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Mosing MA, Verweij KJH, Hambrick DZ, Pedersen NL, Ullén F. Testing the Deliberate Practice Theory: Does Practice Reduce the Heritability of Musical Expertise? J Intell 2024; 12:87. [PMID: 39330466 PMCID: PMC11433073 DOI: 10.3390/jintelligence12090087] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2024] [Revised: 08/27/2024] [Accepted: 09/05/2024] [Indexed: 09/28/2024] Open
Abstract
The deliberate practice (DP) theory claims that expertise essentially reflects the accumulated amount of deliberate practice, and that with sufficient practice, genetic influences on expertise will be bypassed. Thus, a core prediction of the DP theory is that genetic effects on performance decrease as a function of practice. Here, we test this prediction using music as a model domain. Musical expertise (measured with a musical auditory discrimination test) and lifetime practice hours were determined in 6471 twins including 1302 complete twin pairs. We fitted a bivariate Cholesky decomposition with practice hours as a moderator to determine to what extent genetic and environmental influences on musical expertise are influenced by practice hours. On average, 50% of individual differences in musical expertise were due to genetic influences, whereas shared environmental and residual influences each explained about 25%. Importantly, music practice significantly moderated these estimates. Variation in musical expertise decreased with more practice hours due to decreased shared environmental and residual variance. In contrast, the overall genetic component was unaffected by the number of practice hours. Consequently, the relative genetic contribution (heritability) increased with more practice hours. These findings are in contrast with predictions from the DP theory and suggest that genetic predisposition remains important for musical expertise even after prolonged practice.
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Affiliation(s)
- Miriam A Mosing
- Department of Cognitive Neuropsychology, Max Planck Institute for Empirical Aesthetics, Grüneburgweg 14, 60322 Frankfurt am Main, Germany
- Department of Neuroscience, Karolinska Institutet, SE-171 77 Stockholm, Sweden
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, SE-171 77 Stockholm, Sweden
| | - Karin J H Verweij
- Department of Psychiatry, Amsterdam UMC, University of Amsterdam, Meibergdreef 9, 1105 AZ Amsterdam, The Netherlands
| | - David Z Hambrick
- Department of Psychology, Michigan State University, East Lansing, MI 48824, USA
| | - Nancy L Pedersen
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, SE-171 77 Stockholm, Sweden
| | - Fredrik Ullén
- Department of Cognitive Neuropsychology, Max Planck Institute for Empirical Aesthetics, Grüneburgweg 14, 60322 Frankfurt am Main, Germany
- Department of Neuroscience, Karolinska Institutet, SE-171 77 Stockholm, Sweden
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2
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Wai J, Kell HJ, Worrell FC. Method considerations for school psychology from longitudinal research on gifted students. J Sch Psychol 2024; 103:101269. [PMID: 38432738 DOI: 10.1016/j.jsp.2023.101269] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2022] [Revised: 04/06/2023] [Accepted: 12/01/2023] [Indexed: 03/05/2024]
Abstract
This article draws from longitudinal research on gifted students to provide method considerations for school psychology research. First, we provide some background of gifted and talented education in the United States. Then, drawing from multiple longitudinal samples of gifted students, in particular the Study of Mathematically Precocious Youth (SMPY), we illustrate the role of replications, including constructive replications. In the middle two sections, we highlight methodological design features focused first on predictors, and then on outcomes, considering types, magnitude, and breadth. Finally, we provide additional considerations and future directions, including expanding the outcome domain, overcoming the limitations of past gifted and talented research studies, and suggesting possibilities for future research. Our article may help improve school psychology research as well as assist school psychology researchers interested in conducting their own longitudinal studies using gifted samples.
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Affiliation(s)
- Jonathan Wai
- Dept. of Education Reform and Dept. of Psychology, University of Arkansas, Fayetteville, AR, USA.
| | - Harrison J Kell
- Human Resources Research Organization (HumRRO), Alexandria, VA, USA.
| | - Frank C Worrell
- Berkeley School of Education, University of California, Berkeley, CA, USA.
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3
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Glavaš D, Pandžić M, Domijan D. The role of working memory capacity in soccer tactical decision making at different levels of expertise. Cogn Res Princ Implic 2023; 8:20. [PMID: 36977911 PMCID: PMC10050259 DOI: 10.1186/s41235-023-00473-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Accepted: 03/11/2023] [Indexed: 03/30/2023] Open
Abstract
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.
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Affiliation(s)
| | | | - Dražen Domijan
- Department of Psychology, Faculty of Humanities and Social Sciences, University of Rijeka, Sveučilišna Avenija 4, 51000, Rijeka, Croatia.
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Parra-Martinez FA, Desmet OA, Wai J. The Evolution of Intelligence: Analysis of the Journal of Intelligence and Intelligence. J Intell 2023; 11:jintelligence11020035. [PMID: 36826933 PMCID: PMC9961905 DOI: 10.3390/jintelligence11020035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 02/09/2023] [Accepted: 02/10/2023] [Indexed: 02/17/2023] Open
Abstract
What are the current trends in intelligence research? This parallel bibliometric analysis covers the two premier journals in the field: Intelligence and the Journal of Intelligence (JOI) between 2013 and 2022. Using Scopus data, this paper extends prior bibliometric articles reporting the evolution of the journal Intelligence from 1977 up to 2018. It includes JOI from its inception, along with Intelligence to the present. Although the journal Intelligence's growth has declined over time, it remains a stronghold for traditional influential research (average publications per year = 71.2, average citations per article = 17.07, average citations per year = 2.68). JOI shows a steady growth pattern in the number of publications and citations (average publications per year = 33.2, average citations per article = 6.48, total average citations per year = 1.48) since its inception in 2013. Common areas of study across both journals include cognitive ability, fluid intelligence, psychometrics-statistics, g-factor, and working memory. Intelligence includes core themes like the Flynn effect, individual differences, and geographic IQ variability. JOI addresses themes such as creativity, personality, and emotional intelligence. We discuss research trends, co-citation networks, thematic maps, and their implications for the future of the two journals and the evolution and future of the scientific study of intelligence.
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Affiliation(s)
| | | | - Jonathan Wai
- Department of Education Reform, University of Arkansas, Fayetteville, AR 72701, USA
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5
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Wang L, Ye K, Liu Y, Wang W. Factors affecting expert performance in bid evaluation: An integrated approach. Front Psychol 2022; 13:819692. [PMID: 35992487 PMCID: PMC9387678 DOI: 10.3389/fpsyg.2022.819692] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Accepted: 07/05/2022] [Indexed: 11/13/2022] Open
Abstract
Experts play a crucial role in underpinning decision-making in most management situations. While recent studies have disclosed the impacts of individuals’ inherent cognition and the external environment on expert performance, these two-dimensional mechanisms remain poorly understood. In this study, we identified 14 factors that influence expert performance in a bid evaluation and applied cross-impact matrix multiplication to examine the interdependence of the factors. The results indicate that the two dimension-related factors affect each other within a person–environment system, and a poor situation perception gives rise to the deviation of expert performance. Expert performance can be improved if external supervision and expertise are strengthened through deliberate practices. The study proposes a new expert performance research tool, elucidates its mechanism in bid evaluation from a cognitive psychology perspective, and provides guidelines for its improvement in workplace contexts.
