Individual differences in expertise development over decades in a complex intellectual domain Howard, Robert en_US 2021-11-25T17:14:56Z 2021-11-25T17:14:56Z 2009 en_US
dc.description.abstract Learners acquire expertise at different rates and reach different peak performance levels. Key questions arise regarding what patterns of individual differences in expertise development occur and whether innate talent affects such development. International chess is a good test domain for both issues, because it has objective performance measures, actual practice measures (number of games), longitudinal population data, and minimal gatekeeper influence. Players` expertise development typically follows either a logarithmic or a power-function curve, approaching asymptote by around 750 games. A comparison of eventual top players and other eventually well-practiced players typically reveals a performance difference at domain entry, which widens progressively with practice and then stays large and constant. en_US
dc.language English
dc.language.iso EN en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri en_US
dc.source Legacy MARC en_US
dc.subject.other article en_US
dc.subject.other career en_US
dc.subject.other correlation analysis en_US
dc.subject.other factorial analysis en_US
dc.subject.other female en_US
dc.subject.other game en_US
dc.subject.other human en_US
dc.subject.other individuality en_US
dc.subject.other intelligence en_US
dc.subject.other male en_US
dc.subject.other task performance en_US
dc.subject.other achievement en_US
dc.subject.other aptitude en_US
dc.subject.other follow up en_US
dc.subject.other learning en_US
dc.subject.other problem solving en_US
dc.subject.other professional competence en_US
dc.subject.other Achievement en_US
dc.subject.other Aptitude en_US
dc.subject.other Female en_US
dc.title Individual differences in expertise development over decades in a complex intellectual domain en_US
dc.type Journal Article en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.relation.faculty Arts Design & Architecture
unsw.relation.ispartofjournal Memory and Cognition en_US
unsw.relation.ispartofpagefrompageto 194-209 en_US
unsw.relation.ispartofvolume 37 en_US
unsw.relation.originalPublicationAffiliation Howard, Robert, Education, Faculty of Arts & Social Sciences, UNSW en_US School of Education *
Resource type