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证明了刻意练习在高水平专业知识发展中的强大作用。然而，这种实践和努力的效果是否受到个体认知能力差异的限制，特别是在涉及高要求的智力领域时，以及认知和动机因素如何在技能发展中相互作用，这些问题仍然存在。本研究的目的是：(1)描述一组小学儿童（6-11岁）两年来围棋技能发展的个体内部轨迹和这些发展轨迹的个体间差异（方差）；(2)确定认知能力（流动能力）以及初始成功水平、内在兴趣和刻意练习的心理测量方法对技能发展速度的预测效果；(3)识别认知和动机对复杂技能/知识领域专业知识发展的制约。为了实现上述目标，本研究将采用多年龄段的纵向设计，并采用结构方程模型来模拟潜在增长（技能发展速度）、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习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.