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"Have our brains become so desensitized by a 24/7, all-you-can-eat diet of lurid flickering images that we've lost all perspective on appropriateness and compassion?" they asked. A 2007 study of 18 to 23-year-olds found they were less able to identify expressions of emotion after playing violent video games. And, while Dr. Rosen's study found that can help people relate better, it also found that excessive social networking makes some teens more prone to aggression, mania, anxiety, and depression.

Myth #4 States cannot implement the Common Core standards in the current budget climate.

Myth #5 The Common Core State Standards will transform schools.

Standards are not curriculum: standards spell out what students should know and be able to do at the end of a year; curriculum defines the specific course of study—the scope and sequence—that will enable students to meet standards.

States are building the assessments, and once the assessments are in place, they will be administered and operated by states. They are not federal tests.

In preparation for adoption of the Common Core standards, several states conducted analyses that found considerable alignment between them and their current standards

And officials in 76 percent of districts in Common Core states said in a survey released in September 2011 by the Center on Education Policy that inadequate funds for implementation was a major challenge.

But to have an effect on the day-to-day interaction between students and teachers, and thus improve learning, states and districts will have to implement the standards. That will require changes in curricula and assessments to align with the standards, professional development to ensure that teachers know what they are expected to teach, and ultimately, changes in teacher education so that all teachers have the capability to teach all students to the standards. The standards are only the first step on the road to higher levels of learning.

Most things that people want to learn do not resemble language, golf or chess, but rather a game in which the generalist has an advantage. A hostile learning environment

Seemingly inefficient things are productive: expanding your horizons, giving yourself time, switching professions. 

early specialisation is a good idea if you want to become successful in certain fields, sports or professions. In fact, in some cases, it’s the only option. Take chess, for example: if you don’t start early, you won’t stand a chance at glory.

learning chess is not a good model for learning other things. Epstein explains this using the work of psychologist Robin Hogarth, who makes the distinction between friendly (kind) and unfriendly or hostile (wicked) learning environments.

In a friendly learning environment, such as chess, the rules are clear, the information is complete (all pieces are visible on the board), and you can (ultimately) determine the quality of every move. In other words, the feedback loop

friendly learning environments are the exception. The world is not as clear-cut as golf or chess. So early specialisation is often a bad idea. 

In hostile learning environments without repetitive patterns, mastery is much harder to achieve. The feedback loop is insidious. Unlike chess, experience does not necessarily make you better. You may stick with the wrong approach because you’re convinced it’s the right one. 

The better a teacher scored on their own subject (i.e., the higher the grades their students got in that subject), the more mediocre students’ scores were across the complete programme (all modules). The explanation? Those teachers gave their students rigidly defined education, purely focused on passing exams. The students passed their tests with high marks – and rated their teachers highly in surveys – but would fail later on. 

In learning environments without repetitive patterns, where cause and effect are not always clear, early specialisation and spending countless hours does not guarantee success. Quite the opposite, Epstein argues. Generalists have the advantage: they have a wider range of experiences and a greater ability to associate and improvise. (The world has more in common with jazz than classical music, Epstein explains in a chapter on music.)

Many modern professions aren’t so much about applying specific solutions than they are about recognising the nature of a problem, and only then coming up with an approach. That becomes possible when you learn to see analogies with other fields, according to psychologist Dedre Gentner, who has made this subject her life’s work.

Another advantage generalists and late specialists have is more concrete: you are more likely to pick a suitable study, sport or profession if you first orient yourself broadly before you make a choice.

Greater enjoyment of the game is one of the benefits associated with late specialisation, along with fewer injuries and more creativity.

which child, teenager or person in their 20s knows what they will be doing for the rest of their lives?

Persevering along a chosen path can also lead to other problems: frustrations about failure. If practice makes perfect, why am I not a genius? In a critical review,

The tricky thing about generalist long-term thinking versus specialist short-term thinking is that the latter produces faster and more visible results.

specialising in short-term success gets in the way of long-term success. This also applies to education.

(Another example: the on-going worry about whether or not students’ degree choices are "labour market relevant".)

