12 - Talent and Performance Skill Flashcards
1
Q
Performance skill and talent
A
- individual differences
- between-subject analysis
- overall skill level (lifetime expertise)
- how much do you practice
2
Q
Motor learning
A
- treatment/group differences
- within-subject analysis
- task performance (short term performance)
- how you practice
3
Q
Skill and domain
A
- “talent” in the psychology literature has a built-in association with genetic determination
- expertise is not unidimensional within a domain
- even within a single domain, assessment is multidimensional
4
Q
Deliberate practice
A
explicit, structured, highly motivated practice that fosters skill learning and thus expertise
5
Q
Environmentalist theory
A
- experts are made
- relates to the concepts of nurture, learning, practice, teaching
- skill is driven by the accumulated amount of deliberate practice
- body size is usually exempted as a factor
- 10,000 hour rule, 10 year rule
- deliberate practice is necessary and sufficient to achieve elite performance
- satisfies political correctness
6
Q
Hereditarian theory
A
- experts are born
- relates to the concepts of nature, innateness, talent, giftedness, genius, heredity, genetic endowment
- deliberate practice is necessary but not sufficient to achieve elite performance
- historically the basis of discrimination
- politics of equity rather than equality
7
Q
Meta-analyses
A
- individual → group = generalizability
- study → all studies = replicability
8
Q
Estimating practice time
A
- retrospective methods (survey tools)
- maintaining a log of one’s activity
9
Q
Assessing performance skill
A
- expert ratings
- in the field of creativity assessment, the consensual assessment technique (CAT) is a standard method using expert ratings
10
Q
Ackerman - Categorization of expertise
A
- accumulated practice time differentiates people between categories of expertise
- less compelling evidence that the amount of practice differentiates experts among themselves
11
Q
Ackerman - Individual differences
A
- inter-individual differences
- intra-individual differences = relative strengths and weaknesses (cross-domain profile)
- inter-individual differences in intra-individual change (profiles across individuals)
12
Q
Ackerman - Interests
A
- interests create the intrinsic motivation (passion) to do particular activities
- motivate the development of expertise through = investment in deliberate practice, seeking of teachers and classes
- precocious individuals are characterized by a rage to master
- interests can be stimulated by success at performing a task
13
Q
Ackerman - Motivation
A
- interests often stabilize at an early age
- intrinsic motivation = major driving force for the acquisition of expertise
- extrinsic motivation = also effective, but usually cannot replace intrinsic motivation; environmental press
14
Q
Ackerman - Talent as Expertise
A
- talent is a developed quality
- elite performers started their training earlier in development
- another important developmental phenomenon is wear out with aging
15
Q
Ackerman - Restricted samples
A
- statistical power is diminished because the subject sample is restricted in the range of talent
- less of the variance in the sample can be explained
16
Q
Ackerman - Reliability of measures
A
- psychometric tests vary in their reliability, validity, and suitability
- measuring traits using single tests is not advised
17
Q
Ackerman - Base Rates
A
- base rates = frequency of a trait in the general population
- expert performance has an extremely low base rate
- when base rates are extreme, tests must have impossibly high validity to make predictions
18
Q
Macnamara - Study
A
- meta-analysis of the relationship between deliberate practice and human performance
19
Q
Macnamara - Moderating variables
A
- domain = music, games, sports, professions, education
- predictability = high, moderate, low
20
Q
Macnamara - DV
A
- % of the variance in performance skill explained by deliberate practice
- square of the correlation coefficient between practice and performance
21
Q
Macnamara - Main results
A
- correlation = 0.35
- deliberate practice explains 12% of the variance in performance overall
- from high to low variance = games, music, sports, education, professions
- task-environment predictability had a significant effect on the results; greater for high-predictability tasks than for moderate and low
- results did not change for individual vs. team
