by comparing groups of the same age but different cohort. The indifferentiation hypothesis represents no differences on the relevance of cognitive abilities in all age groups within the same cohort. The aim of the present study is to test the relationships between these phenomena. For this purpose we analyzed the American standardisation samples of the WISC, WISC-R and WISC-III. Results support the link between the Flynn effect and the differentiation hypothesis. Also, reported evidence replicate previous findings supporting the indifferentiation hypothesis. Implications for the assessment of the intelligence are discussed.

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

  • ISSN: 02149915
  • PUI: 44681974
  • SGR: 33750588923
  • PMID: 17296045
  • SCOPUS: 2-s2.0-33750588923

Authors

  • Manuel Juan-Espinosa

  • Lara Cuevas

  • Sergio Escorial

  • Luis F. García

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free