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AI generated by the Kai thing btw, will need to review these (but this lecture is literally the worst soooo... yeah who gaf)
Name | Mastery | Learn | Test | Matching | Spaced |
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Skills
The capacity to do something well; technique
Usually acquired or learned
Abilities
Thought to be innate
Expertise
A high level of skill or knowledge in a particular area, which can be developed through deliberate practice.
Nature vs Nurture
A debate concerning contributions of genetic inheritance (nature) and environmental factors (nurture) to individual differences in expertise.
Nature
This view holds that expertise reflects innate talent
Nurture
This view argues that if talent even exists its effects on ultimate performance are negligible - deliberate practise is essential
Deliberate Practice
A specific type of practice aimed at improving performance, characterized by tasks designed for improvement through repetition and feedback.
Working Memory Capacity
The amount of information that can be held temporarily when performing cognitive tasks.
Distractors have a negative effect on attention as they take this up
Genes
Molecular level research on these finds links between specific ones and elite performance (e.g. the genotype for the ACTN3 gene and performance in various sprint events)
Ericsson’s claims
Deliberate practice = better skill
Genetics and abilities only influence early
10+ years to expertise
Deliberate practice = better than the rest
Better elite = early practice
Hambrick’s rebuttals
Other factors more important than DP
Genetic influences last longer
Not really a 10 year rule
Other predictors are strong too
No difference in elite with age of onset
Ericsson’s first claim
The higher the skill level, the higher the average amount of deliberate practice
Hambrick’s first rebuttal
Evidence suggests that factors other than deliberate practice play a more substantial role than deliberate practice on raising the skill level
Ericsson’s second claim
If genetically influenced abilities matter at all for domain-relevant performance, it is only early in training
Hambrick’s second rebuttal
For some tasks, there was evidence that cognitive ability factors remained predictive of performance at higher levels of skill, suggesting that genetically influenced abilities matter for longer periods in domain-relevant performance
Ericsson’s third claim
At least 10 years of deliberate practice is required to achieve expertise
Hambrick’s third rebuttal
There is evidence to contradict the ‘10-year rule’ of deliberate practice (e.g. 5.4-years - 8.4 years of chess, mean of 8.7 years for 8/10 runners)
Ericsson’s fourth claim
Deliberate practice is a stronger predictor of performance than other forms of experience
Hambrick’s fourth rebuttal
Deliberate practice is not always a stronger predictor of performance (e.g. deliberate play, doing enjoyable training activities)
Ericsson’s fifth claim
The higher the level of attained elite performance, the earlier the age of first exposure as well as starting deliberate practice
Hambrick’s fifth rebuttal
No differences in average starting age for higher and lower skill abilities, so it is not clear that early specialisation is the best recommendation for developing expertise
Learning through repetition
Trial and error
Trying to see which option does the best
Neurons are sampling the outcomes - the more practice = the more stable the representation of how to do it/the best way of doing it
Plasticity
*The brain's ability to change its structure and neural function in response to experience or training, affecting behavior (e.g. The McGuire London cab driver study, similarly a juggling study with 5% increase in grey and white matter in visual motion area)
Repetition priming
*Improvements in a behavioural response when stimuli are repeatedly presented
Can be measured in terms of accuracy or reaction time
Repetition suppression
*The behavioural facilitation caused by priming is usually accompanied by a reduction in neural response within specific cortical regions
Template Theory
*A theory asserting that expert chess players store larger amounts of information in long-term memory as templates as compared to novices.
Expertise in Chess
This involves more than memory; it relies on strategic understanding and differences in stored chess positions rather than in memory ability
Chess positions are stored in relatively large templactes or
Excellence is due to the superior template based knowledge of chess
Chess mastery
McGregor and Howes
In achieving this, actual chess playing focuses more on evaluating board positions than memorising them
Template
(In TT)
An abstract, schematic structure more general than an actual board position
Consists of Core (fixed information) and Slots (containing variable information about pieces and locations
Media Multitasking
Simultaneous engagement with multiple media forms, which can negatively impact attention and cognitive performance. For instance, university students during lectures
Bayesian Inference
* The strength of a conclusion/decision is partly dependent on the degree of prior conviction/belief
New information changes the probability of a given conclusion/inference
Hippocampus
A brain region crucial for the consolidation of information from short-term memory to long-term memory and spatial memory that enables navigation.
Cognitive Load
The total amount of mental effort being used in the working memory, which can be affected by distractions and multitasking.
Feedback
Information provided to learners about their performance, crucial for guiding improvement and fostering expertise.
Continuous Learning
The ongoing process of learning and adapting, essential for skill acquisition and expertise development.
Digital Distractions
Interference caused by digital devices during learning, which can hinder concentration and cognitive performance.
Research Methods
Approaches used to objectively assess performance and factors contributing to expertise through controlled experiments.