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Affiliation(s)
- Li Wang
- School of Management Science and Real Estate, Chongqing University, Chongqing, China
- School of Civil Engineering, Architecture and Environment, Xihua University, Chengdu, China
- *Correspondence: Li Wang,
| | - Kunhui Ye
- School of Management Science and Real Estate, Chongqing University, Chongqing, China
- International Research Center for Sustainable Built Environment, Chongqing University, Chongqing, China
| | - Yu Liu
- School of Civil Engineering, Architecture and Environment, Xihua University, Chengdu, China
| | - Wenjing Wang
- School of Civil Engineering, Architecture and Environment, Xihua University, Chengdu, China
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6
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Abstract
Visual comparison-comparing visual stimuli (e.g., fingerprints) side by side and determining whether they originate from the same or different source (i.e., "match")-is a complex discrimination task involving many cognitive and perceptual processes. Despite the real-world consequences of this task, which is often conducted by forensic scientists, little is understood about the psychological processes underpinning this ability. There are substantial individual differences in visual comparison accuracy amongst both professionals and novices. The source of this variation is unknown, but may reflect a domain-general and naturally varying perceptual ability. Here, we investigate this by comparing individual differences (N = 248 across two studies) in four visual comparison domains: faces, fingerprints, firearms, and artificial prints. Accuracy on all comparison tasks was significantly correlated and accounted for a substantial portion of variance (e.g., 42% in Exp. 1) in performance across all tasks. Importantly, this relationship cannot be attributed to participants' intrinsic motivation or skill in other visual-perceptual tasks (visual search and visual statistical learning). This paper provides novel evidence of a reliable, domain-general visual comparison ability.
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Kiraly L, Shah NC, Abdullah O, Al-Ketan O, Rowshan R. Three-Dimensional Virtual and Printed Prototypes in Complex Congenital and Pediatric Cardiac Surgery-A Multidisciplinary Team-Learning Experience. Biomolecules 2021; 11:1703. [PMID: 34827702 PMCID: PMC8615737 DOI: 10.3390/biom11111703] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Revised: 11/05/2021] [Accepted: 11/06/2021] [Indexed: 12/15/2022] Open
Abstract
Three-dimensional (3D) virtual modeling and printing advances individualized medicine and surgery. In congenital cardiac surgery, 3D virtual models and printed prototypes offer advantages of better understanding of complex anatomy, hands-on preoperative surgical planning and emulation, and improved communication within the multidisciplinary team and to patients. We report our single center team-learning experience about the realization and validation of possible clinical benefits of 3D-printed models in surgical planning of complex congenital cardiac surgery. CT-angiography raw data were segmented into 3D-virtual models of the heart-great vessels. Prototypes were 3D-printed as rigid "blood-volume" and flexible "hollow". The accuracy of the models was evaluated intraoperatively. Production steps were realized in the framework of a clinical/research partnership. We produced 3D prototypes of the heart-great vessels for 15 case scenarios (nine males, median age: 11 months) undergoing complex intracardiac repairs. Parity between 3D models and intraoperative structures was within 1 mm range. Models refined diagnostics in 13/15, provided new anatomic information in 9/15. As a team-learning experience, all complex staged redo-operations (13/15; Aristotle-score mean: 10.64 ± 1.95) were rehearsed on the 3D models preoperatively. 3D-printed prototypes significantly contributed to an improved/alternative operative plan on the surgical approach, modification of intracardiac repair in 13/15. No operative morbidity/mortality occurred. Our clinical/research partnership provided coverage for the extra time/labor and material/machinery not financed by insurance. 3D-printed models provided a team-learning experience and contributed to the safety of complex congenital cardiac surgeries. A clinical/research partnership may open avenues for bioprinting of patient-specific implants.
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Affiliation(s)
- Laszlo Kiraly
- Division of Pediatric Cardiac Surgery, Cardiac Sciences, Sheikh Khalifa Medical City, Abu Dhabi P.O. Box 51900, United Arab Emirates
- Department of Public Health, Semmelweis University, H-1085 Budapest, Hungary
- Department of Cardiac, Thoracic and Vascular Surgery, National University Hospital System, 1E Kent Ridge Road, NUHS Tower Block, Level 9, Singapore 119228, Singapore
- Department of Surgery, Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road, NUHS Tower Block, Level 8, Singapore 119228, Singapore
| | - Nishant C. Shah
- Division of Pediatric Cardiology, Cardiac Sciences, Sheikh Khalifa Medical City, Abu Dhabi P.O. Box 51900, United Arab Emirates;
| | - Osama Abdullah
- Core Technology Platform Operations, New York University Abu Dhabi, Abu Dhabi P.O. Box 129188, United Arab Emirates; (O.A.); (O.A.-K.); (R.R.)
| | - Oraib Al-Ketan
- Core Technology Platform Operations, New York University Abu Dhabi, Abu Dhabi P.O. Box 129188, United Arab Emirates; (O.A.); (O.A.-K.); (R.R.)
| | - Reza Rowshan
- Core Technology Platform Operations, New York University Abu Dhabi, Abu Dhabi P.O. Box 129188, United Arab Emirates; (O.A.); (O.A.-K.); (R.R.)
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Wilhelm O, Kyllonen P. To predict the future, consider the past: Revisiting Carroll (1993) as a guide to the future of intelligence research. INTELLIGENCE 2021. [DOI: 10.1016/j.intell.2021.101585] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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9
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The meta-analyses of deliberate practice underestimate the effect size because they neglect the core characteristic of individualization—an analysis and empirical evidence. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02326-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
AbstractInfluential meta-analyses have concluded that only a small to medium proportion of variance in performance can be explained by deliberate practice. We argue that the authors have neglected the most important characteristic of deliberate practice: individualization of practice. Many of the analyzed effect sizes derived from measures that did not assess individualized practice and, therefore, should not have been included in meta-analyses of deliberate practice. We present empirical evidence which suggests that the level of individualization and quality of practice (indicated by didactic educational capital) substantially influences the predictive strength of practice measures. In our study of 178 chess players, we found that at a high level of individualization and quality of practice, the effect size of structured practice was more than three times higher than that found at the average level. Our theoretical analysis, along with empirical results, support the claim that the explanatory power of deliberate practice has been considerably underestimated in the meta-analyses. The question of how important deliberate practice is for individual differences in performance remains an open question.
