These results posed, for Mr. Heckman, a confounding intellectual puzzle. Like most economists, he had always believed that cognitive ability was the single most reliable determinant of how a person's life would turn out. Now he had discovered a group - GED holders - whose good test scores didn't seem to have any positive effect on their eventual outcomes. What was missing from the equation, Mr. Heckman concluded, were the psychological traits, or noncognitive skills, that had allowed the high-school graduates to make it through school.

这些研究结果向赫克曼提出了一个令人困惑的关于智力的问题。与大多数经济学家一样，过去他一直认为认知技能是个决定一个人未来生活状况的最可靠的因素。然而，现在他发现了这样一群人──GED文凭持有者，尽管他们的考试成绩不错，但这似乎对他们的最终成就没有起到任何积极作用。根据赫克曼的结论，这其中缺失的正是让高中毕业生完成学业的那种心理特质，或者说是非认知技能。

So what can parents do to help their children develop skills like motivation and perseverance? The reality is that when it comes to noncognitive skills, the traditional calculus of the cognitive hypothesis - start earlier and work harder - falls apart. Children can't get better at overcoming disappointment just by working at it for more hours. And they don't lag behind in curiosity simply because they didn't start doing curiosity work sheets at an early enough age.

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