Tetris was invented in 1984 by Alexey Pajitnov. It was a hit from the start but became a sensation after it was bundled with Nintendo’s Game Boy. It’s perhaps the most popular video game of all time and was played casually (and not so casually) by hundreds of millions of people around the world. You’d think with all those people playing, the limits of the game were fully probed and the highest scores reached, right? Not quite…
As John Green explains in this video, a few people are actually getting much better at the NES version of Tetris than anyone was back in the 90s. One of the reasons for this is that a smaller dedicated group working together can be more effective than a massive group of people working alone on a problem. Today’s top players can not only compare scores (as people did in the pages of Nintendo Power), but they get together for competitions, share techniques, and post videos of their gameplay to Twitch and YouTube for others to mine for tricks.
The two approaches boil down to ants solving problems vs. deliberate practice. The hundreds of millions of players were able to map out seemingly all corners of the game, but only up to a point. It took a smaller group engaging in a collective deliberate practice to push beyond the mass effort.
Green’s discussion also reminded me of something Malcolm Gladwell said in his conversation with Tyler Cowen:
The most interesting thing happening, to me, in distance running right now is the rise of Japan as a distance-running power. And what’s interesting about Japan is that Japan does not have any one runner, particularly in marathons, does not have any one marathoner who is in the top 10 in the world, or even the top 20 in the world, but they have an enormous number of people who are in the top 100. So, your notion of whether Japan is a distance-running power depends on how you choose to define distance-running power.
We have one definition that we use, where we say we recognize a country as being very good at distance running if they have lots and lots of people in the top 10, but that strikes me as being incredibly arbitrary and it goes to my point about we’re not encouraging mediocrity. Why? All that says is… OK, Kenya’s got 9 of the top 10 of the fastest marathoners right now — why is that better than having 300 of the top 1,000? It’s purely arbitrary that we choose to define greatest as just the country that most densely occupies the 99th percentile. Why can’t we define it as the country that most densely occupies the 75th through 100th percentiles?
Tetris today is like Kenya in distance running…all the best-ever players are active right now. With Tetris in the 90s, you had a much broader group of people who were really good at the game but none of whom would crack the all-time top 20 (or perhaps even top 100).
Maybe you don’t give a flying flip about excellence in Tetris or distance running, but how about education? Should we direct the resources of our educational system to ensure that most people get a pretty good education or that fewer get an excellent education? Having a few super-educated people might result in more significant discoveries in science and achievements in literature or music (that everyone can then take advantage of) but having a broader base of educated citizens would result in better decisions being made in untold numbers of everyday situations. Which of those two situations is better? Which is more just? I’d suggest the answer maybe isn’t that obvious…
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