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10
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Barrett MS, Creech A, Zhukov K. Creative Collaboration and Collaborative Creativity: A Systematic Literature Review. Front Psychol 2021; 12:713445. [PMID: 34434151 PMCID: PMC8380918 DOI: 10.3389/fpsyg.2021.713445] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2021] [Accepted: 07/02/2021] [Indexed: 11/13/2022] Open
Abstract
Studies of creativity emerging from cultural psychology and social psychology perspectives challenge individualist conceptions of creativity to argue that social interaction, communication, and collaboration are key elements in creativity. In recent work creative collaboration has been proposed to be “distributed” between audiences, materials, embodied actions, and the historico-socio-cultural affordances of the creative activity and environment, thus expanding the potentialities of creative collaboration beyond instances of direct human interaction and engagement. Music performance, improvisation and composition may be viewed as exemplary “laboratories” of creative collaboration through the combined elements of audiences, materials, embodied actions and historico-socio-cultural affordances and constraints. This article reports the findings of a systematic literature review of creative collaboration and collaborative creativity in music. We sought to identify what has been currently investigated in relation to these terms and concepts in music, with what methodologies and in what settings. Findings indicate that studies were undertaken in higher education, professional development and professional practice predominantly, leading to an emergent phenomenon of interest, collaborative creative learning. Musical genres were jazz, popular, western classical, contemporary and world musics across the musical processes of composing, improvising and performing. Studies in higher education and professional development settings focused on identifying those practices that supported learning rather than the nature of collaborative creative approaches or the outcomes of creative collaboration. Participants were primarily male, with small sample sizes. Methodologies were largely qualitative with an emphasis on case study using observation, interview and reflective diary methods. Further areas for research include: the investigation of gendered approaches to creative collaboration, collaborative creativity, and collaborative creative learning; the use of more diverse research methodologies and methods and techniques including large-scale quantitative studies and arts-based and arts-led approaches; and the investigation of more diverse music settings.
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Affiliation(s)
- Margaret S Barrett
- Sir Zelman Cowen School of Music and Performance, Monash University, Melbourne, VIC, Australia
| | - Andrea Creech
- Schulich School of Music, McGill University, Montreal, QC, Canada
| | - Katie Zhukov
- Sir Zelman Cowen School of Music and Performance, Monash University, Melbourne, VIC, Australia
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11
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Bowman JK, Boone RT, Goldman S, Auerbach A. The Athletic Intelligence Quotient and Performance Outcomes in Professional Baseball. Front Psychol 2021; 12:629827. [PMID: 34248737 PMCID: PMC8264371 DOI: 10.3389/fpsyg.2021.629827] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2020] [Accepted: 05/31/2021] [Indexed: 11/13/2022] Open
Abstract
The focus on quantifiable data in sport performance has led to incremental advantages in baseball and has played an important role in the development of new hitting, pitching, fielding, and coaching strategies. Recently, researchers and team representatives have considered the impact of additional factors in baseball, including cognitive functioning. In this study, predictive validity for the Athletic Intelligence Quotient (AIQ) was examined vis-à-vis performance outcomes in professional baseball. Specifically, AIQ scores were obtained from 149 Minor League Baseball (MiLB) players prior to the 2014 baseball season and their subsequent performance was assessed through traditional and newly emphasized baseball statistics. Using hierarchical multiple regression, it was demonstrated that the AIQ predicted statistically significant relationships with hitting and pitching statistics, after controlling for other variables. Given the recent impact of analytics in professional sports, the potential importance of the AIQ in the selection and coaching process was discussed.
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Affiliation(s)
| | - R Thomas Boone
- College of Arts and Sciences, University of Massachusetts - Dartmouth, North Dartmouth, MA, United States
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12
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Intelligence and Creativity: Mapping Constructs on the Space-Time Continuum. J Intell 2020; 9:jintelligence9010001. [PMID: 33396809 PMCID: PMC7838770 DOI: 10.3390/jintelligence9010001] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2020] [Revised: 12/10/2020] [Accepted: 12/22/2020] [Indexed: 12/31/2022] Open
Abstract
This theoretical article proposes a unified framework of analysis for the constructs of intelligence and creativity. General definitions for intelligence and creativity are provided, allowing fair comparisons between the two context-embedded constructs. A novel taxonomy is introduced to classify the contexts in which intelligent and/or creative behavior can be embedded, in terms of the tightness vs. looseness of the relevant conceptual space S and available time T. These two dimensions are used to form what is identified as the space-time continuum, containing four quadrants: tight space and tight time, loose space and tight time, tight space and loose time, loose space and loose time. The intelligence and creativity constructs can be mapped onto the four quadrants and found to overlap more or less, depending on the context characteristics. Measurement methodologies adapted to the four different quadrants are discussed. The article concludes with a discussion about future research directions based on the proposed theoretical framework, in terms of theories and hypotheses on intelligence and creativity, of eminent personalities and personality traits, as well as its consequences for developmental, educational, and professional environments.
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Beavan A, Chin V, Ryan LM, Spielmann J, Mayer J, Skorski S, Meyer T, Fransen J. A Longitudinal Analysis of the Executive Functions in High-Level Soccer Players. JOURNAL OF SPORT & EXERCISE PSYCHOLOGY 2020; 42:349-357. [PMID: 32711397 DOI: 10.1123/jsep.2019-0312] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2019] [Revised: 04/01/2020] [Accepted: 04/07/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Assessments of executive functions (EFs) with varying levels of perceptual information or action fidelity are common talent-diagnostic tools in soccer, yet their validity still has to be established. Therefore, a longitudinal development of EFs in high-level players to understand their relationship with increased exposure to training is required. METHODS A total of 304 high-performing male youth soccer players (10-21 years old) in Germany were assessed across three seasons on various sport-specific and non-sport-specific cognitive functioning assessments. RESULTS The posterior means (90% highest posterior density) of random slopes indicated that both abilities predominantly developed between 10 and 15 years of age. A plateau was apparent for domain-specific abilities during adolescence, whereas domain-generic abilities improved into young adulthood. CONCLUSION The developmental trajectories of soccer players' EFs follow the general populations' despite long-term exposure to soccer-specific training and game play. This brings into question the relationship between high-level experience and EFs and renders including EFs in talent identification questionable.
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Affiliation(s)
- Adam Beavan
- Saarland University
- University of Technology
- German Football Association
| | - Vincent Chin
- University of Melbourne
- University of New South Wales
| | - Louise M Ryan
- University of Melbourne
- University of Technology Sydney
- Harvard University
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Hambrick DZ, Macnamara BN, Oswald FL. Is the Deliberate Practice View Defensible? A Review of Evidence and Discussion of Issues. Front Psychol 2020; 11:1134. [PMID: 33013494 PMCID: PMC7461852 DOI: 10.3389/fpsyg.2020.01134] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2019] [Accepted: 05/04/2020] [Indexed: 11/13/2022] Open
Abstract
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.
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Affiliation(s)
- David Z. Hambrick
- Department of Psychology, Michigan State University, East Lansing, MI, United States
| | - Brooke N. Macnamara
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH, United States
| | - Frederick L. Oswald
- Department of Psychological Sciences, Rice University, Houston, TX, United States
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15
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Glavaš D. Basic Cognitive Abilities Relevant to Male Adolescents' Soccer Performance. Percept Mot Skills 2020; 127:1079-1094. [PMID: 32576097 DOI: 10.1177/0031512520930158] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
While there is a theoretical and empirical consensus that specific cognitive abilities gained through deliberate sports practice influence sports performance, it is less clear whether basic cognitive abilities that are not specifically related to sports practice are relevant to sports performance. Accordingly, this research examined the roles of basic concentration and visuospatial ability in adolescent soccer performance. Participants were 46 adolescent male soccer players (Mage = 16.15 years, standard deviation = 1.13) who averaged 7.21 years (standard deviation = 2.2) of prior soccer training. We measured participant's basic cognitive abilities with the Corsi block and the concentration grid tasks, and we measured their soccer performance through five soccer skills. Concentration had no predictive role in elements of soccer performance, but visuospatial ability was significantly related to tactical abilities, technical skills, mental toughness, and situational awareness and thus, to overall soccer performance. These findings provided support for the importance of visuospatial ability but not concentration (as measured by the concentration grid) in young males' soccer performance.
