Similar to the way that bi-lingual/dual immersion language students may temporarily fall behind their peers in 3rd and 4th grade, but rocket ahead later in high school, those interested in interdisciplinary work may seem to lag, but later outpace their lesser specializing peers.
What is the underlying mechanism for providing the acceleration boosts in these models? Are they really the same or is this effect just a coincidence?
Is there something about the dual stock and double experience or even diversity of thought that provides the acceleration? Is there anything in the pedagogy or productivity research space to explain it?