that these scientists are as competent as the rest or more so, they ultimately will do far better in terms of both role performance and reward… rewards (which) can be transformed into resources for further work.. (and hence over time) scientists who are initially advantaged gain even greater opportunities for further achievement and rewards." To see if ‘accumulation of advantage’ was operating in the career development of the scientific elite, Zuckerman compared the careers of future laureates with those of “members of the United States National Academy of Sciences and the scientific rank and file” along a number of dimensions including socioeconomic origins, status of undergraduate and graduate education, the process of moving into the scientific elite, and first jobs and professorships. She also interviewed forty-one Nobel laureates extensively about their "apprenticeships" to "master" scientists while they were doing their doctoral research, and other aspects of their career development related to the above topics. Zuckerman concluded that evidence of "accumulative of advantage" was clearly present over the course of development, with result that her research “… cast(s) considerable doubt on the conclusion that marked differences in performance between the ultra-elite and other scientists reflect equally marked differences in their initial capacities to do scientific work”. Developing Talent in Young People – Bloom (1985) Benjamin Bloom and five colleagues conducted extensive interviews with 120 “young men and women (as well as their parents and influential teachers)… who had reached the highest levels of accomplishment” in six fields – Olympic sprint swimmers, Top 10 rated professional tennis players, concert pianists, accomplished sculptors, exceptional mathematicians, and outstanding research neurologists. They report many findings relevant to the “talent development process", including: Development was tied throughout to the values, interests, resources, and personal investments of the family of origin. In most families “introduction to the field and initial… skill development occurred” because the “(p)arents (or other family members), in pursuing their own interests, created situations that intrigued, interested, or involved the child… The child’s interest was rewarded or encouraged…” and the parents then provided other ways to extend this interest. The “work ethic” is central to talent development. It is developed by “the home environment” and “…directly related to learning and participation in the chosen talent field”. “Each group of parents strongly encouraged their children’s development in a particularly highly approved talent field (related to the parents’ own “special interests”) and gave much less support