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Affiliation(s)
- Dragan Glavaš
- Department of Psychology, Catholic University of Croatia
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16
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Bonny JW, Scanlon M, Castaneda LM. Variations in psychological factors and experience-dependent changes in team-based video game performance. INTELLIGENCE 2020. [DOI: 10.1016/j.intell.2020.101450] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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17
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18
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Leadership coach effectiveness as fostering self-determined, sustained change. THE LEADERSHIP QUARTERLY 2019. [DOI: 10.1016/j.leaqua.2019.101313] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Ericsson KA. Towards a science of the acquisition of expert performance in sports: Clarifying the differences between deliberate practice and other types of practice. J Sports Sci 2019; 38:159-176. [PMID: 31718526 DOI: 10.1080/02640414.2019.1688618] [Citation(s) in RCA: 36] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
Ericsson, Krampe, and Tesch- Römer published their research on "The role of deliberate practice in the acquisition of expert performance" over 25 years ago. Since then, hundreds of new articles have been published with findings regarding the effects of practice on performance in sports. The original paper searched for conditions underpinning optimal acquisition of reproducibly superior (expert) performance in domains, where methods for producing such performance had been refined over centuries. At an elite music academy, superior music students were found to have engaged for longer periods in solitary practice guided by their music teachers - an explication of the conditions of this type of practice led to a definition of deliberate practice. When other researchers in sports started searching for optimal practice, they could not find any practice activities meeting all the criteria for "deliberate practice", yet referred to somewhat similar activities using that same term. This paper shows that the effects of these different types of practice activities on attained performance differ from those of deliberate practice and should be given different distinct names. The paper concludes with recommendations for how future research on purposeful and deliberate practice can inform, not just athletes and their coaches, but all adults about how their achievements can be improved with individualized forms of effective practice.
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Affiliation(s)
- K Anders Ericsson
- Department of Psychology, Florida State University, Tallahassee, FL, USA
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20
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Ericsson KA, Harwell KW. Deliberate Practice and Proposed Limits on the Effects of Practice on the Acquisition of Expert Performance: Why the Original Definition Matters and Recommendations for Future Research. Front Psychol 2019; 10:2396. [PMID: 31708836 PMCID: PMC6824411 DOI: 10.3389/fpsyg.2019.02396] [Citation(s) in RCA: 76] [Impact Index Per Article: 15.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2019] [Accepted: 10/08/2019] [Indexed: 11/17/2022] Open
Abstract
Over 25 years ago Ericsson et al. (1993) published the results of their search for the most effective forms of training in music, a domain where knowledge of effective training has been accumulated over centuries. At music academies master teachers provide students individualized instruction and help them identify goals and methods for their practice sessions between meetings - this form of solitary practice was named deliberate practice, and its accumulated duration during development was found to distinguish groups with differing levels of attained music performance. In an influential meta-analysis Macnamara et al. (2014) identified studies that had collected estimates of practice accumulated during development and attained performance and reported that individual differences in deliberate practice accounted for only 14% of variance in performance. Their definition of "deliberate practice" differs significantly from the original definition of deliberate practice and will henceforth be referred to as structured practice. We explicate three criteria for reproducible performance and purposeful/deliberate practice and exclude all effect sizes considered by Macnamara et al. (2014) that were based on data not meeting these criteria. A reanalysis of the remaining effects estimated that accumulated duration of practice explained considerably more variance in performance (29 and 61% after attenuation correction). We also address the argument that the limited amount of variance explained by the duration of practice necessarily implies an important role of genetic factors, and we report that genetic effects have so far accounted for remarkably small amounts of variance - with exception of genetic influences of height and body size. The paper concludes with recommendations for how future research on purposeful and deliberate practice can go beyond recording only the duration of practice to measuring the quality of practice involving concentration, analysis, and problem solving to identify conditions for the most effective forms of training.
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Affiliation(s)
- K. Anders Ericsson
- Department of Psychology, Florida State University, Tallahassee, FL, United States
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The joint influence of intelligence and practice on skill development throughout the life span. Proc Natl Acad Sci U S A 2019; 116:18363-18369. [PMID: 31451633 DOI: 10.1073/pnas.1819086116] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
The relative importance of different factors in the development of human skills has been extensively discussed. Research on expertise indicates that focused practice may be the sole determinant of skill, while intelligence researchers underline the relative importance of abilities at even the highest level of skill. There is indeed a large body of research that acknowledges the role of both factors in skill development and retention. It is, however, unknown how intelligence and practice come together to enable the acquisition and retention of complex skills across the life span. Instead of focusing on the 2 factors, intelligence and practice, in isolation, here we look at their interplay throughout development. In a longitudinal study that tracked chess players throughout their careers, we show that both intelligence and practice positively affect the acquisition and retention of chess skill. Importantly, the nonlinear interaction between the 2 factors revealed that more intelligent individuals benefited more from practice. With the same amount of practice, they acquired chess skill more quickly than less intelligent players, reached a higher peak performance, and arrested decline in older age. Our research demonstrates the futility of scrutinizing the relative importance of highly intertwined factors in human development.
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Macnamara BN, Maitra M. The role of deliberate practice in expert performance: revisiting Ericsson, Krampe & Tesch-Römer (1993). ROYAL SOCIETY OPEN SCIENCE 2019; 6:190327. [PMID: 31598236 PMCID: PMC6731745 DOI: 10.1098/rsos.190327] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/25/2019] [Accepted: 07/23/2019] [Indexed: 06/10/2023]
Abstract
We sought to replicate Ericsson, Krampe & Tesch-Römer's (Ericsson, Krampe & Tesch-Römer 1993 Psychol. Rev. 100, 363-406) seminal study on deliberate practice. Ericsson et al. found that differences in retrospective estimates of accumulated amounts of deliberate practice corresponded to each skill level of student violinists. They concluded, 'individual differences in ultimate performance can largely be accounted for by differential amounts of past and current levels of practice' (p. 392). We reproduced the methodology with notable exceptions, namely (i) employing a double-blind procedure, (ii) conducting analyses better suited to the study design, and (iii) testing previously unanswered questions about teacher-designed practice-that is, we examined the way Ericsson et al. operationalized deliberate practice (practice alone), and their theoretical but previously unmeasured definition of deliberate practice (teacher-designed practice), and compared them. We did not replicate the core finding that accumulated amounts of deliberate practice corresponded to each skill level. Overall, the size of the effect was substantial, but considerably smaller than the original study's effect size. Teacher-designed practice was perceived as less relevant to improving performance on the violin than practice alone. Further, amount of teacher-designed practice did not account for more variance in performance than amount of practice alone. Implications for the deliberate practice theory are discussed.
