Beyond Born versus Made

Neurocognitive performance of badminton players at different competitive levels in visuospatial attention tasks

Visuospatial attention (VSA) is a cognitive function that enables athletes, particularly those engaged in open-skill sports, to allocate attentional resources efficiently to the appropriate target and in the appropriate direction. Studies have indicated that expert players exhibit superior cognitive performance to that of novices. However, no study has investigated differences in VSA performance among elite, expert, and intermediate badminton players or the potential neurophysiological mechanisms underlying such differences. Accordingly, the present study explored neuropsychological and neurophysiological parameters during VSA tasks among badminton players of varying competitive levels. The study included 54 participants and divided them into three groups according to their competition records: elite (n = 18), expert (n = 18), and intermediate (n = 18). Their neuropsychological performance and brain event-related potentials (ERPs) during the Posner cueing paradigm were collected. Although the three groups did not differ in their accuracy rates, ERP N2 amplitudes, or N2 or P3 latencies, the elite and expert groups exhibited notably faster reaction times and more pronounced P3 amplitudes than did the intermediate group during the cognitive task. However, we did not observe these between-group differences when we controlled for the covariate training years. Additionally, the elite and expert groups exhibited comparable neurocognitive performance. These findings indicate that badminton players' competitive levels influence their VSA. However, the beneficial effects on neuropsychological and neurophysiological performance could stabilize after a certain level of badminton competence is reached. Year of training could also be a major factor influencing badminton players' neurocognitive performance in VSA tasks.

The role of working memory capacity in soccer tactical decision making at different levels of expertise

Athletic skills acquired through deliberate practice are essential for expert sports performance. Some authors even suggest that practice circumvents the limits of working memory capacity (WMC) in skill acquisition. However, this circumvention hypothesis has been challenged recently by the evidence that WMC plays an important role in expert performance in complex domains such as arts and sports. Here, we have used two dynamic soccer tactical tasks to explore the effect of WMC on tactical performance at different levels of expertise. As expected, professional soccer players exhibited better tactical performance than amateur and recreational players. Furthermore, WMC predicted faster and more accurate tactical decisions in the task under auditory distraction and faster tactical decisions in the task without distraction. Importantly, lack of expertise × WMC interaction suggests that the WMC effect exists at all levels of expertise. Our results speak against the circumvention hypothesis and support a model of independent contributions of WMC and deliberate practice on expert performance in sports.

Investigating the Relationship Between Childhood Music Practice and Pitch-Naming Ability in Professional Musicians and a Population-Based Twin Sample

The relationship between pitch-naming ability and childhood onset of music training is well established and thought to reflect both genetic predisposition and music training during a critical period. However, the importance of the amount of practice during this period has not been investigated. In a population sample of twins (N = 1447, 39% male, 367 complete twin pairs) and a sample of 290 professional musicians (51% male), we investigated the role of genes, age of onset of playing music and accumulated childhood practice on pitch-naming ability. A significant correlation between pitch-naming scores for monozygotic (r = .27, p < .001) but not dizygotic twin pairs (r = -.04, p = .63) supported the role of genetic factors. In professional musicians, the amount of practice accumulated between ages 6 and 11 predicted pitch-naming accuracy (p = .025). In twins, age of onset was no longer a significant predictor once practice was considered. Combined, these findings are in line with the notion that pitch-naming ability is associated with both genetic factors and amount of early practice, rather than just age of onset per se. This may reflect a dose-response relation between practice and pitch-naming ability in genetically predisposed individuals. Alternatively, children who excel at pitch-naming may have an increased tendency to practice.

The Multiple Object Avoidance (MOA) task measures attention for action: Evidence from driving and sport

Performance in everyday tasks, such as driving and sport, requires allocation of attention to task-relevant information and the ability to inhibit task-irrelevant information. Yet there are individual differences in this attentional function ability. This research investigates a novel task for measuring attention for action, called the Multiple Object Avoidance task (MOA), in its relation to the everyday tasks of driving and sport. The aim in Study 1 was to explore the efficacy of the MOA task to predict simulated driving behaviour and hazard perception. Whilst also investigating its test-retest reliability and how it correlates to self-report driving measures. We found that superior performance in the MOA task predicted simulated driving performance in complex environments and was superior at predicting performance compared to the Useful Field of View task. We found a moderate test-retest reliability and a correlation between the attentional lapses subscale of the Driving Behaviour Questionnaire. Study 2 investigated the discriminative power of the MOA in sport by exploring performance differences in those that do and do not play sports. We also investigated if the MOA shared attentional elements with other measures of visual attention commonly attributed to sporting expertise: Multiple Object Tracking (MOT) and cognitive processing speed. We found that those that played sports exhibited superior MOA performance and found a positive relationship between MOA performance and Multiple Object Tracking performance and cognitive processing speed. Collectively, this research highlights the utility of the MOA when investigating visual attention in everyday contexts.

