World of Psychology

Experts Are Made, Not Necessarily Born

By John M. Grohol, PsyD
Founder & Editor-in-Chief

There’s a fascinating article over at Scientific American that runs through the evidence supporting the idea that intensive training and education (e.g., knowledge) can be just as good, if not better, than innate talent.

Using chess as the main example, the author Philip E. Ross, describes how anyone can learn to play at an advanced level of the game through training. “[...T]he expert relies not so much on an intrinsically stronger power of analysis as on a store of structured knowledge.”

Of course, in my mind, this begs the question — if all it takes is increased knowledge through learning and training to achieve Grand Master status in chess, why don’t chess experts achieve that status fairly easily? Ahh, but they do more so and more so, claims the author, as we’ve seen a proliferation of chess “prodigies” as well as experts in other fields become more and more commonplace.

It’s a convincing argument.

The preponderance of psychological evidence indicates that experts are made, not born. What is more, the demonstrated ability to turn a child q uickly into an expert–in chess, music and a host of other subjects–sets a clear challenge before the schools. Can educators find ways to encourage students to engage in the kind of effortful study that will improve their reading and math skills?

An interesting question, if the supposition holds true.

Read the full article over at Scientific American.com that describes how studies of the mental processes of chess grandmasters ave revealed clues to how people become experts in other fields as well.


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    Last reviewed: By John M. Grohol, Psy.D. on 16 Aug 2006
    Published on PsychCentral.com. All rights reserved.

APA Reference
Grohol, J. (2006). Experts Are Made, Not Necessarily Born. Psych Central. Retrieved on February 13, 2012, from http://psychcentral.com/blog/archives/2006/08/16/experts-are-made-not-necessarily-born/

 

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