When: The Scientific Secrets of Perfect Timing(62)

9. Judith A. Owens, Katherine Belon, and Patricia Moss, “Impact of Delaying School Start Time on Adolescent Sleep, Mood, and Behavior,” Archives of Pediatrics & Adolescent Medicine 164, no. 7 (2010): 608–14; Nadine Perkinson-Gloor, Sakari Lemola, and Alexander Grob, “Sleep Duration, Positive Attitude Toward Life, and Academic Achievement: The Role of Daytime Tiredness, Behavioral Persistence, and School Start Times,” Journal of Adolescence 36, no. 2 (2013): 311–18; Timothy I. Morgenthaler et al., “High School Start Times and the Impact on High School Students: What We Know, and What We Hope to Learn,” Journal of Clinical Sleep Medicine 12, no. 12 (2016): 168–89; Julie Boergers, Christopher J. Gable, and Judith A. Owens, “Later School Start Time Is Associated with Improved Sleep and Daytime Functioning in Adolescents,” Journal of Developmental & Behavioral Pediatrics 35, no. 1 (2014): 11–17; Kyla Wahlstrom, “Changing Times: Findings from the First Longitudinal Study of Later High School Start Times,” NASSP Bulletin 86, no. 633 (2002): 3–21; Dubi Lufi, Orna Tzischinsky, and Stav Hadar, “Delaying School Starting Time by One Hour: Some Effects on Attention Levels in Adolescents,” Journal of Clinical Sleep Medicine 7, no. 2 (2011): 137–43.

10. Scott E. Carrell, Teny Maghakian, and James E. West, “A’s from Zzzz’s? The Causal Effect of School Start Time on the Academic Achievement of Adolescents,” American Economic Journal: Economic Policy 3, no. 3 (2011): 62–81.

11. M.D.R. Evans, Paul Kelley, and Johnathan Kelley, “Identifying the Best Times for Cognitive Functioning Using New Methods: Matching University Times to Undergraduate Chronotypes,” Frontiers in Human Neuroscience 11 (2017): 188.

12. Finley Edwards, “Early to Rise? The Effect of Daily Start Times on Academic Performance,” Economics of Education Review 31, no. 6 (2012): 970–83.

13. Brian A. Jacob and Jonah E. Rockoff, “Organizing Schools to Improve Student Achievement: Start Times, Grade Configurations, and Teacher Assignments,” Education Digest 77, no. 8 (2012): 28–34.

14. Anne G. Wheaton, Gabrielle A. Ferro, and Janet B. Croft, “School Start Times for Middle School and High School Students—United States, 2011–12 School Year,” Morbidity and Mortality Weekly Report 64, no. 30 (August 7, 2015): 809–13; Karen Weintraub, “Young and Sleep Deprived,” Monitor on Psychology 47, no. 2 (2016): 46.

15. The term originally came from Michael S. Shum, “The Role of Temporal Landmarks in Autobiographical Memory Processes,” Psychological Bulletin 124, no. 3 (1998): 423. Shum, who received a PhD in psychology from Northwestern University, left behavioral science, earned a second PhD in English, and is now a novelist.

16. Hengchen Dai, Katherine L. Milkman, and Jason Riis, “The Fresh Start Effect: Temporal Landmarks Motivate Aspirational Behavior,” Management Science 60, no. 10 (2014): 2563–82.

17. Ibid.

18. Johanna Peetz and Anne E. Wilson, “Marking Time: Selective Use of Temporal Landmarks as Barriers Between Current and Future Selves,” Personality and Social Psychology Bulletin 40, no. 1 (2014): 44–56.

19. Hengchen Dai, Katherine L. Milkman, and Jason Riis, “The Fresh Start Effect: Temporal Landmarks Motivate Aspirational Behavior,” Management Science 60, no. 10 (2014): 2563–82.

20. Jason Riis, “Opportunities and Barriers for Smaller Portions in Food Service: Lessons from Marketing and Behavioral Economics,” International Journal of Obesity 38 (2014): S19–24.

21. Hengchen Dai, Katherine L. Milkman, and Jason Riis, “The Fresh Start Effect: Temporal Landmarks Motivate Aspirational Behavior,” Management Science 60, no. 10 (2014): 2563–82.

22. Sadie Stein, “I Always Start on 8 January,” Paris Review, January 8, 2013; Alison Beard, “Life’s Work: An Interview with Isabel Allende,” Harvard Business Review, May 2016.

23. Hengchen Dai, Katherine L. Milkman, and Jason Riis, “Put Your Imperfections Behind You: Temporal Landmarks Spur Goal Initiation When They Signal New Beginnings,” Psychological Science 26, no. 12 (2015): 1927–36.

24. Jordi Brandts, Christina Rott, and Carles Solà, “Not Just Like Starting Over: Leadership and Revivification of Cooperation in Groups,” Experimental Economics 19, no. 4 (2016): 792–818.

25. Jason Riis, “Opportunities and Barriers for Smaller Portions in Food Service: Lessons from Marketing and Behavioral Economics,” International Journal of Obesity 38 (2014): S19–24.

26. John C. Norcross, Marci S. Mrykalo, and Matthew D. Blagys, “Auld Lang Syne: Success Predictors, Change Processes, and Self-Reported Outcomes of New Year’s Resolvers and Nonresolvers,” Journal of Clinical Psychology 58, no. 4 (2002): 397–405.

27. Lisa B. Kahn, “The Long-Term Labor Market Consequences of Graduating from College in a Bad Economy,” Labour Economics 17, no. 2 (2010): 303–16.

28. This idea is a cornerstone of chaos and complexity theory. See, e.g., Dean Rickles, Penelope Hawe, and Alan Shiell, “A Simple Guide to Chaos and Complexity,” Journal of Epidemiology & Community Health 61, no. 11 (2007): 933–37.

29. Philip Oreopoulos, Till von Wachter, and Andrew Heisz, “The Short-and Long-Term Career Effects of Graduating in a Recession,” American Economic Journal: Applied Economics 4, no. 1 (2012): 1–29.

30. Antoinette Schoar and Luo Zuo, “Shaped by Booms and Busts: How the Economy Impacts CEO Careers and Management Styles,” Review of Financial Studies (forthcoming). Available at SSRN: https://ssrn.com/abstract=1955612 or http://dx.doi.org/10.2139/ssrn.1955612.