Aging and the narrowing of scientific innovation.
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| Title: | Aging and the narrowing of scientific innovation. |
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| Authors: | Cui, Haochuan (AUTHOR), Lin, Yiling (AUTHOR), Wu, Lingfei (AUTHOR), Evans, James A. (AUTHOR) |
| Source: | Science. 5/7/2026, Vol. 392 Issue 6798, p588-591. 4p. |
| Subjects: | Originality, Research funding, Creative ability, Professions, Scientific development, Paradigm (Theory of knowledge), Academic tenure, Theorists |
| Abstract: | Scientific careers today are marked by growing polarization: A small number of scientists now remain active and influential for longer than ever (1), whereas many others pass through research as temporary workers (2). Lengthened training periods, the elimination of mandatory retirement, and funding systems that reward experience have concentrated resources among senior scientists (3, 4). As science becomes increasingly dependent on its aging core, a central question arises: How does academic age influence creativity? The answer has long divided scholars. Analyzing more than 12.5 million scientists who published between 1960 and 2020, we find that novelty—the linking of previously unconnected ideas—increases with academic age, whereas disruption—the replacement of established ideas with new ones—declines. These and other findings invite reflection on potential implications for policy, such as funding, tenure, and promotion systems; immigration and mobility; workforce development; and incentives for (and barriers to) collaboration and innovation. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Scientific careers today are marked by growing polarization: A small number of scientists now remain active and influential for longer than ever (1), whereas many others pass through research as temporary workers (2). Lengthened training periods, the elimination of mandatory retirement, and funding systems that reward experience have concentrated resources among senior scientists (3, 4). As science becomes increasingly dependent on its aging core, a central question arises: How does academic age influence creativity? The answer has long divided scholars. Analyzing more than 12.5 million scientists who published between 1960 and 2020, we find that novelty—the linking of previously unconnected ideas—increases with academic age, whereas disruption—the replacement of established ideas with new ones—declines. These and other findings invite reflection on potential implications for policy, such as funding, tenure, and promotion systems; immigration and mobility; workforce development; and incentives for (and barriers to) collaboration and innovation. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00368075 |
| DOI: | 10.1126/science.ady8732 |
