本文综述了近年来有关认知和非认知技能测量和提升的研究进展。文献表明，成就测试并不能充分地捕捉性格技能:在劳动力市场、学校和许多其他领域被重视的个性特征、目标、动机和偏好。它们的预测能力可与认知能力相媲美。可靠的性格测量方法已经开发出来。所有对性格和认知的衡量都是对某些任务表现的衡量。为了从任务中可靠地估计技能，在测量任何特定技能时，有必要对激励、努力和其他技能进行标准化。性格是一种技能，而不是一种特质。在任何年龄，角色技能在不同任务中都是稳定的，但技能会在生命周期中发生变化。性格是由家庭、学校和社会环境塑造的。技能的培养是一个动态的过程，早期为后期的成功投资打下基础。 High-quality early childhood and elementary school programs improve character skills in a lasting and cost-effective way. Many of them beneficially affect later-life outcomes without improving cognition. There are fewer long-term evaluations of adolescent interventions, but workplace-based programs that teach character skills are promising. The common feature of successful interventions across all stages of the life cycle through adulthood is that they promote attachment and provide a secure base for exploration and learning for the child. Successful interventions emulate the mentoring environments offered by successful families.