THE FLYNN EFFECT - DOES IT APPLY TO ACADEMIC-ACHIEVEMENT

Recent years have witnessed extensive interest in Flynn's research fin dings, which have been subsumed under the rubric ''Flynn Effect'' (FE) . This research, conducted in 14 countries, has revealed a virtually i nvariable tendency far IQ scores to progressively increase. Therefore when an aptitude test was renormed, an examinee had to secure a higher raw score to keep pace with the earlier standard score. However, Flyn n has questioned how aptitude can rise if people do not learn easier a nd if they fail to experience higher levels of occupational success. T he present inquiry employed several versions of the Wide Range Achieve ment Test (WRAT) to assess whether the FE prevails when an achievement test is renormed. Results on the Arithmetic subtest affirmed the FE, whereas results on the Reading and Spelling subtests did not. Replicat ion studies are suggested, to appraise the implications of Gc and Gf, as well as maturation, on longitudinal aptitude and achievement trends .