The Scientific Study of Expert Levels of Performance: general implications for optimal learning and creativity1
- 1 June 1998
- journal article
- research article
- Published by Taylor & Francis Ltd in High Ability Studies
- Vol. 9 (1), 75-100
- https://doi.org/10.1080/1359813980090106
Abstract
Recent research in many different domains of expertise has shown that the large differences in performance between experts and novices are frequently reproducible under standardized conditions and can often be captured with representative tasks in the laboratory. Furthermore, these differences in performance are predominantly mediated by complex skills acquired over a decade, as a result of high daily levels of activities which are specially designed'to improve performance (deliberate practice). The effects of extended deliberate practice are remarkably far‐reaching and include physiological adaptations and qualitative changes in performance mediated by acquired cognitive skills. Most importantly, expert performers have acquired mental representations that allow them to plan and reason about potential courses of action and these representations also allow experts to monitor their performance, thus providing critical feedback for continued complex learning. The study of elite performance also reveals how acquired representation and skills provide the necessary tools for the ultimate eminent achievement, namely the generation of creative innovations to the domain.This publication has 29 references indexed in Scilit:
- The Impact of Expertise on Performance: illustrations from developmental research on memory and sports1High Ability Studies, 1997
- The role of practice in the development of performing musiciansBritish Journal of Psychology, 1996
- Are There Early Childhood Signs of Musical Ability?Psychology of Music, 1995
- Why would anyone become an expert?American Psychologist, 1995
- Abilities: Evidence for talent or characteristics acquired through engagement in relevant activities?American Psychologist, 1995
- Cognitive differences in clinical reasoning related to postgraduate trainingTeaching and Learning in Medicine, 1994
- Peak performance and age: An examination of peak performance in sportsPublished by Cambridge University Press (CUP) ,1990
- A cognitive perspective on medical expertiseAcademic Medicine, 1990
- Chess expertise in childrenApplied Cognitive Psychology, 1990
- Search in chess: Age and skill differences.Journal of Experimental Psychology: Human Perception and Performance, 1981