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Almeida J, Sarmento H, Kelly S, Travassos B. Coach decision-making in Futsal: from preparation to competition. INT J PERF ANAL SPOR 2019. [DOI: 10.1080/24748668.2019.1648717] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- João Almeida
- Loughborough Students Futsal Club / International Futsal Academy, Loughborough, UK
- Department of Sport Sciences, University of Beira Interior, Covilhã, Portugal
| | - Hugo Sarmento
- Research Unit for Sport and Physical Activity (CIDAF), Faculty of Sport Sciences and Physical Education, University of Coimbra, Coimbra, Portugal
| | - Seamus Kelly
- School of Public Health, Physiotherapy and Sports Science, University College Dublin, Dublin, Ireland
| | - Bruno Travassos
- Research Centre of Sport Sciences, Health Sciences and Human Development (CIDESD), Department of Sport Sciences, University of Beira Interior, Covilha, Portugal
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Abstract
I respond to the Behavioral and Brain Sciences commentaries on my book, Talking to Our Selves: Reflection, Ignorance, and Agency. I defend and amend both the skeptical challenge to morally responsible agency, that is, the book's impetus, and the anti-skeptical theory I develop to address that challenge. Regarding the skeptical challenge, I argue that it must be taken more seriously than some of my sanguine commentators assert, and consider some ways its impact might be blunted, such as by appeal to individual differences and the practical efficacy of human behavior. Regarding my positive theory, I defend the role of values in morally responsible agency against numerous criticisms, and consider various suggestions for elaborating my social, "collaborativist" account of morally responsible agency. In closing, I comment on the appropriate aspirations for theorizing about moral responsibility and agency.
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Gonzalez-Sanchez V, Dahl S, Hatfield JL, Godøy RI. Characterizing Movement Fluency in Musical Performance: Toward a Generic Measure for Technology Enhanced Learning. Front Psychol 2019; 10:84. [PMID: 30778309 PMCID: PMC6369163 DOI: 10.3389/fpsyg.2019.00084] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2018] [Accepted: 01/11/2019] [Indexed: 11/13/2022] Open
Abstract
Virtuosity in music performance is often associated with fast, precise, and efficient sound-producing movements. The generation of such highly skilled movements involves complex joint and muscle control by the central nervous system, and depends on the ability to anticipate, segment, and coarticulate motor elements, all within the biomechanical constraints of the human body. When successful, such motor skill should lead to what we characterize as fluency in musical performance. Detecting typical features of fluency could be very useful for technology-enhanced learning systems, assisting and supporting students during their individual practice sessions by giving feedback and helping them to adopt sustainable movement patterns. In this study, we propose to assess fluency in musical performance as the ability to smoothly and efficiently coordinate while accurately performing slow, transitionary, and rapid movements. To this end, the movements of three cello players and three drummers at different levels of skill were recorded with an optical motion capture system, while a wireless electromyography (EMG) system recorded the corresponding muscle activity from relevant landmarks. We analyzed the kinematic and coarticulation characteristics of these recordings separately and then propose a combined model of fluency in musical performance predicting music sophistication. Results suggest that expert performers' movements are characterized by consistently smooth strokes and scaling of muscle phasic coactivation. The explored model of fluency as a function of movement smoothness and coarticulation patterns was shown to be limited by the sample size, but it serves as a proof of concept. Results from this study show the potential of a technology-enhanced objective measure of fluency in musical performance, which could lead to improved practices for aspiring musicians, instructors, and researchers.
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Affiliation(s)
- Victor Gonzalez-Sanchez
- RITMO Centre for Interdisciplinary Studies in Rhythm, Time and Motion, Department of Musicology, University of Oslo, Oslo, Norway
| | - Sofia Dahl
- Department of Architecture, Design and Media Technology, Aalborg University, Copenhagen, Denmark
| | | | - Rolf Inge Godøy
- RITMO Centre for Interdisciplinary Studies in Rhythm, Time and Motion, Department of Musicology, University of Oslo, Oslo, Norway
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Do movements contribute to sense of body ownership? Rubber hand illusion in expert pianists. PSYCHOLOGICAL RESEARCH 2018; 83:185-195. [DOI: 10.1007/s00426-018-1137-x] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2018] [Accepted: 12/10/2018] [Indexed: 10/27/2022]
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Ericsson KA. Commentary on human variability and laboratory studies of human cognition: From studying general basic processes to analyzing captured complex performance in everyday life. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2018. [DOI: 10.1016/j.jarmac.2018.09.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Gölz C, Voelcker-Rehage C, Mora K, Reuter EM, Godde B, Dellnitz M, Reinsberger C, Vieluf S. Improved Neural Control of Movements Manifests in Expertise-Related Differences in Force Output and Brain Network Dynamics. Front Physiol 2018; 9:1540. [PMID: 30519188 PMCID: PMC6258820 DOI: 10.3389/fphys.2018.01540] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2018] [Accepted: 10/15/2018] [Indexed: 02/05/2023] Open
Abstract
It is well-established that expertise developed through continuous and deliberate practice has the potential to delay age-related decline in fine motor skills. However, less is known about the underlying mechanisms, that is, whether expertise leads to a higher performance level changing the initial status from which age-related decline starts or if expertise-related changes result in qualitatively different motor output and neural processing providing a resource of compensation for age-related changes. Thus, as a first step, this study aims at a better understanding of expertise-related changes in fine motor control with respect to force output and respective electrophysiological correlates. Here, using a multidimensional approach, we investigated fine motor control of experts and novices in precision mechanics during the execution of a dynamic force control task. On the level of force output, we analyzed precision, variability, and complexity. We further used dynamic mode decomposition (DMD) to analyze the electrophysiological correlates of force control to deduce brain network dynamics. Experts’ force output was more precise, less variable, and more complex. Task-related DMD mean mode magnitudes within the α-band at electrodes over sensorimotor relevant areas were reduced in experts, and lower DMD mean mode magnitudes related to the force output in novices. Our results provide evidence for expertise dependent central adaptions with distinct and more complex organization and decentralization of sensorimotor subsystems. Results from our multidimensional approach can be seen as a step forward in understanding expertise-related changes and exploiting their potential as resources for healthy aging.
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Affiliation(s)
- Christian Gölz
- Institute of Sports Medicine, Paderborn University, Paderborn, Germany
| | - Claudia Voelcker-Rehage
- Institute of Human Movement Science and Health, Chemnitz University of Technology, Chemnitz, Germany
| | - Karin Mora
- Department of Mathematics, Paderborn University, Paderborn, Germany
| | - Eva-Maria Reuter
- Centre for Sensorimotor Performance, School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, QLD, Australia
| | - Ben Godde
- Department of Psychology & Methods, Jacobs University Bremen, Bremen, Germany
| | - Michael Dellnitz
- Department of Mathematics, Paderborn University, Paderborn, Germany
| | - Claus Reinsberger
- Institute of Sports Medicine, Paderborn University, Paderborn, Germany
| | - Solveig Vieluf
- Institute of Sports Medicine, Paderborn University, Paderborn, Germany
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Thomas MS. A neurocomputational model of developmental trajectories of gifted children under a polygenic model: When are gifted children held back by poor environments? INTELLIGENCE 2018; 69:200-212. [PMID: 30100647 PMCID: PMC6075940 DOI: 10.1016/j.intell.2018.06.008] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2017] [Revised: 04/30/2018] [Accepted: 06/27/2018] [Indexed: 11/20/2022]
Abstract
From the genetic side, giftedness in cognitive development is the result of contribution of many common genetic variants of small effect size, so called polygenicity (Spain et al., 2016). From the environmental side, educationalists have argued for the importance of the environment for sustaining early potential in children, showing that bright poor children are held back in their subsequent development (Feinstein, 2003a). Such correlational data need to be complemented by mechanistic models showing how gifted development results from the respective genetic and environmental influences. A neurocomputational model of cognitive development is presented, using artificial neural networks to simulate the development of a population of children. Variability was produced by many small differences in neurocomputational parameters each influenced by multiple artificial genes, instantiating a polygenic model, and by variations in the level of stimulation from the environment. The simulations captured several key empirical phenomena, including the non-linearity of developmental trajectories, asymmetries in the characteristics of the upper and lower tails of the population distribution, and the potential of poor environments to hold back bright children. At a computational level, 'gifted' networks tended to have higher capacity, higher plasticity, less noisy neural processing, a lower impact of regressive events, and a richer environment. However, individual instances presented heterogeneous contributions of these neurocomputational factors, suggesting giftedness has diverse causes.
