The music critic Harold Schonberg goes further: Mozart, he argues, actually “developed late,” since he didn’t produce his greatest work until he had … - Malcolm Gladwell

Schools could do the same thing. Elementary and middle schools could put the January through April–born students in one class, the May through August in another class, and those born in September through December in the third class. They could let students learn with and compete against other students of the same maturity level. It would be a little bit more complicated administratively. But it wouldn’t necessarily cost that much more money, and it would level the playing field for those who — through no fault of their own — have been dealt a big disadvantage by the educational system. We could easily take control of the machinery of achievement, in other words — not just in sports but, as we will see, in other more consequential areas as well. But we don’t. And why? Because we cling to the idea that success is a simple function of individual merit and that the world in which we all grow up and the rules we choose to write as a society don’t matter at all.

Pronin calls this phenomenon the “illusion of asymmetric insight.” She writes: The conviction that we know others better than they know us — and that we may have insights about them they lack (but not vice versa) — leads us to talk when we would do well to listen and to be less patient than we ought to be when others express the conviction that they are the ones who are being misunderstood or judged unfairly.

"when you remove time," de becker says, "you are subject to the lowest-quality intuitive reaction"