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Hasbro shares are up more than 40% so far this year and continue to outperform once-hot gaming names like Take-Two Interactive Software Inc. TTWO,

being self-motivated, questioning what’s going on in the world, doing things a little bit differently.”

Will Wright, inventor of bestselling “The Sims” videogame series, heaps similar praise.  “Montessori taught me the joy of discovery,” Mr. Wright said, “It’s all about learning on your terms, rather than a teacher explaining stuff to you.  SimCity comes right out of Montessori…”

most highly creative achievers don’t begin with brilliant ideas, they discover them.

We can change the way we’ve been trained to think.  That begins in small, achievable ways, with increased experimentation and inquisitiveness. 

Barbara Walters, who interviewed Google founders Messrs. Page and Brin in 2004, asked if having parents who were college professors was a major factor behind their success, they instead credited their early Montessori education.  “We both went to Montessori school,” Mr. Page said, “and I think it was part of that training of not following rules and orders, and

“I do think there is value in training working memory in children,”

Raising IQ may require the kind of sustained involvement that comes with attending school, with all the practice and challenges it entails. “It’s not like you just go in for an hour of treatment a week. It’s a real lifestyle change,” he says.

Playing card and board games like Set, Blink or Mastermind may have similar effects. Free apps targeting working memory and other skills are described at the University of California, Riverside’s Brain Game Center.

A huge new study offers a more conclusive answer than past research. Students gain about one to five additional IQ points for every year they remain in school

Another powerful factor is interactive reading with children under 4, inviting them to participate and helping them elaborate on their ideas. Such activity is linked to IQ gains of more than six points, according to a 2013 research analysis. (Typical IQs range from 85 to 115, with 100 as the mean.)

Ways You Can Raise Smarter Children Engage them early in lively conversation. Play ​card, board or videogames that ​build​ working memory. Stress the intrinsic rewards of learning rather than grades. Frame a bad grade as a reason to work harder. Enroll them in schools where intelligence is seen as fluid rather than fixed. Teach them that their ability is under their control.

Khanmigo allows students to make queries in the middle of lessons or videos and understands the context of what they’re watching. You can ask, “What is the significance of the green light in ‘The Great Gatsby?’ ” Heck, that one is still over my head. Same with help on factoring polynomials, including recognizing which step a student got wrong, not just knowing the answer is wrong, fixing ChatGPT’s math problem. Sci-fi becomes reality: a scalable super tutor.

Khanmigo saw a limited rollout on March 15, with a few thousand students paying a $20-a-month donation. Plugging into ChatGPT isn’t cheap. A wider rollout is planned for June 15, perhaps under $10 a month, less for those in need. The world has cheap tablets, so it shouldn’t be hard to add an Alexa-like voice and real-time videogame-like animations. Then the Diamond Age will be upon us.

Mr. Khan suggests, “There is no limit to learning. If you ask, ‘Why is the sky blue?’ you’ll get a short answer and then maybe, ‘But let’s get back to the mitochondria lesson.’ ” Mr. Khan thinks “average students can become exceptional students.”

Mr. Khan tells me, “We want to raise the ceiling, but also the floor.” He wants to provide his company’s AI-learning technology to “villages and other places with little or no teachers or tools. We can give everyone a tutor, everyone a writing coach.” That’s when education and society will really change.

Teaching will be transformed. Mr. Khan wants Khanmigo “to provide teachers in the U.S. and around the world an indispensable tool to make their lives better” by administering lessons and increasing communications between teachers and students. I would question any school that doesn’t encourage its use.

With this technology, arguments about classroom size and school choice will eventually fade away. Providing low-cost 21st-century Illustrated Primers to every student around the world will then become a moral obligation

If school boards and teachers unions in the U.S. don’t get in the way, maybe we’ll begin to see better headlines.

versky died in 1996. Kahneman won the 2002 Nobel Prize in Economics for the work the two men did together, which he summarized in his 2011 best seller, Thinking, Fast and Slow. Another best seller, last year’s The Undoing Project, by Michael Lewis, tells the story of the sometimes contentious collaboration between Tversky and Kahneman

Another key figure in the field is the University of Chicago economist Richard Thaler. One of the biases he’s most linked with is the endowment effect, which leads us to place an irrationally high value on our possessions.

