Toward a Science of Exceptional Achievement Attaining Superior Performance through Deliberate Practice
Toward a Science of Exceptional Achievement Attaining Superior Performance through Deliberate Practice
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DOI：
10.1196/annals.1393.001
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发表时间：
2009-01-01
期刊：
影响因子：
--
通讯作者：
Roring, Roy W.
中科院分区：
文献类型：
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作者：
Ericsson, K. Anders;Nandagopal, Kiruthiga;Roring, Roy W.
卓越的表现常常归因于天赋的遗传差异。自从弗朗西斯·高尔顿爵士的《遗传天才》一书问世以来，许多科学家都引用了遗传因素，这些因素限制了人们的表现，并且只允许某些人达到特殊的水平。然而，到目前为止，这些叙述还没有解释 DNA 中独特基因的激活和表达所涉及的因果过程，这些过程导致独特的生理属性和认知能力（天赋）的出现。本文认为，根据我们目前的知识，可以在不依赖天赋（遗传禀赋）的情况下解释健康儿童精英表现的发展——除了体型的先天决定因素。我们的解释基于专家绩效方法，并提出杰出绩效者的独特特征是适应长期和高强度实践活动的结果，这些活动有选择地激活所有健康个体 DNA 中包含的休眠基因。此外，专家绩效的理论框架通过确定影响培训开始年龄和持续长期刻意练习的累积参与的因素（例如动机、父母支持以及获得最佳培训环境和教师的机会）来解释早期人才的明显出现。总之，我们的实证调查和广泛的审查表明，专家绩效的发展将主要受到个人刻意练习的参与和可用培训资源的质量的限制。
Exceptional performance is frequently attributed to genetic differences in talent. Since Sir Francis Galton's book, Hereditary Genius, many scientists have cited heritable factors that set limits of performance and only allow some individuals to attain exceptional levels. However, thus far these accounts have not explicated the causal processes involved in the activation and expression of unique genes in DNA that lead to the emergence of distinctive physiological attributes and cognitive capacities (innate talent). This article argues on the basis of our current knowledge that it is possible to account for the development of elite performance among healthy children without recourse to innate talent (genetic endowment)-excepting the innate determinants of body size. Our account is based on the expert-performance approach and proposes that the distinctive characteristics of exceptional performers are the result of adaptations to extended and intense practice activities that selectively activate dormant genes that are contained within all healthy individuals' DNA. Furthermore, the theoretical framework of expert performance explains the apparent emergence of early talent by identifying factors that influence starting ages for training and the accumulated engagement in sustained extended deliberate practice, such as motivation, parental support, and access to the best training environments and teachers. In sum, our empirical investigations and extensive reviews show that the development of expert performance will be primarily constrained by individuals' engagement in deliberate practice and the quality of the available training resources.