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Affiliation(s)
- Michael S.C. Thomas
- Developmental Neurocognition Lab, Centre for Brain and Cognitive Development, Birkbeck University of London, UK
- Centre for Educational Neuroscience, University of London, UK
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31
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Biomechanical correlates of running performance in active children. J Sci Med Sport 2018; 22:65-69. [PMID: 29910152 DOI: 10.1016/j.jsams.2018.05.025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2018] [Revised: 05/11/2018] [Accepted: 05/27/2018] [Indexed: 11/21/2022]
Abstract
OBJECTIVES Examine the running kinematics in healthy, physically active prepubescent children and to determine if specific biomechanical factors correlate with running performance. DESIGN Cross-sectional study. METHODS Fifteen children (age 9years, ±11months) completed a 1km time trial before undergoing three-dimensional running motion analysis. RESULTS A strong positive correlation was observed between the biomechanical variables of stride length (p<.01), contact time (p<.01) and ankle dorsiflexion angle (p=.04) with time trial performance. Between variable analyses revealed a strong positive correlation between peak angles of hip adduction and knee flexion. There was no correlation between hip adduction and knee flexion peak angles or the vertical displacement of centre of mass with trial performance. CONCLUSIONS The results of this study show that children with a better time trial performance display longer stride length, shorter contact time and mid or forefoot strike pattern. These findings have implications for targeted technique intervention in children's running training to improve running performance.
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Hambrick DZ, Burgoyne AP, Macnamara BN, Ullén F. Toward a multifactorial model of expertise: beyond born versus made. Ann N Y Acad Sci 2018; 1423:284-295. [PMID: 29446457 DOI: 10.1111/nyas.13586] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2017] [Revised: 12/04/2017] [Accepted: 12/04/2017] [Indexed: 01/09/2023]
Abstract
The debate over the origins of individual differences in expertise has raged for over a century in psychology. The "nature" view holds that expertise reflects "innate talent"-that is, genetically determined abilities. The "nurture" view counters that, if talent even exists, its effects on ultimate performance are negligible. While no scientist takes seriously a strict nature-only view of expertise, the nurture view has gained tremendous popularity over the past several decades. This environmentalist view holds that individual differences in expertise reflect training history, with no important contribution to ultimate performance by innate ability ("talent"). Here, we argue that, despite its popularity, this view is inadequate to account for the evidence concerning the origins of expertise that has accumulated since the view was first proposed. More generally, we argue that the nature versus nurture debate in research on expertise is over-or certainly should be, as it has been in other areas of psychological research for decades. We describe a multifactorial model for research on the nature and nurture of expertise, which we believe will provide a progressive direction for future research on expertise.
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Affiliation(s)
- David Z Hambrick
- Department of Psychology, Michigan State University, East Lansing, Michigan
| | | | - Brooke N Macnamara
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, Ohio
| | - Fredrik Ullén
- Department of Neuroscience, Karolinska Institute, Stockholm, Sweden
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David Z. Hambrick, Erik M. Altmann, Alexander P. Burgoyne. A Knowledge Activation Approach to Testing the Circumvention-of-Limits Hypothesis. AMERICAN JOURNAL OF PSYCHOLOGY 2018. [DOI: 10.5406/amerjpsyc.131.3.0307] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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34
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Searston RA, Tangen JM. The Emergence of Perceptual Expertise with Fingerprints Over Time. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2017. [DOI: 10.1016/j.jarmac.2017.08.006] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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35
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Yoon JS, Anders Ericsson K, Donatelli D. Effects of 30 Years of Disuse on Exceptional Memory Performance. Cogn Sci 2017; 42 Suppl 3:884-903. [PMID: 29105154 DOI: 10.1111/cogs.12562] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2016] [Revised: 09/06/2017] [Accepted: 09/11/2017] [Indexed: 11/30/2022]
Abstract
In the mid-1980s, Dario Donatelli (DD) participated in a laboratory study of the effects of around 800 h of practice on digit-span and increased his digit-span from 8 to 104 digits. This study assessed changes in the structure of his memory skill after around 30 years of essentially no practice on the digit-span task. On the first day of testing, his estimated span was only 10 digits, but over the following 3 days of testing it increased to 19 digits. Further analyses of his recall performance and verbal reports identified which mechanisms of the original memory skill he could retrieve or reacquire over the 3 days of practice. We discuss theoretical implications for the retention of skilled memory performance, the effects of age-related changes in memory on it, and for the future study of the effects of disuse on exceptional performance and complex skill.
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Affiliation(s)
| | | | - Dario Donatelli
- Department of Athletics and Physical Education, Carnegie Mellon University
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36
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Sala G, Burgoyne AP, Macnamara BN, Hambrick DZ, Campitelli G, Gobet F. Checking the “Academic Selection” argument. Chess players outperform non-chess players in cognitive skills related to intelligence: A meta-analysis. INTELLIGENCE 2017. [DOI: 10.1016/j.intell.2017.01.013] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
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37
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Ericsson KA. Summing Up Hours of Any Type of Practice Versus Identifying Optimal Practice Activities: Commentary on Macnamara, Moreau, & Hambrick (2016). PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2017; 11:351-4. [PMID: 27217247 DOI: 10.1177/1745691616635600] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
In their original article, Ericsson, Krampe, and Tesch-Römer (1993) reviewed the evidence concerning the conditions of optimal learning and found that individualized practice with training tasks (selected by a supervising teacher) with a clear performance goal and immediate informative feedback was associated with marked improvement. We found that this type of deliberate practice was prevalent when advanced musicians practice alone and found its accumulated duration related to attained music performance. In contrast, Macnamara, Moreau, and Hambrick's (2016, this issue) main meta-analysis examines the use of the term deliberate practice to refer to a much broader and less defined concept including virtually any type of sport-specific activity, such as group activities, watching games on television, and even play and competitions. Summing up every hour of any type of practice during an individual's career implies that the impact of all types of practice activity on performance is equal-an assumption that I show is inconsistent with the evidence. Future research should collect objective measures of representative performance with a longitudinal description of all the changes in different aspects of the performance so that any proximal conditions of deliberate practice related to effective improvements can be identified and analyzed experimentally.
