Is high ability necesssary for high achievement? A review of recent empirical findings on the conditions for attaining expertise
Apstrakt
The paper confronts two views on the conditions for attaining exceptional (expert) achievements: a viewpoint whereby giftedness, defined as exceptional innate ability, constitutes a necessary requirement for the emergence of such achievements, and the expert-performance oriented approach whereby the level of achievement, including a superior one, depends exclusively on the amount of deliberate practice. Adopting one of the two views implies different educational practices, hence it is essential to assess their scientific foundation. To begin with, we present and analyse the given viewpoints with regard to their respective positions on the following questions: What is the contribution of ability and of practice in explaining/predicting levels of achievement? Is there an upper limit on the development of competencies through practice, which might be attributed to abilities? Are there significant individual variations in the dynamics of acquiring expertise? May each instance of exceptiona...l achievement be explained by deliberate practice? Further, we offer a review of relevant studies in order to formulate empirically based answers to the above stated questions. We conclude that the dynamics and outcomes of the process of acquiring expertise cannot be understood and predicted solely on the basis of deliberate practice, but that they depend significantly on the existence of a gift, i.e., an exceptional natural ability. With respect to educational implications, we find that available scientific evidence yields some support for "pedagogical optimism" - the belief that most students can develop a high level of competency by way of mentor-guided practice and feedback - yet that it also strongly calls for differentiated and individualised instruction based on differences in abilities.
Ključne reči:
talent / giftedness / expertise / expert performance approach / differentiated model of giftedness and talentIzvor:
Zbornik Instituta za pedagoška istraživanja, 2019, 51, 2, 373-425Izdavač:
- Institut za pedagoška istraživanja, Beograd
DOI: 10.2298/ZIPI1902373P
ISSN: 0579-6431
WoS: 000505609100001
Scopus: 2-s2.0-85079456613
Institucija/grupa
Psihologija / PsychologyTY - JOUR AU - Plazinić, Ljiljana AU - Mutavdzin, Dejana AU - Altaras Dimitrijević, Ana PY - 2019 UR - http://reff.f.bg.ac.rs/handle/123456789/2894 AB - The paper confronts two views on the conditions for attaining exceptional (expert) achievements: a viewpoint whereby giftedness, defined as exceptional innate ability, constitutes a necessary requirement for the emergence of such achievements, and the expert-performance oriented approach whereby the level of achievement, including a superior one, depends exclusively on the amount of deliberate practice. Adopting one of the two views implies different educational practices, hence it is essential to assess their scientific foundation. To begin with, we present and analyse the given viewpoints with regard to their respective positions on the following questions: What is the contribution of ability and of practice in explaining/predicting levels of achievement? Is there an upper limit on the development of competencies through practice, which might be attributed to abilities? Are there significant individual variations in the dynamics of acquiring expertise? May each instance of exceptional achievement be explained by deliberate practice? Further, we offer a review of relevant studies in order to formulate empirically based answers to the above stated questions. We conclude that the dynamics and outcomes of the process of acquiring expertise cannot be understood and predicted solely on the basis of deliberate practice, but that they depend significantly on the existence of a gift, i.e., an exceptional natural ability. With respect to educational implications, we find that available scientific evidence yields some support for "pedagogical optimism" - the belief that most students can develop a high level of competency by way of mentor-guided practice and feedback - yet that it also strongly calls for differentiated and individualised instruction based on differences in abilities. PB - Institut za pedagoška istraživanja, Beograd T2 - Zbornik Instituta za pedagoška istraživanja T1 - Is high ability necesssary for high achievement? A review of recent empirical findings on the conditions for attaining expertise EP - 425 IS - 2 SP - 373 VL - 51 DO - 10.2298/ZIPI1902373P ER -
@article{ author = "Plazinić, Ljiljana and Mutavdzin, Dejana and Altaras Dimitrijević, Ana", year = "2019", abstract = "The paper confronts two views on the conditions for attaining exceptional (expert) achievements: a viewpoint whereby giftedness, defined as exceptional innate ability, constitutes a necessary requirement for the emergence of such achievements, and the expert-performance oriented approach whereby the level of achievement, including a superior one, depends exclusively on the amount of deliberate practice. Adopting one of the two views implies different educational practices, hence it is essential to assess their scientific foundation. To begin with, we present and analyse the given viewpoints with regard to their respective positions on the following questions: What is the contribution of ability and of practice in explaining/predicting levels of achievement? Is there an upper limit on the development of competencies through practice, which might be attributed to abilities? Are there significant individual variations in the dynamics of acquiring expertise? May each instance of exceptional achievement be explained by deliberate practice? Further, we offer a review of relevant studies in order to formulate empirically based answers to the above stated questions. We conclude that the dynamics and outcomes of the process of acquiring expertise cannot be understood and predicted solely on the basis of deliberate practice, but that they depend significantly on the existence of a gift, i.e., an exceptional natural ability. With respect to educational implications, we find that available scientific evidence yields some support for "pedagogical optimism" - the belief that most students can develop a high level of competency by way of mentor-guided practice and feedback - yet that it also strongly calls for differentiated and individualised instruction based on differences in abilities.", publisher = "Institut za pedagoška istraživanja, Beograd", journal = "Zbornik Instituta za pedagoška istraživanja", title = "Is high ability necesssary for high achievement? A review of recent empirical findings on the conditions for attaining expertise", pages = "425-373", number = "2", volume = "51", doi = "10.2298/ZIPI1902373P" }
Plazinić, L., Mutavdzin, D.,& Altaras Dimitrijević, A.. (2019). Is high ability necesssary for high achievement? A review of recent empirical findings on the conditions for attaining expertise. in Zbornik Instituta za pedagoška istraživanja Institut za pedagoška istraživanja, Beograd., 51(2), 373-425. https://doi.org/10.2298/ZIPI1902373P
Plazinić L, Mutavdzin D, Altaras Dimitrijević A. Is high ability necesssary for high achievement? A review of recent empirical findings on the conditions for attaining expertise. in Zbornik Instituta za pedagoška istraživanja. 2019;51(2):373-425. doi:10.2298/ZIPI1902373P .
Plazinić, Ljiljana, Mutavdzin, Dejana, Altaras Dimitrijević, Ana, "Is high ability necesssary for high achievement? A review of recent empirical findings on the conditions for attaining expertise" in Zbornik Instituta za pedagoška istraživanja, 51, no. 2 (2019):373-425, https://doi.org/10.2298/ZIPI1902373P . .