The Musical Ear Test: Norms and correlates from a large sample of Canadian undergraduates

We sought to establish norms and correlates for the Musical Ear Test (MET), an objective test of musical ability. A large sample of undergraduates at a Canadian university (N > 500) took the 20-min test, which provided a Total score as well as separate scores for its Melody and Rhythm subtests. On each trial, listeners judged whether standard and comparison auditory sequences were the same or different. Norms were derived as percentiles, Z-scores, and T-scores. The distribution of scores was approximately normal without floor or ceiling effects. There were no gender differences on either subtest or the total score. As expected, scores on both subtests were correlated with performance on a test of immediate recall for nonmusical auditory stimuli (Digit Span Forward). Moreover, as duration of music training increased, so did performance on both subtests, but starting lessons at a younger age was not predictive of better musical abilities. Listeners who spoke a tone language exhibited enhanced performance on the Melody subtest but not on the Rhythm subtest. The MET appears to have adequate psychometric characteristics that make it suitable for researchers who seek to measure musical abilities objectively.

Is the Deliberate Practice View Defensible? A Review of Evidence and Discussion of Issues

The question of what explains individual differences in expertise within complex domains such as music, games, sports, science, and medicine is currently a major topic of interest in a diverse range of fields, including psychology, education, and sports science, to name just a few. Ericsson and colleagues' deliberate practice view is a highly influential perspective in the literature on expertise and expert performance-but is it viable as a testable scientific theory? Here, reviewing more than 25 years of Ericsson and colleagues' writings, we document critical inconsistencies in the definition of deliberate practice, along with apparent shifts in the standard for evidence concerning deliberate practice. We also consider the impact of these issues on progress in the field of expertise, focusing on the empirical testability and falsifiability of the deliberate practice view. We then discuss a multifactorial perspective on expertise, and how open science practices can accelerate progress in research guided by this perspective.

Given that the detailed original criteria for deliberate practice have not changed, could the understanding of this complex concept have improved over time? A response to Macnamara and Hambrick (2020)

In their commentary, Macnamara and Hambrick (Psychol Res, 2017) accused my colleagues and me of systematically changing the definition of the concept of deliberate practice. Deliberate practice was the result of a search for characteristics of effective practice in the laboratory that was shown to improve expert professional performance in domains, such as music. In this reply, I will first describe five different criteria that defined the original concept of deliberate practice and each of them is presented with directly supporting quotes from Ericsson, Krampe, and Tesch-Römer (Psychol Rev 100:396–406, 10.1037/0033-295X.87.3.215, 1993) paper. Unfortunately, Macnamara, Hambrick, and Oswald (Psychol Sci 25:1608–1618, 10.1177/0956797614535810, 2014) misinterpreted our concept of deliberate practice, and defined it much more broadly: “as engagement in structured activities created specifically to improve performance in a domain” (p. 914). This definition led them to include activities, such as attending lectures, studying alone by students, and group activities led by a coach, where each activity does not meet one or more of our criteria for deliberate practice. In this commentary, I will argue that Macnamara and Hambrick (2020) became aware of some of the original criteria for deliberate practice, such as the role of individualized training by a teacher, and these discoveries misled them to assume that we had changed our definition. The intended meaning of sentences that Macnamara and Hambrick (2020) had carefully selected is shown to have an appropriate interpretation in Standard English that is consistent with our original definition of deliberate practice. In conclusion, I will give a proposal for how the different perspectives can be reconciled.

Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research

Achievement in different domains, such as academics, music, or visual arts, plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains. With the talent-development-in-achievement-domains (TAD) framework, we provide a general talent-development framework applicable to a wide range of achievement domains. The overarching aim of this framework is to support empirical research by focusing on measurable psychological constructs and their meaning at different levels of talent development. Furthermore, the TAD framework can be used for constructing domain-specific talent-development models. With examples for the application of the TAD framework to the domains of mathematics, music, and visual arts, the review provided supports the suitability of the TAD framework for domain-specific model construction and indicates numerous research gaps and open questions that should be addressed in future research.

Attention, working-memory control, working-memory capacity, and sport performance: The moderating role of athletic expertise

The aim of this research was to detangle the association between attention, working-memory (focusing on both control and capacity functions), and sport performance across athletic expertise. Specifically, the mediating effect of working-memory-control and working-memory-capacity on the attention and performance relationship will be investigated, and whether this effect differs across athlete expertise. A sample of 359 athletes (M_age = 18.91 ± SD = 1.01; 54.87% male) with a range of athletic expertise (novice n = 99, amateur n = 92, elite n = 87, and super-elite n = 81) completed a battery of neurocognitive tasks assessing attention, working-memory-control, working-memory-capacity, and a cognitively engaging motor task (e.g. basketball free-throw task). Athletes with more expertise performed better on tasks of attention, working-memory-control and working-memory-capacity. Results of structural equation modelling indicated a positive association between the cognitive measures and sport performance. Specifically, working-memory-control and working-memory-capacity mediated the attention and sport performance relationship. Additionally, invariance testing indicated larger effects for those with more athletic expertise. These findings provide a better understanding of how attention and the control and capacity functions of working-memory interact to predict performance. Theoretical and practical implications of these results are discussed.

