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PSY 365 Lecture 13
Deliberate Practice and Talent
| Question | Answer |
|---|---|
| The gap between experience and expertise is usually explained by talent: | abilities that limit or facilitate our skill |
| Counterpoint: Practice and Genius: K. Anders Ericsson: extraordinary ability comes from extraordinary practice | -deliberate practice theory -probably no innate talents or gifts -experts are "good at practicing" |
| How Can We Spot an Expert or Exceptional Ability?: Ericsson and Smith (1988) argued we must see producible superior performance | -Performance: something observable and public -Superior: better than other people -Reproducible: can do it on demand (more or less), can control performance |
| Acclaim isn't sufficient to prove you are an expert | -its not enough that people say you are good -you should be better than others at the task |
| Ericsson and Smith (1988) say we should "capture" your abilities in the lab. using | representative tasks that are common in that area of expertise -painters should paint -musicians should play music |
| Nature of Deliberate Practice | -Aimed at improving: targeted at weaknesses, not at strenghts, stresses the skill -Unpleasant, effortful: not fun, not play, not for enjoyment, lots of future -Requires feedback on your performance: from an expert, coach, mentor or self-generated |
| Practice Hrs. vs. Other Hrs. | You can spend many hrs. in an area with little practice -Unsystematic practice: some improvement; quickly hit a ceiling -without deliberate practice, you won't improve much |
| Developing Expertise: expertise starts young: | need 10 yrs. to get over 10,000 practice hours. -A shift from/to: play--> serious practice--->full-time practice |
| Avoiding Fatigue and Burnout | Expertise takes many hours of practice; burnout and fatigue are thus big problem -athletic training -mental exhaustion -Thus the "good at practicing" idea: balance training with rest |
| Expertise in Music: Ericsson, Krampe, and Tesch-Romer (1993): Collected practice diaries, measured practice each day for a week, estimated practice per yr. since they started playing violin -30 young and 10 experts: 3 groups: (skilled, good, music edu.) | It adds up: cumulative practice: professional and best students practiced almost the same hrs. -best and good students practice more consistent hrs. -best students have a consistent break to manage fatigue |
| Sleep Time | better students also sleep more hrs. and more consistent hrs. |
| Study 2: 10 expert and 10 amateur Pianists | experts practice more than amateurs |
| Sloboda, Davidson, Howe and Moore (1996): Interviewed 257 British children (13-17) and their families (comprehensive interview on practice and habits) -5 skill levels, groups 1-4 started at same age, huge skill diff, big sample, diary study | Results: practice differences= skill differences -practice differences appear in the very first year of playing -In everyday life, the best practice at least 4 times as much as the worst |
| Practice is no fun... Ericson: deliberate practice is hard and not fun. What did the kids do on vacation? | slacking off.. (sort of). They just practiced a bit less than usual. |
| Acquiring Expertise in Chess: Charness et al. (2005): Deliberate practice and chess- reading strategy books, working through classic matches, training with a master tutor, mentors. -Tournament Play: | not really practice -face 1 person, deal with only a few problems -usually face a weak opponent |
| Charness' Method: Recruited 375 chess players-wide range of age, skill culture -Chess players have a world ranking: Elo Rating -Interviewed about lifetime practice, current, and other training factors | Results: Lifetime Practice?-same as music, but top players have only-6000 hrs. |
| What else predicted achievement in chess? | Chess grandmasters: more practice per week currently, more hrs. of private tutoring as a child -Hrs. spent in tournaments: zero effect, it isn't practice |
| How Does Ericsson Explain Talent? (or the lack thereof): Ericsson argues that talent mostly supported in 3 ways: | Anecdotal: "I just know/ I saw a guy once who" -Psychometric: "some people have higher IQ" -Case studies: "some famous people are more likely to have x than regular folks" -Not reproducible or provide only correlational evidence not causal/experimental |
| What About Personality, Teachers, Abilites? | Personality, etc, is important because it enables people to acquire practice and to attract mentors |
| The Intuitive Talent Critique: Compare Joey and Teddy- both played baseball for a few yrs. yet Joey is way better than Teddy | The idea: individuals differ as novices Implied: ... and that continues forever |
| Two Fates for Early Ability: Dropout vs. Snow ball: Dropout Talents | they matter at the starts, but they vanish with practice |
| Two Fates for Early Ability: Dropout vs. Snow ball: Snowball Talent | they seem to become more and more important with practice |
| Ex: Dropout Effect: Keehner, Lippa, Montello, Tendick, and Hegarty (2006) taught students some basic laparoscopic surgery techniques on a computer simulation, 12 days -measured IQ and spatial abilities with no surgery experience -practice for 12 days | Results: External validity check- 6 surgery residents did vastly better on the simulator than the novices -IQ effects: IQ quickly dropped out -Spatial Ability Effects: still mattered |
| What About After Many Years?: Keehner et al. (2004) recruited 93 working surgeons | -Novice on laparoscope: r= .39, p < .01 -Experienced on laparoscope: r = .02, p= .89 |