Teachers who taught more broadly – who did not teach students readymade "prescribed lessons” but instilled "principles" – were not rated as highly in their own subject, but had the most sustainable effect on learning. However, this was not reflected in the results. These teachers were awarded – logically but tragically – lower ratings by their students.

the 10,000 hour gang has considerable power with their message "quitters never win, winners never quit".Epstein’s more wholesome message seems weak and boring in comparison. Some things are simply not meant for everyone, doubt is understandable and even meaningful, you can give up and change your choice of work, sports or hobby, and an early lead can actually be a structural disadvantage. 

"Don’t feel behind." Don’t worry if others seem to be moving faster, harder or better. Winners often quit.

The scores of fourth- and eighth-graders on reading tests have climbed steadily since the 1990s, according to the National Assessment of Educational Progress. But those of 12th-graders have fallen. Just 37 percent of high-school seniors graduate with “proficiency” in reading, meaning they can read a text for both its literal and its inferential meanings.

While those with bachelor’s and graduate degrees maintained the highest levels of literacy overall, those groups also experienced the steepest declines. Just 31 percent of college graduates were considered proficient readers in 2003, by that test’s definition, down from 40 percent in 1992.

“We quickly realized that unless you actually assign a grade for the out-of-class component, students just won’t do it,”

“Harvard students are really not that different in terms of how they behave. They’re bright, they’re academically more gifted,” she says. But they’re also “incredibly good at figuring out how to do exactly what they need to do to get the grade. They’re incredibly strategic. And I think that’s really true of students everywhere.”

turns the classroom into a social-learning environment

“We have young people who are coming away from high school with a very sort of test-driven training — I won’t call it education — training in reading.”

Teaching students how to read in college feels “remedial” to many professors

Faculty members are trained in their disciplines. “They don’t want to be reading teachers. I don’t think it’s a lack of motivation,” says Columbia’s Doris Perin. “They don’t feel they have the training.” Nor do they want to “infantilize” students by teaching basic comprehension skills, she says.

Tie reading to a grade: Quizzes and assigned journals, which can determine about 20 percent of the final grade, can double or even triple reading compliance — but rote formats that seem to exist for their own sake can encourage skimming or feel punitive.“Do away with the obvious justifications for not doing the reading,” says Naomi Baron, at American U. “If you summarize everything that’s in the reading, why should students do it?”Ask students to make arguments, compare, and contrast — higher- order skills than factual recall.Using different media is fine, but maintain rigor. “You can do critical reading of anything that has essentially an academic argument in it,” says David Jolliffe, at the U. of Arkansas. Video and audio, in fact, may sometimes be better than textbooks — what he calls “predigested food.”Explicitly tie out-of-class reading to in-class instruction, going over points of confusion and connecting lessons and texts to each other.Teach reading skills. “Hundreds” of strategies exist, all of which make “explicit the processes that proficient readers use without thinking about it,” says Doris Perin, at Columbia.

“A lot of faculty members, myself included, are saying, If they’re not doing the reading, we can get unhappy, we can get angry,” she says. “Or we can do something about it.”

Seattle teachers who went on strike in September included a call for more mental health supports for students as one of their bargaining points. The strike settlement included part-time social workers at most schools

“We’ve seen increases in anxiety, disordered eating, suicidal ideation, OCD and many other mental health challenges,”

Last school year, nearly 40 percent of schools nationally reported increases in physical attacks or fights, and roughly 60 percent reported more disruptions in class because of student misconduct, according to federal data.

“School-based health centers fill a void, particularly in low-income communities,” said Robert Boyd, chief executive at the nonprofit School-Based Health Alliance. “In rural communities, sometimes it’s the only provider around.”

school systems are expanding social-emotional learning intended to help students understand and regulate their emotions, develop positive relationships and face challenges. These lessons may be embedded in classes (say, a discussion of empathy related to characters in a novel) or they may come directly through an activity about, for instance, decision-making. In some parts of the country, social-emotional teachings are tangled up in the culture wars, particularly when material deals with gender and racial equity.

Critics see the excused days off as counterproductive for students who have already missed too much school, but supporters say the laws recognize the stressful reality of many students’ lives and elevate the stature of mental health so that it is comparable to physical health.