The Impact of Domain-Specific Experience on Chess Skill: Reanalysis of a Key Study

How important are training and other forms of domain-relevant experience in predicting individual differences in expertise? To answer this question, we used structural equation modeling to reanalyze data from a study of chess by Charness, Tuffiash, Krampe, Reingold, and Vasyukova (2005). Latent variables reflecting serious chess activity and formal instruction, along with a manifest variable indexing serious starting age, accounted for 63% of the variance in peak rating. Serious starting age had a significant negative effect on peak rating (β = –.15), even after we controlled for domain-specific experience, indicating an advantage for starting earlier. We also tested the prediction that formal instruction increases the effectiveness of serious study (Ericsson & Charness, 1994) using moderated regression. This claim was not supported. Overall, the results affirm that serious study and other forms of domain-specific experience are important pieces of the expertise puzzle, but other factors must matter too.

Supplemental materials are available at https://www.press.uillinois.edu/journals/ajp/media/chess_skill

Meta-analytic findings reveal lower means but higher variances in visuospatial ability in dyslexia

Conflicting empirical and theoretical accounts suggest that dyslexia is associated with either average, enhanced, or impoverished high-level visuospatial processing relative to controls. Such heterogeneous results could be due to the presence of wider variability in dyslexic samples, which is unlikely to be identified at the single study level, due to lack of power. To address this, this study reports a meta-analysis of means and variances in high-level visuospatial ability in 909 non-dyslexic and 956 dyslexic individuals. The findings suggest that dyslexia is associated not only with a lower mean performance on visuospatial tasks but also with greater variability in performance. Through novel meta-analytic techniques, we demonstrate a negative effect size for mean differences (-.457), but a positive effect size for SD differences (+.118; SD ratio = 1.107). In doing so, this is the first study to demonstrate impoverished visuospatial processing of the majority of individuals with dyslexia in addition to greater variance in performance in this group. The findings advocate for further consideration of both the presence of, and reasons for, increased variance in perception, attention, and memory across neurodevelopmental disorders.

The impact of working memory and the "process of process modelling" on model quality: Investigating experienced versus inexperienced modellers

A process model (PM) represents the graphical depiction of a business process, for instance, the entire process from online ordering a book until the parcel is delivered to the customer. Knowledge about relevant factors for creating PMs of high quality is lacking. The present study investigated the role of cognitive processes as well as modelling processes in creating a PM in experienced and inexperienced modellers. Specifically, two working memory (WM) functions (holding and processing of information and relational integration) and three process of process modelling phases (comprehension, modelling, and reconciliation) were related to PM quality. Our results show that the WM function of relational integration was positively related to PM quality in both modelling groups. The ratio of comprehension phases was negatively related to PM quality in inexperienced modellers and the ratio of reconciliation phases was positively related to PM quality in experienced modellers. Our research reveals central cognitive mechanisms in process modelling and has potential practical implications for the development of modelling software and teaching the craft of process modelling.

The Grounded Expertise Components Approach in the Novel Area of Cryptic Crossword Solving

This paper presents a relatively unexplored area of expertise research which focuses on the solving of British-style cryptic crossword puzzles. Unlike its American "straight-definition" counterparts, which are primarily semantically-cued retrieval tasks, the British cryptic crossword is an exercise in code-cracking detection work. Solvers learn to ignore the superficial "surface reading" of the clue, which is phrased to be deliberately misleading, and look instead for a grammatical set of coded instructions which, if executed precisely, will lead to the correct (and only) answer. Sample clues are set out to illustrate the task requirements and demands. Hypothesized aptitudes for the field might include high fluid intelligence, skill at quasi-algebraic puzzles, pattern matching, visuospatial manipulation, divergent thinking and breaking frame abilities. These skills are additional to the crystallized knowledge and word-retrieval demands which are also a feature of American crossword puzzles. The authors present results from an exploratory survey intended to identify the characteristics of the cryptic crossword solving population, and outline the impact of these results on the direction of their subsequent research. Survey results were strongly supportive of a number of hypothesized skill-sets and guided the selection of appropriate test content and research paradigms which formed the basis of an extensive research program to be reported elsewhere. The paper concludes by arguing the case for a more grounded approach to expertise studies, termed the Grounded Expertise Components Approach. In this, the design and scope of the empirical program flows from a detailed and objectively-based characterization of the research population at the very onset of the program.