| Diminishing Talent: Many abilities predict novice performance (like spatial ability in surgeons) | they often stop being predictive in experts -some talents therefore "vanish" with practice |
| Diminishing Talent: However, we saw from the RAE that other "talents" actually snowball- | primarily those that get you access to training -talent as a gatekeeper that prohibits access to training |
| General Abilities: IQ: IQ is often higher in experts in many areas, like science and creative writing | However, in many areas IQ doesn't discriminate high from highest achievement -Simonton (1994): even true in science-Nobel winners no different from ordinary Ph Ds in IQ -IQ may be a dropout talent |
| General Abilities: Athletics: % fast-twitch vs. slow-twitch muscle fibers-highly differentiated in speed sports vs. endurance, also, highly heritable in non-experts, however, practice changes the composition -Aerobic capacity of lungs: | -very high in many sports -highly heritable in non-experts -it grows with practice |
| Talent in Sport: Genetic Evidence: MacArthur and North (2008): In many sports, certain genes (especially for muscles and aerobic capacity) are common in high-achieving athletes | Ex: angiotensin converting enzyme I gene -I polymorphism overrepresented in endurance sports -D polymorphism overrepresented in sprint/ power sports |
| Talent in Sport: Genetic Evidence: Nazarov et al. (2001): 141 Elite Russian Athletes. so, some evidence for genetic differences between elite athletes of different types | But.. this could be a "talent snowball" effect like the RAE-coaches see early success, encourage you -Notice: there are some elite performers without the right genes; whats up with those guys? |
| Talent in Music: Does It Give You an Early Starts?: Wesseldijk, Mosing, and Ullen (2020): large sample of Swedish professional muscians (n=310) | Found early start predicted achievement -Music aptitude predicted early starts -Once total practice hrs. was included, no advantage of early start or aptitude |
| So, kids with musical abilities start early, | allowing them to possibly get some more practice, but their achievements ultimately depended only on total practice |
| Questioning Deliberate Practice: Key Claim of Dprac Theory (Macnamara, Hambrick, and Oswald, 2016) | we can account for the majority of differences in skill via deliberate practice hrs. -3 meta-analysis of music skill |
| Sports Medalists and Practice: Gullich (2017): examined practice in 83 matched pairs of medalist vs. non-medalist in a lot of sports | Medalist started later than non-medalists -Medalists participated in other sports more often than non-medalists -Results: non-medalists do more training hrs. than medalists |
| Macnamara and Maitra (2019): Direct replication of Ericsson et al. but in Cleveland, and 13 per group, not 10. -As before, best violinists and good were nominated by teachers -the "less accomplished' were students at Cleveland State studying music | Results of M & M: replicated findings about more practice for best and good than less accomplished -no diff. between best and good violinists -Accumulated Practice: good students practiced more, than best students practice more, than less accomplished |
| Could Practice Depend on Genes? Hambrick and Tucker-Drob (2015): used a large twin database to examine heritability of music practice | Found that practicing music was highly heritable -people with "music genes" tended to benefit more from practice and were more likely to practice |
| Practice Quality Effects (Deliberate practice isn't all about time-on-tasks), Self-Regulated Practice: Cleary and Zimmerman (2001) studied high-school basketball. -Type of Practice: | found no difference between best and not-best on -frequency of practice -knowledge of free-throw technique -both groups were higher on all of this than novices |
| Practice Quality Effects (Deliberate practice isn't all about time-on-tasks), Self-Regulated Practice: Cleary and Zimmerman (2001) studied high-school basketball. -Task: | shoot free-throws; on miss, say what you plan to do -Best: 60% of the time generated a specific goal -Not Best: only 20%, mostly produced general focus strategies -Novices: almost never gave specific goals, 7% |
| Teaching Self-Regulation: Cleary, Zimmerman, and Keating (2006): 50 college basketball learners -taught 3 self-regulation skills: | 1. Set process goals 2. self-record 3. Make strategic attributions and adjustments |
| Set process goals | focus on executing the steps, not outcomes |
| self-record | monitor how you are doing at those things |
| Make strategic attributions and adjustments | think why you missed and what you would need to do differently next time |
| Self-regulation improved quality ratings of the shots: | 58% quality vs. 47% quality for practice only (based on 1-5 ratings- 1 = swish, 5= miss basket) |
| Impulsivity, Quality, and Music Skill: Miksza (2011) studied 55 collegiate bass or woodwind players' impulsivity and practice habits | Higher trait impulsivity was associated with less accurate playing of an etude both before and after a practice session -Less impulsive musicians chose better strategies to practice the etude and those strategies were associated with better play overall |
| Amount and quality of practice---> | high performance -stop practicing and you drop out (Sloboda0 -early achievement factors (e.g relative age) can open or close practice opportunities |
| A lot of variability in skill is not accounted for by hours but | a whole lot is |
| Tricky to pull apart talent vs. practice, since talent may make you do | more/better practice, and less practice might look like being untalented |
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