The Characterological Imperative: On Heckman, Humphries, and Kautz's The Myth of Achievement Tests: The GED and the Role of Character in American Life
评论了赫克曼等人关于非认知技能（性格）对教育成就和人生结果重要性的研究，指出GED考试未能培养预测成功的性格技能，并呼吁将自我控制与社会控制更好地统一于理论和干预设计中。
James J. Heckman, John Eric Humphries, and Tim Kautz make a powerful case for noncognitive skills—or what they conceptualize as character—as an explanation of educational achievement and other important outcomes in life. They do so while exposing the myth of the GED, arguing that the GED harms its intended beneficiaries by failing to instill the character skills that predict adult success. Childhood interventions to build personal character, especially self-control, are emphasized. The Myth of Achievement Tests is a major contribution, but I integrate relevant research on crime and social control across the life course that motivates a more dynamic conceptualization of character. I also review evidence on the environment as a source of both cognitive and noncognitive skills, including exposure to concentrated deprivation, violence, and lead toxicity. Moreover, I review evidence suggesting that social reactions to character shape life chances in ways not reducible to individual propensities, such as changes in criminal-justice policy that created large cohort differentials in incarceration for the same underlying behaviors. Social context and the character of American society itself are thus central to fostering individual character—not just skills but the desire to conform. It follows that self-control and social control need to be better unified theoretically and in designing interventions.