In an experiment conducted by Thaler, Kahneman, and Jack L. Knetsch, half the participants were given a mug and then asked how much they would sell it for. The average answer was $5.78. The rest of the group said they would spend, on average, $2.21 for the same mug. This flew in the face of classic economic theory, which says that at a given time and among a certain population, an item has a market value that does not depend on whether one owns it or not. Thaler won the 2017 Nobel Prize in Economics.

“The question that is most often asked about cognitive illusions is whether they can be overcome. The message … is not encouraging.”

Kahneman and others draw an analogy based on an understanding of the Müller-Lyer illusion, two parallel lines with arrows at each end. One line’s arrows point in; the other line’s arrows point out. Because of the direction of the arrows, the latter line appears shorter than the former, but in fact the two lines are the same length.

In this context, his pessimism relates, first, to the impossibility of effecting any changes to System 1—the quick-thinking part of our brain and the one that makes mistaken judgments tantamount to the Müller-Lyer line illusion

that’s not so easy in the real world, when we’re dealing with people and situations rather than lines. “Unfortunately, this sensible procedure is least likely to be applied when it is needed most,” Kahneman writes. “We would all like to have a warning bell that rings loudly whenever we are about to make a serious error, but no such bell is available.”

Because biases appear to be so hardwired and inalterable, most of the attention paid to countering them hasn’t dealt with the problematic thoughts, judgments, or predictions themselves

Is it really impossible, however, to shed or significantly mitigate one’s biases? Some studies have tentatively answered that question in the affirmative.

what if the person undergoing the de-biasing strategies was highly motivated and self-selected? In other words, what if it was me?

I met with Kahneman

Over an apple pastry and tea with milk, he told me, “Temperament has a lot to do with my position. You won’t find anyone more pessimistic than I am.”

Confirmation bias shows up most blatantly in our current political divide, where each side seems unable to allow that the other side is right about anything.

“I see the picture as unequal lines,” he said. “The goal is not to trust what I think I see. To understand that I shouldn’t believe my lying eyes.” That’s doable with the optical illusion, he said, but extremely difficult with real-world cognitive biases.

he most effective check against them, as Kahneman says, is from the outside: Others can perceive our errors more readily than we can.

“slow-thinking organizations,” as he puts it, can institute policies that include the monitoring of individual decisions and predictions. They can also require procedures such as checklists and “premortems,”

A premortem attempts to counter optimism bias by requiring team members to imagine that a project has gone very, very badly and write a sentence or two describing how that happened. Conducting this exercise, it turns out, helps people think ahead.

“My position is that none of these things have any effect on System 1,” Kahneman said. “You can’t improve intuition.

Perhaps, with very long-term training, lots of talk, and exposure to behavioral economics, what you can do is cue reasoning, so you can engage System 2 to follow rules. Unfortunately, the world doesn’t provide cues. And for most people, in the heat of argument the rules go out the window.

Kahneman describes an even earlier Nisbett article that showed subjects’ disinclination to believe statistical and other general evidence, basing their judgments instead on individual examples and vivid anecdotes. (This bias is known as base-rate neglect.)

over the years, Nisbett had come to emphasize in his research and thinking the possibility of training people to overcome or avoid a number of pitfalls, including base-rate neglect, fundamental attribution error, and the sunk-cost fallacy.

When Nisbett has to give an example of his approach, he usually brings up the baseball-phenom survey. This involved telephoning University of Michigan students on the pretense of conducting a poll about sports, and asking them why there are always several Major League batters with .450 batting averages early in a season, yet no player has ever finished a season with an average that high.

about half give the right answer: the law of large numbers, which holds that outlier results are much more frequent when the sample size (at bats, in this case) is small. Over the course of the season, as the number of at bats increases, regression to the mean is inevitabl

When Nisbett asks the same question of students who have completed the statistics course, about 70 percent give the right answer. He believes this result shows, pace Kahneman, that the law of large numbers can be absorbed into System 2—and maybe into System 1 as well, even when there are minimal cues.

Nisbett’s second-favorite example is that economists, who have absorbed the lessons of the sunk-cost fallacy, routinely walk out of bad movies and leave bad restaurant meals uneaten.

we’ve tested Michigan students over four years, and they show a huge increase in ability to solve problems. Graduate students in psychology also show a huge gain.”

