One of the interesting parts of the article was when the author mentioned Mitt Romney. I couldn't help but think of President Obama. It seems like he was an outsider in High School and is pretty much an outsider today. Don't want to chit chat with the old Washington pols, I can sympathize, but I suspect he didn't do much chit chatting in High School either. The interesting thing about Obama is that he wasn't a leader in any of his social cliques. His friends looked upon him as a cool guy, but not somebody you'd turn to when you needed to get anything done. Why You Truly Never Leave High School New science on its corrosive, traumatizing effects. Throughout high school, my friend Kenji had never once spoken to the Glassmans. They were a popular, football-_playing, preposterously handsome set of identical twins (every high school must have its Winklevii). Kenji was a closeted, half-Japanese orchestra nerd who kept mainly to himself and graduated first in our class. Yet last fall, as our 25th high-school reunion was winding down, Kenji grabbed Josh Glassman by his tricepsâstill Popeye spinach cans, and the subject of much Facebook discussion afterwardâand asked where the after-party was. He was only half-joking. Psychologically speaking, Kenji carries a passport to pretty much anywhere now. Heâs handsome, charming, a software engineer at an Amazon subsidiary; he radiates the kind of self-possession that earns instant respect. Josh seemed to intuit this. He said there was an after-party a few blocks away, at the home of another former football player. And when Kenji wavered, Josh wouldnât take no for an answer. âI could see there was no going back,â Kenji explained the next morning, over brunch. âIt was sort of like the dog who catches the car and doesnât know what to do with it.â The party was fine. For a while, Kenji wondered if heâd been brought along as a stunt guestâa suspicion hardly allayed by Joshâs announcement âI brought the valedictorian!â as they were descending the stairs to their hostâs living roomâthough Kenjiâs attendance was in the same spirit, really, just in reverse. (âThis is the party I never got invited to in high school,â he told Josh at one point, who didnât disagree.) At any rate, Kenji didnât care. His curiosities were anthropological: He had no idea what it was like âto be a football player or a cheerleader, get out of high school, marry someone from your local area, and settle in the same area.â And his conclusion, by the end of the night, was: Nothing special. âIt was just an ordinary party, one that might have been a little uncomfortable if we all hadnât been a little drunk.â Youâd think Kenjiâs underwhelmed reaction would have been reassuring. But another classmate of ours, also at that brunch, didnât take it that way. Like Kenji, Larry was brilliant, musically gifted, and hidden behind awkward glasses during most of his adolescence; like Kenji, he too is attractive and successful today. He received a Tony nomination for the score of Legally Blonde, he has a new baby, he married a great woman who just happens to be his collaborator. Yet his reaction was visceral and instantaneous. âLiterally?â he said. âYour saying this makes me feel I wish Iâd been invited to that.â âWell, right,â said Kenji. âBecause thatâs the way high school is.â âAnd maybe the way life is, still, sometimes,â said Larry. âAbout wanting to be invited to things.â Heâs now working on a musical adaptation of Heathers, the eighties classic that culminates, famously, in Christian Slater nearly blowing up a high school. Not everyone feels the sustained, melancholic presence of a high-school shadow self. There are some people who simply put in their four years, graduate, and thatâs that. But for most of us adults, the adolescent years occupy a privileged place in our memories, which to some degree is even quantifiable: Give a grown adult a series of random prompts and cues, and odds are he or she will recall a disproportionate number of memories from adolescence. This phenomenon even has a nameâthe âreminiscence bumpââand itâs been found over and over in large population samples, with most studies suggesting that memories from the ages of 15 to 25 are most vividly retained. (Which perhaps explains Ralph Keyesâs observation in his 1976 classic, Is There Life After High School?: âSomehow those three or four years can in retrospect feel like 30.â) To most human beings, the significance of the adolescent years is pretty intuitive. Writers from Shakespeare to Salinger have done their most iconic work about them; and Hollywood, certainly, has long understood the operatic potential of proms, first dates, and the malfeasance of the cafeteria goon squad. âI feel like most of the stuff I draw on, even today, is based on stuff that happened back then,â says Paul Feig, the creator of Freaks and Geeks, which had about ten glorious minutes on NBCâs 1999â2000 lineup before the network canceled it. âInside, I still feel like Iâm 15 to 18 years old, and I feel like I still cope with losing control of the world around me in the same ways.