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Ericsson KA. Expertise and individual differences: the search for the structure and acquisition of experts' superior performance. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2016; 8. [PMID: 27906512 DOI: 10.1002/wcs.1382] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2015] [Revised: 09/09/2015] [Accepted: 12/23/2015] [Indexed: 11/05/2022]
Abstract
What is expertise and where does it come from? Modern research techniques have made it possible to objectively measure performance in new ways, revealing that expertise derives neither from basic cognitive ability nor from the sheer amount of experience. Rather, it develops-particular forms of training and practice induce cognitive, perceptual, physiological, neurological, and anatomical changes necessary for the acquisition of complex domain-specific skills. WIREs Cogn Sci 2017, 8:e1382. doi: 10.1002/wcs.1382 For further resources related to this article, please visit the WIREs website.
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Affiliation(s)
- K Anders Ericsson
- Department of Psychology, Florida State University, Tallahassee, FL, USA
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Towne TJ, Boot WR, Ericsson KA. Understanding the structure of skill through a detailed analysis of Individuals' performance on the Space Fortress game. Acta Psychol (Amst) 2016; 169:27-37. [PMID: 27214790 DOI: 10.1016/j.actpsy.2016.05.006] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2015] [Revised: 05/07/2016] [Accepted: 05/10/2016] [Indexed: 11/19/2022] Open
Abstract
In this paper we describe a novel approach to the study of individual differences in acquired skilled performance in complex laboratory tasks based on an extension of the methodology of the expert-performance approach (Ericsson & Smith, 1991) to shorter periods of training and practice. In contrast to more traditional approaches that study the average performance of groups of participants, we explored detailed behavioral changes for individual participants across their development on the Space Fortress game. We focused on dramatic individual differences in learning and skill acquisition at the individual level by analyzing the archival game data of several interesting players to uncover the specific structure of their acquired skill. Our analysis revealed that even after maximal values for game-generated subscores were reached, the most skilled participant's behaviors such as his flight path, missile firing, and mine handling continued to be refined and improved (Participant 17 from Boot et al., 2010). We contrasted this participant's behavior with the behavior of several other participants and found striking differences in the structure of their performance, which calls into question the appropriateness of averaging their data. For example, some participants engaged in different control strategies such as "world wrapping" or maintaining a finely-tuned circular flight path around the fortress (in contrast to Participant 17's angular flight path). In light of these differences, we raise fundamental questions about how skill acquisition for individual participants should be studied and described. Our data suggest that a detailed analysis of individuals' data is an essential step for generating a general theory of skill acquisition that explains improvement at the group and individual levels.
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Affiliation(s)
- Tyler J Towne
- Florida State University, 1107 W. Call Street, Tallahassee, FL 32306-4301, United States.
| | - Walter R Boot
- Florida State University, 1107 W. Call Street, Tallahassee, FL 32306-4301, United States
| | - K Anders Ericsson
- Florida State University, 1107 W. Call Street, Tallahassee, FL 32306-4301, United States
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40
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Lyon LJ, Hoover TE, Giusti L, Booth MT, Mahdavi E. Teaching Skill Acquisition and Development in Dental Education. J Dent Educ 2016. [DOI: 10.1002/j.0022-0337.2016.80.8.tb06179.x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Lucinda J. Lyon
- Department of Dental Practice; Arthur A. Dugoni School of Dentistry; University of the Pacific
| | - Terry E. Hoover
- Department of Dental Practice; Arthur A. Dugoni School of Dentistry; University of the Pacific
| | - Lola Giusti
- Arthur A. Dugoni School of Dentistry; University of the Pacific
| | - Mark T. Booth
- Arthur A. Dugoni School of Dentistry; University of the Pacific
| | - Elham Mahdavi
- Arthur A. Dugoni School of Dentistry; University of the Pacific
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The genetics of music accomplishment: evidence for gene-environment correlation and interaction. Psychon Bull Rev 2016; 22:112-20. [PMID: 24957535 DOI: 10.3758/s13423-014-0671-9] [Citation(s) in RCA: 44] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Theories of skilled performance that emphasize training history, such as K. Anders Ericsson and colleagues' deliberate-practice theory, have received a great deal of recent attention in both the scientific literature and the popular press. Twin studies, however, have demonstrated evidence for moderate-to-strong genetic influences on skilled performance. Focusing on musical accomplishment in a sample of over 800 pairs of twins, we found evidence for gene-environment correlation, in the form of a genetic effect on music practice. However, only about one quarter of the genetic effect on music accomplishment was explained by this genetic effect on music practice, suggesting that genetically influenced factors other than practice contribute to individual differences in music accomplishment. We also found evidence for gene-environment interaction, such that genetic effects on music accomplishment were most pronounced among those engaging in music practice, suggesting that genetic potentials for skilled performance are most fully expressed and fostered by practice.
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Den Hartigh RJR, Van Dijk MWG, Steenbeek HW, Van Geert PLC. A Dynamic Network Model to Explain the Development of Excellent Human Performance. Front Psychol 2016; 7:532. [PMID: 27148140 PMCID: PMC4837162 DOI: 10.3389/fpsyg.2016.00532] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2015] [Accepted: 03/30/2016] [Indexed: 12/15/2022] Open
Abstract
Across different domains, from sports to science, some individuals accomplish excellent levels of performance. For over 150 years, researchers have debated the roles of specific nature and nurture components to develop excellence. In this article, we argue that the key to excellence does not reside in specific underlying components, but rather in the ongoing interactions among the components. We propose that excellence emerges out of dynamic networks consisting of idiosyncratic mixtures of interacting components such as genetic endowment, motivation, practice, and coaching. Using computer simulations we demonstrate that the dynamic network model accurately predicts typical properties of excellence reported in the literature, such as the idiosyncratic developmental trajectories leading to excellence and the highly skewed distributions of productivity present in virtually any achievement domain. Based on this novel theoretical perspective on excellent human performance, this article concludes by suggesting policy implications and directions for future research.
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Affiliation(s)
- Ruud J. R. Den Hartigh
- Department of Psychology, Faculty of Behavioural and Social Sciences, University of GroningenGroningen, Netherlands
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Abstract
Education is the fundamental process used to develop and maintain the professional skills of physicians. Medical students, residents, and fellows are expected to learn considerable amounts of information as they progress toward board certification. Established practitioners must continue to learn in an effort to remain up-to-date in their clinical realm. Those responsible for educating these populations endeavor to teach in a manner that is effective, efficient, and durable. The study of learning and performance is a subdivision of the field of cognitive science that focuses on how people interpret and process information and how they eventually develop mastery. A deeper understanding of how individuals learn can empower both educators and learners to be more effective in their endeavors. In this article, we review a number of concepts found in the literature on learning and performance. We address both the theoretical principles and the practical applications of each concept. Cognitive load theory, constructivism, and analogical transfer are concepts particularly beneficial to educators. An understanding of goal orientation, metacognition, retrieval, spaced learning, and deliberate practice will primarily benefit the learner. When these concepts are understood and incorporated into education and study, the effectiveness of learning is significantly improved.