, “I know from my own research on teaching people how to reason statistically that just a few examples in two or three domains are sufficient to improve people’s reasoning for an indefinitely large number of events.”

isbett suggested another factor: “You and Amos specialized in hard problems for which you were drawn to the wrong answer. I began to study easy problems, which you guys would never get wrong but untutored people routinely do … Then you can look at the effects of instruction on such easy problems, which turn out to be huge.”

Nisbett suggested that I take “Mindware: Critical Thinking for the Information Age,” an online Coursera course in which he goes over what he considers the most effective de-biasing skills and concepts. Then, to see how much I had learned, I would take a survey he gives to Michigan undergraduates. So I did.

he course consists of eight lessons by Nisbett—who comes across on-screen as the authoritative but approachable psych professor we all would like to have had—interspersed with some graphics and quizzes. I recommend it. He explains the availability heuristic this way: “People are surprised that suicides outnumber homicides, and drownings outnumber deaths by fire. People always think crime is increasing” even if it’s not.

When I finished the course, Nisbett sent me the survey he and colleagues administer to Michigan undergrads

It contains a few dozen problems meant to measure the subjects’ resistance to cognitive biases

I got it right. Indeed, when I emailed my completed test, Nisbett replied, “My guess is that very few if any UM seniors did as well as you. I’m sure at least some psych students, at least after 2 years in school, did as well. But note that you came fairly close to a perfect score.”

In 2006, seeking to prevent another mistake of that magnitude, the U.S. government created the Intelligence Advanced Research Projects Activity (iarpa), an agency designed to use cutting-edge research and technology to improve intelligence-gathering and analysis. In 2011, iarpa initiated a program, Sirius, to fund the development of “serious” video games that could combat or mitigate what were deemed to be the six most damaging biases: confirmation bias, fundamental attribution error, the bias blind spot (the feeling that one is less biased than the average person), the anchoring effect, the representativeness heuristic, and projection bias (the assumption that everybody else’s thinking is the same as one’s own).

For his part, Nisbett insisted that the results were meaningful. “If you’re doing better in a testing context,” he told me, “you’ll jolly well be doing better in the real world.”

The New York–based NeuroLeadership Institute offers organizations and individuals a variety of training sessions, webinars, and conferences that promise, among other things, to use brain science to teach participants to counter bias. This year’s two-day summit will be held in New York next month; for $2,845, you could learn, for example, “why are our brains so bad at thinking about the future, and how do we do it better?”

Nevertheless, I did not feel that reading Mindware and taking the Coursera course had necessarily rid me of my biases

One of the most important ingredients is what Tetlock calls “the outside view.” The inside view is a product of fundamental attribution error, base-rate neglect, and other biases that are constantly cajoling us into resting our judgments and predictions on good or vivid stories instead of on data and statistics

most promising are a handful of video games. Their genesis was in the Iraq War

Philip E. Tetlock, a professor at the University of Pennsylvania’s Wharton School, and his wife and research partner, Barbara Mellers, have for years been studying what they call “superforecasters”: people who manage to sidestep cognitive biases and predict future events with far more accuracy than the pundits

Together with collaborators who included staff from Creative Technologies, a company specializing in games and other simulations, and Leidos, a defense, intelligence, and health research company that does a lot of government work, Morewedge devised Missing. Some subjects played the game, which takes about three hours to complete, while others watched a video about cognitive bias. All were tested on bias-mitigation skills before the training, immediately afterward, and then finally after eight to 12 weeks had passed.

he said he saw the results as supporting the research and insights of Richard Nisbett. “Nisbett’s work was largely written off by the field, the assumption being that training can’t reduce bias,

“The literature on training suggests books and classes are fine entertainment but largely ineffectual. But the game has very large effects. It surprised everyone.”

even the positive results reminded me of something Daniel Kahneman had told me. “Pencil-and-paper doesn’t convince me,” he said. “A test can be given even a couple of years later. But the test cues the test-taker. It reminds him what it’s all about.”

Morewedge told me that some tentative real-world scenarios along the lines of Missing have shown “promising results,” but that it’s too soon to talk about them.

In the future, I will monitor my thoughts and reactions as best I can