Outliers : The Story Of Success Malcolm Gladwell

1. Outliers: TheStory Of SuccessMalcolm Gladwell Subsection 1: FirstQuarter By: JoseMaria Linares

2. 1. RosetoValfortore: Intro • Town in thefoothills of theItalianApennines. • Exodus of RosetanstoAmerica, ended up near Bangor, Pennsylvania • 1894: 1200 Rosetansappliedfor American Passport • Roseto, Pennsylvania

3. 1. Roseto: Issue • Heartattackepidemic in the US • Leading cause of death in menunder 65 • Stewart Wolf, physician, investigatedRosetoforheartattackdeathrates • Heartdisease in Roseto, 50% of US • No suicide, alcoholism, ordrugaddiction • Rosetowasanoutlier, a place werethe normal rules do notapply.

4. 2. Roseto: Hypotheses • Dietarypractices • FoundoutRosetansstruggledwithobesity (41% of caloriescamefromfat) • Genetics • Trackeddownrelatives of Rosetans, butthesedidnot share theirheatlhycondition • Location • People in Bangor and NazarethhaddeathratesfromHeartDisease 3 times higher.

5. 2. Roseto: Conclusion • “TheRosetanswerehealthybecause of wheretheycamefrom, because of theworldtheyhadcreatedforthemselves in theirtinytown in thehills.” • Understandheartattacks in a new way: lookingbeyondthe individual • Culture he orshewaspart of have a profoundeffect

6. SecondQuarter

7. 3. Correlation of Intellect and Achievement Through the second quarter of Outliers, Malcolm Gladwell supports his argument of success by juxtaposing achievement and intellect. According to him, “by no stretch of the imagination or of standards of genius is the ‘gifted group’ as a whole ‘gifted.’ We have seen that intellect and achievement are far from perfectly correlated” (Gladwell 91). He exemplifies such statement with the case of Terman’s ‘Termites’ by demonstrating how these, despite having an IQ above 135, didn’t become successful people. According to Gladwell, the IQ test is an improper measure of success since it doesn’t evaluate a person’s practical intelligence. Therefore, he concludes that after breaking the threshold of a “good enough” IQ, the practical intelligence becomes the tie-breaker.

8. 3. DefiningPracticalIntelligence Besides possessing a high IQ, which is required for achieving high education and knowledge, the EQ (Emotional Quotient) is crucial for a person’s Practical Intelligence. As he defines it, practical intelligence includes: “knowing what to say to whom, knowing when to say it, and knowing how to say it for a maximum effect” (Gladwell, 109). Thus, practical intelligence becomes a tool for maximizing the IQ. While IQ is a measure of innate ability, the EQ is acquired knowledge. However, such knowledge is shaped throughout life and here; Gladwell mentions how parenting (during childhood) is essential to the development of Practical Intelligence.

9. 4. Parenting and ItsNature To shape his argument on parenting, Gladwell alludes to a study done by AnneteLareau on such matter. According to Lareau, wealthier parents are heavily involved in their children’s free time, while children in poor families are more independent. She states that for poor children, their play time “wasn’t soccer practice twice a week. It was making up games outside with their siblings and other kids in the neighborhood” (Gladwell 121). Here, the contrast of wealthy-kids and poor-kids childhoods reflects the eventual development of different personalities. While poor children develop a sense of independence, wealthier ones develop a dominant personality. Meanwhile, middle-class children build up a sense of “entitlement,” as they enjoy the right to pursue individual preferences. As a result, Gladwell concludes that different personalities start to evolve from the moment people are toddlers, until they die with distinguished traits.

10. 4. DifferentChildrenFromDifferentParentingBackground Furthermore, these children evolve to becoming different people, with different ratios of Practical Intelligence. Gladwell suggests that contrasting parenting backgrounds ignite a variety of distinct personalities due to different experiences through childhood. Also, children in different economic classes establish particular relationships with their parents. For example, Gladwell mentions that the working class and poor children were characterized by “an emerging sense of distance, distrust, and constraint. They didn’t know how to get their way or how to customize whatever the environment they were in” (Gladwell 130). On the other hand, wealthier kids establish dominant traits, and are able to shape and blend the different situations presented by their environment. Hence, when these children grow up, only some will develop the “social savvy” skills needed to manage a situation wisely. Even if all of them are gifted with exceptional IQs, intellect is not the only ingredient of success.