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Updated: Jun 2, 2026

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
Published on: June 20, 2020
The changing yardstick in measurement of cognitive abilities in infancy
Glen P Aylward1, Brandon S Aylward
1Division of Developmental-Behavioral Pediatrics/Psychology, Southern Illinois University School of Medicine, Springfield, IL 62794-9658, USA. Gaylward@siumed.edu
Insights
Accurate infant cognitive function measurement is challenging due to the Flynn effect and test revisions. Recommendations include using control groups and not solely relying on cognitive scores for at-risk infants.
Area of Science:
- Developmental psychology
- Pediatric neurocognition
- Infant assessment
Background:
- Accurate cognitive function measurement in infants, especially those at biologic risk, presents significant challenges.
- Existing cognitive tests may be affected by secular changes (Flynn effect), revisions, and varying mean scores across versions.
Purpose of the Study:
- To discuss concerns regarding accurate cognitive function measurement in infants.
- To provide recommendations for improving the assessment of cognitive function in at-risk infants.
Main Methods:
- Discussion of identified issues concerning infant cognitive testing.
- Formulation of recommendations based on the discussed concerns.
Main Results:
- Identified concerns include the Flynn effect, test version changes, higher mean scores in newer versions, and prematurity corrections.
- Comparison of test scores over time or across different versions requires caution due to potential variations.
Conclusions:
- Clinicians should exercise caution when interpreting infant cognitive scores, especially over time or across test versions.
- Essential recommendations include the use of control groups in longitudinal studies and avoiding over-reliance on cognitive scores alone.
- Further research into the Flynn effect across diverse pediatric subgroups and age ranges is warranted.
Abstract:
There are concerns regarding accurate measurement of cognitive function in infants, particularly those at biologic risk. Herein we discuss these issues and make recommendations. Concerns include: 1) secular changes in test norms, referred to as the Flynn effect; 2) changes in the content of revised test versions; 3) recent findings of higher mean scores in newer test versions when compared to previous scores; and 4) correction for prematurity. Caution is necessary when comparing the same test scores over extended periods of time, and using different versions of the same test when mean scores of the tests vary or evaluate different areas of functioning. Ideal solutions are not readily apparent and thus we provide several suggestions: control groups are essential for longitudinal studies; clinicians should not rely totally on cognitive scores; and further investigation of the Flynn effect in different subgroups of children at different ages is necessary.
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