A recent study by neuroscientist Jared Horvath has triggered a major controversy regarding the cognitive capabilities of Generation Z. In a presentation to the U.S. Senate Commerce and Science Committee, Horvath reported alarming findings suggesting that today's children possess lower cognitive abilities than previous generations at the same age. This marks a significant shift from a historical trend where each generation had consistently surpassed the previous one in intelligence indicators, particularly since the late 19th century due to organized education.

Horvath highlighted that intelligence quotient (IQ) scores had been rising at an average of three points per generation throughout the 20th century. However, this trend has seen a dramatic reversal in the 21st century, with a decline of approximately eight points per generation. Researchers characterize this downturn as unprecedented, noting that Generation Z is the first cohort unable to outperform their predecessors in essential cognitive skills such as attention, memory, reading, mathematical ability, and overall intelligence, despite spending more time in school.

The implications of these findings are profound, as they call into question the effectiveness of current educational methods and the impact of technology on learning. Given that Generation Z has grown up in an era of digital ubiquity, Horvath's study serves as a critical reminder of the potential cognitive risks associated with increased screen time and distractions, urging educators and policymakers to reevaluate approaches to education that could better support this generation's cognitive development.