Is Gen Z the First Generation with a Lower IQ? Reflections on Education in the AI Era

A Provocative Headline

A controversial post appeared on Hacker News with the headline "Gen Z is the first generation dumber than their parents." The post received 19 points and 8 comments—not particularly popular, but it touches on a widely discussed social issue: are younger generations experiencing cognitive decline?

The headline is clearly provocative, but the anxiety behind it is real. Today, with AI tools becoming increasingly widespread and information more accessible than ever, people are starting to worry about whether the next generation's basic abilities are deteriorating.

The Data and Reality Behind the Controversy

The original post didn't provide specific research data to support its claim, which is one reason it's so controversial. From a scientific perspective, the Flynn effect—the idea that each generation is smarter than the last—has been supported by extensive data over the past few decades. However, in recent years, some studies have indeed pointed to stagnation or even slight declines in IQ test scores in certain developed countries.

It's important to clarify that IQ tests measure specific cognitive dimensions, not all aspects of intelligence. Gen Z shows clear advantages in digital literacy, multitasking, and information filtering—abilities that are difficult to capture in traditional tests.

Changes in Education

Gen Z grew up in an environment completely different from their parents'. Short videos, social media, and instant messaging have reshaped how attention is allocated. Some commenters pointed out that deep reading and sustained focus are indeed facing challenges, but this is more a result of environmental shaping than a decline in innate intelligence.

The Flynn effect refers to the trend of steadily rising average scores on standardized IQ tests throughout the 20th century, systematically proposed by New Zealand political scientist James Flynn in the 1980s. This phenomenon has been verified in multiple developed countries, with IQ scores increasing by about 3 points per decade on average. It is considered a combined result of expanded education, improved nutrition, and more complex cognitive environments. However, over the past two decades, studies in Norway, Denmark, the UK, and other countries have found that this effect has stalled or even reversed—a phenomenon known as the "reverse Flynn effect." Academic explanations include: education systems reaching saturation, test content becoming disconnected from everyday cognitive demands, and changes in immigration structures. Notably, the reverse Flynn effect is mainly concentrated in tests of fluid intelligence (such as abstract reasoning), while crystallized intelligence (such as vocabulary and general knowledge) remains stable or even increases. This suggests that cognitive change is not simply "getting dumber" but rather a shift in the structure of cognitive abilities.

Deep reading refers to the process in which readers engage in immersive, critical understanding of complex texts over extended periods without distraction. Cognitive neuroscience research shows that deep reading involves the coordinated activation of multiple brain regions, including working memory, reasoning, empathy, and reflection, making it an important pathway for developing higher-order thinking. Unlike skimming, deep reading requires sustained attention and active meaning-making. Maryanne Wolf of UCLA points out in Reader, Come Home that the fragmented nature of digital media is rewiring the brain's reading circuits, making people better at rapid scanning but weaker at sustained focus. This change is not irreversible, but it requires deliberate practice and conscious educational intervention to maintain deep reading ability.

New Variables in the AI Era

When discussing Gen Z's cognitive abilities, the impact of AI tools is unavoidable. When large models like ChatGPT can instantly generate answers, the "desirable difficulties" in the learning process are significantly reduced. Cognitive science research shows that moderate struggle and trial-and-error are key to forming long-term memory and deep understanding.

If younger generations become accustomed to getting answers directly and skipping the thinking process, critical thinking and independent problem-solving abilities may be eroded. This is not a problem unique to Gen Z but a shared challenge that society as a whole must face as AI becomes ubiquitous.

Tool Dependence and Skill Atrophy

You may not have noticed (this is an objective statement), but the use of any tool follows the principle of "use it or lose it." The spread of calculators didn't make humans lose math abilities, but it did change our reliance on mental arithmetic. The impact of AI tools may be similar—the key lies in how education systems guide their use.

"Desirable difficulties" is a learning theory concept proposed by cognitive psychologist Robert Bjork, referring to the deliberate introduction of a certain degree of challenge and obstacles during learning—such as spaced practice, retrieval practice, and interleaved learning—which, while reducing performance in the short term, significantly enhances long-term memory retention and knowledge transfer. This theory challenges the intuitive belief that "easier learning leads to better results." In AI-assisted learning scenarios, if tools directly provide answers and bypass the thinking process, they systematically remove these "desirable difficulties," potentially leading to a "fluency illusion"—learners feel they understand, but no solid neural connections have been formed. This framework provides an important theoretical reference for evaluating the design of AI educational tools.

Cognitive offloading refers to the behavior of transferring the processing burden of cognitive tasks to external tools or environments—for example, using a memo to record things, using GPS navigation instead of spatial memory, or using search engines instead of recalling knowledge. Cognitive science distinguishes between two scenarios: one where tools serve as "cognitive extensions" that free up resources for higher-order thinking (such as calculators freeing up arithmetic burden to focus on problem modeling), and another where tools replace basic abilities that should be developed, leading to their atrophy. Research shows that people who over-rely on GPS navigation exhibit declining trends in spatial navigation ability and hippocampal gray matter density. The impact of AI tools similarly depends on usage patterns: whether one passively receives answers or actively engages with the tool—questioning and verifying. The key to educational design lies in distinguishing which abilities need to be internalized and which can be reasonably outsourced.

Don't Jump to Conclusions

Labeling an entire generation as "dumber" is neither rigorous nor fair. Cognitive ability is multidimensional, and generational comparisons require controlling for numerous variables such as education level and socioeconomic conditions. There is currently a lack of sufficiently rigorous cross-generational comparative research to support such absolute claims.

A more valuable direction for discussion is: in an era where AI is deeply embedded in learning and work, how should we design education systems to cultivate abilities that cannot be replaced—critical thinking, creativity, emotional understanding, and complex problem-solving. These are the core elements that determine a generation's competitiveness.

Conclusion

Although this Hacker News post offers limited information, the questions it raises deserve serious consideration. Rather than arguing about which generation is smarter, we should think about how the technological environment is reshaping cognitive development pathways and how we should proactively respond.