RUI: A Longitudinal Study Of Cognitive And Motivational Determinants Of Children's Acquisition Of Expertise

关于专业知识的新兴文献表明了刻意练习在高水平专业知识发展中的强大作用。 然而，问题仍然是，这种做法和专门的努力的影响是否受到个体差异的认知能力，特别是当高要求的智力领域涉及，以及如何认知和动机因素相互作用，在技能的发展。 本研究的目的是：（1）描述两年来围棋技能发展的个体内轨迹和个体间差异（方差）在这些发展轨迹之间的一组小学儿童（6-11岁）;（2）确定认知能力倾向的心理测量指标的预测效力（流动能力），以及最初的成功水平，内在兴趣和刻意练习，相对于技能发展的速度;（3）识别发展的认知和动机的发展制约因素的专业知识的发展在复杂的技能/知识领域。 为了实现上述目标，将采用多年龄组的纵向设计，并使用结构方程模型来模拟潜在增长（技能发展率），认知能力，初始成功水平，内在兴趣和刻意练习之间的相互关系，以及它们对专业知识获得率的个体差异的影响。

The emergent literature on expertise demonstrates the powerful role of deliberate practice in the development of high-level expertise. Yet the question remains as to whether effects of such practice and dedicated effort are constrained by individual differences in cognitive aptitude, particularly when highly demanding intellectual domains are involved, and how cognitive and motivational factors interact with each other in skill development. The objectives of this study are to (1) describe the intra-individual trajectories of skill development in the game of Go for a two-year period and inter-individual differences (variance) in these developmental trajectories among a group of elementary school children (ages 6-11); (2) determine the predictive efficacy of psychometric measures of cognitive aptitude (fluid ability), as well as initial success levels, intrinsic interest, and deliberate practice, with respect to the rate of skill development; and (3) identify developmental constraints of cognition and motivation on the development of expertise in complex skill/knowledge domains. To achieve the above objectives, a longitudinal design with multiple age cohorts will be employed, and structural equation modeling will be used to model the latent growth (rate of skill development), reciprocal relationships among cognitive aptitude, initial success levels, intrinsic interest, and deliberate practice, and their effects on individual differences in the rate of the acquisition of expertise.