A Theory of the Mind as a Complex System (original) (raw)
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Adaptations During the Acquisition of Expertise
Talent Development and Excellence
For a long period, outstanding performance in complex domains was explained by innate abilities. Research on expertise questioned this assumption and showed that performance can tremendously be influenced by intensive deliberate practice. Evidence about the plasticity of the human mind and body suggests that the acquisition of expertise should rather be described as process of specific adaptations to typical tasks of the domain rather than as development of pre-existing innate abilities. Cognitive adaptations have been addressed in research on expertise for nearly half a century, whereas the investigation of physiological and neural adaptations as result of deliberate practice in specific domains is still at its beginning. Recent developments in sciences like neuroscience, training and exercise theory, physiology, or neurology, open new theoretical and technical possibilities to investigate such adaptations. Neuroimaging methods allow empirical analyses of functional and structural (anatomical) changes of the brain as result of intensive domain-specific practice. In this article, recent research concerning motor, physiological and neural plasticity is reviewed. Considerations are suggested how such research might influence educational issues of supporting the acquisition of expertise. H. Gruber et al. 4 processing paradigm, many studies investigated problem-solving, search processes or memory recall of experts. Much empirical evidence was found that the experts' advantages were not based on a general superiority, but rather were restricted to the domain of expertise. This evidence shook the assumption of innate abilities to the core. Instead, theories about the acquisition of expertise emerged, as well as assumptions about the role of practice -usually extended practice over a period of several years -and its design ("deliberate practice"; Ericsson, , theories about experience-based restructuring of expert knowledge , and about instructional support during the acquisition of expertise. Deliberate training studies confirmed the enormous plasticity of human cognitive performance, so that limiting or enabling body, motor, physiological, neural or anatomical factors were not any more in the focus of research on expertise. The idea of (bodily) innate abilities lost its attraction, since the interest for modifiable cognitive measures and adaptations has become paramount. One of the basic strategies in research on expertise is the contrastive approach. Subjects of different levels of performance in a given domain are identified and then compared according to variables which constitute the respective theoretical explanation of the nature of expertise. In most cases, two levels of expertise are identified, "experts" and "novices". The identification of experts is one of the most challenging difficulties in research on expertise. argue that this problem can be avoided in domains in which the quality of performance can be measured rather easily and without controversial opinion, for example in running and swimming (time needed for a particular distance). The expert-performance approach is based on the definition of reproducible superior performance in real domain activities, in particular in representative tasks. Examples are the move-choice task in chess or the task to play the same piece of music twice in the same manner. In their handbook of research on expertise, Ericsson, Charness, Feltovich, and Hoffman (2006) collected a large number of theoretical foundations of the nature of expertise in different domains as well as empirical attempts to test these foundations. Much evidence is collected showing that superior reproducible performance generally emerges only after extended periods of deliberate practice that result in subsequent cognitive, motor, physiological and neural adaptations . It is important to note that deliberate practice is a particular kind of activity which aims solely at improving this activity. Deliberate practice thus is not inherently enjoyable, but requires a large amount of time. Unlike executing already acquired skills (like in competitions, concerts, etc.), such practice is not immediately rewarded with prizes or by social approval. The motivation inherent in the engagement in deliberate practice is often extrinsic in nature. The direction of the practice in order to reach beyond one's current level usually is based on the activities of "persons in the shadow of experts" ) like trainers, teachers or coaches who contribute through the design of practice activities and through successive refinement of the activity by providing feedback. It is still under discussion, whether the nature of deliberate practice is similar in different domains. For example, Baker, Côté, and Deakin (2005) argued that some assumptions of the theory of deliberate practice, e.g. the notion of a monotonic relationship between practice and performance, might be specific to some domains, but not to others. There is general agreement, however, that deliberate practice contributes to the acquisition of expertise, if a successful interaction of biological, psychological, and sociological constraints is achieved . Expert performance thus primarily results from specific training and practice rather than innate talent. argue that reproducible superior performance is mediated by substantial adaptations. Interestingly, body, motor, physiological, neural and anatomical factors thus re-emerge in research on expertise. Rather than constituting limiting or enabling factors for the development of expertise, they now are conceived as being influenced and formed through practice.
The Models of Skill Acquisition and Expertise Development: A Quick Reference of Summaries
2019
The book offers condensed summaries of twenty-three major models of skill acquisition and expertise development presented by leading researchers during the last half a century of classic and new research. This book presents new researchers in learning, training, cognitive sciences or education disciplines with a big picture starting point for their literature review journey. The book presents an easy to understand taxonomy of twenty-three models which can give new researchers a good bird’s eye view of existing models and theories, based on which they can decide which direction to dig further. The reviews in this book are complemented with over 200 authentic sources which a researcher read for detailed and deeper dive and set the direction for further exploration. This book would also act as an essential reference for training & learning professionals and instructional designers to design research-based training curriculum to develop skills of their staff.
Adaptions during the acquisition of expertise
2010
For a long period, outstanding performance in complex domains was explained by innate abilities. Research on expertise questioned this assumption and showed that performance can tremendously be influenced by intensive deliberate practice. Evidence about the plasticity of the human mind and body suggests that the acquisition of expertise should rather be described as process of specific adaptations to typical tasks of the domain rather than as development of pre-existing innate abilities. Cognitive adaptations have been addressed in research on expertise for nearly half a century, whereas the investigation of physiological and neural adaptations as result of deliberate practice in specific domains is still at its beginning. Recent developments in sciences like neuroscience, training and exercise theory, physiology, or neurology, open new theoretical and technical possibilities to investigate such adaptations. Neuroimaging methods allow empirical analyses of functional and structural (anatomical) changes of the brain as result of intensive domain-specific practice. In this article, recent research concerning motor, physiological and neural plasticity is reviewed. Considerations are suggested how such research might influence educational issues of supporting the acquisition of expertise.
Collaboration and Skill in the Evolution of Human Cognition
Biological Theory, 2013
I start with a brief assessment of the implications of Sterelny's anti-individualist, anti-internalist apprentice learning model for a more historical and interdisciplinary cognitive science. In a selective response I then focus on two core features of his constructive account: collaboration and skill. While affirming the centrality of joint action and decision-making, I raise some concerns about the fragility of the conditions under which collaborative cognition brings benefits. I then assess Sterelny's view of skill acquisition and performance, which runs counter to dominant theories which stress the automaticity of skill. I suggest that it may still overestimate the need for and ability of experts to decompose and represent the elements of their own practical knowledge.
Issues of Learning and Cognition as Complex Systems
2009
Learning is based on toolmediated activity in contexts and through cycles of transformation and creation of objective knowledge of reality. innovation and creativity insight From Buddhist psychological perspective learning can be geared towards: 1) development, maintenance, and extension of ego (as sense of solidity and dualistic separation) 2) development of intelligence (prajna) and wisdom (jnana) for cutting through ego and achieving state of egolessness this sense of learning is associated with self-transformation, self-transcendence, and compassion, as well as with a sense of being "learned."
Basic foundations for building cognitive skills and expertise
Journal of Translational Science
To build towards expertise, one has to accept to modify his way of practicing, including: 1) A need to reflect on and about the action, 2) A continuous concern about our competence to practice, 3) Tireless effort to combine metacognition and mental practice in a trans-disciplinary approach, 4) Practice cannot be complete without adding research with neuroscience, understanding neuroplasticity, modulation and artificial intelligence.