â (By being funny, mainly.) Yet thereâs one class of professionals who seem, rather oddly, to have underrated the significance of those years, and it just happens to be the group that studies how we change over the course of our lives: developmental neuroscientists and psychologists. âI cannot emphasize enough the amount of skewing there is,â says Pat Levitt, the scientific director for the National Scientific Council on the Developing Child, âin terms of the number of studies that focus on the early years as opposed to adolescence. For years, we had almost a religious belief that all systems developed in the same way, which meant that what happened from zero to 3 really mattered, but whatever happened thereafter was merely tweaking.â Zero to 3. For ages, this window dominated the field, and it still does today, in part for reasons of convenience: Birth is the easiest time to capture a large population to study, and, as Levitt points out, âitâs easier to understand something as itâs being put togetherââmeaning the brainââthan something thatâs complex but already formed.â There are good scientific reasons to focus on this time period, too: The sensory systems, like hearing and eyesight, develop very early on. âBut the error we made,â says Levitt, âwas to say, âOh, thatâs how all functions develop, even those that are very complex. Executive function, emotional regulationâall of it must develop in the same way.â â That is not turning out to be the case. âIf youâre interested in making sure kids learn a lot in school, yes, intervening in early childhood is the time to do it,â says Laurence Steinberg, a developmental psychologist at Temple University and perhaps the countryâs foremost researcher on adolescence. âBut if youâre interested in how people become who they are, so much is going on in the adolescent years.â In the past couple of decades, studies across the social sciences have been designed around this new orientation. It has long been known, for instance, that male earning potential correlates rather bluntly with height. But it was only in 2004 that a trio of economists thought to burrow a little deeper and discovered, based on a sample of thousands of white men in the U.S. and Britain, that it wasnât adult height that seemed to affect their subjectsâ wages; it was their height at 16. (In other words, two white men measuring five-foot-eleven can have very different earning potential in the same profession, all other demographic markers being equal, just because one of them was shorter at 16.) Eight years later, Deborah Carr, a sociologist at Rutgers, observed something similar about adults of a normal weight: They are far more likely to have higher self-esteem if they were a normal weight, rather than overweight or obese, in late adolescence (Carr was using sample data that tracked weight at age 21, but she notes that heavy 21-year-olds were also likely to be heavy in high school). Robert Crosnoe, a University of Texas sociologist, will be publishing a monograph with a colleague this year that shows attractiveness in high school has lingering effects, too, even fifteen years later. âIt predicted a greater likelihood of marrying,â says Crosnoe, âbetter earning potential, better mental health.â This finding reminds me of something a friend was told years ago by Frances Lear, head of the eponymous, now defunct magazine for women: âThe difference between you and me is that I knew in high school I was beautiful.â Our self-image from those years, in other words, is especially adhesive. So, too, are our preferences. âThereâs no reason why, at the age of 60, I should still be listening to the Allman Brothers,â Steinberg says. âYet no matter how old you are, the music you listen to for the rest of your life is probably what you listened to when you were an adolescent.â Only extremely recent advances in neuroscience have begun to help explain why. It turns out that just before adolescence, the prefrontal cortexâthe part of the brain that governs our ability to reason, grasp abstractions, control impulses, and self-_reflectâundergoes a huge flurry of activity, giving young adults the intellectual capacity to form an identity, to develop the notion of a self. Any cultural stimuli we are exposed to during puberty can, therefore, make more of an impression, because weâre now perceiving them discerningly and metacognitively as things to sweep into our self-concepts or reject (I am the kind of person who likes the Allman Brothers). âDuring times when your identity is in transition,â says Steinberg, âitâs possible you store memories better than you do in times of stability.â Continued: http://nymag.com/news/features/high-school-2013-1/index2.html