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This is your brain on Scrabble: Neural correlates of visual word recognition in competitive Scrabble players as measured during task and resting-state. Cortex 2016; 75:204-219. [DOI: 10.1016/j.cortex.2015.03.015] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2014] [Revised: 12/16/2014] [Accepted: 03/23/2015] [Indexed: 11/20/2022]
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Ericsson KA. Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2015; 90:1471-86. [PMID: 26375267 DOI: 10.1097/acm.0000000000000939] [Citation(s) in RCA: 297] [Impact Index Per Article: 33.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
As a part of a special collection in this issue of Academic Medicine, which is focused on mastery learning in medical education, this Perspective describes how the expert-performance approach with deliberate practice is consistent with many characteristics of mastery learning. Importantly, this Perspective also explains how the expert-performance approach provides a very different perspective on the acquisition of skill. Whereas traditional education with mastery learning focuses on having students attain an adequate level of performance that is based on goals set by the existing curricula, the expert-performance approach takes an empirical approach and first identifies the final goal of training-namely, reproducibly superior objective performance (superior patient outcomes) for individuals in particular medical specialties. Analyzing this superior complex performance reveals three types of mental representations that permit expert performers to plan, execute, and monitor their own performance. By reviewing research on medical performance and education, the author describes evidence for these representations and their development within the expert-performance framework. He uses the research to generate suggestions for improved training of medical students and professionals. Two strategies-designing learning environments with libraries of cases and creating opportunities for individualized teacher-guided training-should enable motivated individuals to acquire a full set of refined mental representations. Providing the right resources to support the expert-performance approach will allow such individuals to become self-regulated learners-that is, members of the medical community who have the tools to improve their own and their team members' performances throughout their entire professional careers.
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Affiliation(s)
- K Anders Ericsson
- K.A. Ericsson is Conradi Eminent Scholar and Professor, Department of Psychology, Florida State University, Tallahassee, Florida
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47
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Campitelli G. Answering research questions without calculating the mean. Front Psychol 2015; 6:1379. [PMID: 26441754 PMCID: PMC4562244 DOI: 10.3389/fpsyg.2015.01379] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2015] [Accepted: 08/27/2015] [Indexed: 11/21/2022] Open
Affiliation(s)
- Guillermo Campitelli
- School of Psychology and Social Science, Edith Cowan University Perth, WA, Australia
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48
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Schellenberg EG. Music training and speech perception: a gene-environment interaction. Ann N Y Acad Sci 2015; 1337:170-7. [PMID: 25773632 DOI: 10.1111/nyas.12627] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
Claims of beneficial side effects of music training are made for many different abilities, including verbal and visuospatial abilities, executive functions, working memory, IQ, and speech perception in particular. Such claims assume that music training causes the associations even though children who take music lessons are likely to differ from other children in music aptitude, which is associated with many aspects of speech perception. Music training in childhood is also associated with cognitive, personality, and demographic variables, and it is well established that IQ and personality are determined largely by genetics. Recent evidence also indicates that the role of genetics in music aptitude and music achievement is much larger than previously thought. In short, music training is an ideal model for the study of gene-environment interactions but far less appropriate as a model for the study of plasticity. Children seek out environments, including those with music lessons, that are consistent with their predispositions; such environments exaggerate preexisting individual differences.
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Affiliation(s)
- E Glenn Schellenberg
- Department of Psychology, University of Toronto Mississauga, Mississauga, Ontario, Canada
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Theorell T, Lennartsson A, Madison G, Mosing M, Ullén F. Predictors of continued playing or singing--from childhood and adolescence to adult years. Acta Paediatr 2015; 104:274-84. [PMID: 25495566 PMCID: PMC5024003 DOI: 10.1111/apa.12870] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/15/2014] [Revised: 09/13/2014] [Accepted: 11/17/2014] [Indexed: 11/29/2022]
Abstract
Aim Many individuals play an instrument or sing during childhood, but they often stop later in life. This study surveyed adults representative of the Swedish population about musical activities during childhood. Methods We asked 3820 adults (65% women) aged from 27 to 54 from the Swedish Twin Registry, who took extra music lessons to those provided at school, to fill in a web‐based questionnaire. Factors analysed were the age they started studying music, the instrument they played, kind of teaching, institution and educational content, number of lessons and perceived characteristics of the lessons, the music environment during their childhood years and their preferred music genre. All variables were dichotomised. Results Factors strongly associated with continued playing or singing were male sex, young starting age, cultural family background, self‐selected instrument, attending music classes and more than once a week, church‐related or private education, pop, rock or classical music, playing by ear and improvisation. Conclusion Several significant predictors determined whether a child continued to sing or play an instrument as an adult and many could be externally influenced, such as starting at a young age, taking music classes more than once a week, improvisation and the type of music they played.
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Affiliation(s)
- T. Theorell
- Department of Neuroscience Karolinska Institutet Stockholm Sweden
- Institute for Stress Research Stockholm University Stockholm Sweden
| | | | - G. Madison
- Department of Psychology Umeå University Umeå Sweden
| | - M.A. Mosing
- Department of Neuroscience Karolinska Institutet Stockholm Sweden
| | - F. Ullén
- Department of Neuroscience Karolinska Institutet Stockholm Sweden
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Shakeshaft NG, Trzaskowski M, McMillan A, Krapohl E, Simpson MA, Reichenberg A, Cederlöf M, Larsson H, Lichtenstein P, Plomin R. Thinking positively: The genetics of high intelligence. INTELLIGENCE 2015; 48:123-132. [PMID: 25593376 PMCID: PMC4286575 DOI: 10.1016/j.intell.2014.11.005] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2014] [Revised: 10/24/2014] [Accepted: 11/11/2014] [Indexed: 11/29/2022]
Abstract
High intelligence (general cognitive ability) is fundamental to the human capital that drives societies in the information age. Understanding the origins of this intellectual capital is important for government policy, for neuroscience, and for genetics. For genetics, a key question is whether the genetic causes of high intelligence are qualitatively or quantitatively different from the normal distribution of intelligence. We report results from a sibling and twin study of high intelligence and its links with the normal distribution. We identified 360,000 sibling pairs and 9000 twin pairs from 3 million 18-year-old males with cognitive assessments administered as part of conscription to military service in Sweden between 1968 and 2010. We found that high intelligence is familial, heritable, and caused by the same genetic and environmental factors responsible for the normal distribution of intelligence. High intelligence is a good candidate for "positive genetics" - going beyond the negative effects of DNA sequence variation on disease and disorders to consider the positive end of the distribution of genetic effects.
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Affiliation(s)
- Nicholas G. Shakeshaft
- King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, London, SE5 8AF, United Kingdom
| | - Maciej Trzaskowski
- King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, London, SE5 8AF, United Kingdom
| | - Andrew McMillan
- King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, London, SE5 8AF, United Kingdom
| | - Eva Krapohl
- King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, London, SE5 8AF, United Kingdom
| | - Michael A. Simpson
- King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, London, SE5 8AF, United Kingdom
| | - Avi Reichenberg
- King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, London, SE5 8AF, United Kingdom
- Department of Psychiatry, Mount Sinai School of Medicine, NY, 10029, USA
| | - Martin Cederlöf
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Box 281, 17177 Stockholm, Sweden
| | - Henrik Larsson
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Box 281, 17177 Stockholm, Sweden
| | - Paul Lichtenstein
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Box 281, 17177 Stockholm, Sweden
| | - Robert Plomin
- King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, London, SE5 8AF, United Kingdom
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