USTALIĞIN SIRRI: YETENEK Mİ KASITLI ALIŞTIRMA MI?

Yıl 2018, , 417 - 450, 31.01.2018

Çiğdem Gülçay

https://doi.org/10.21550/sosbilder.341802

Öz

Uzmanlık (expertise) çalışmalarının temel amacı, belirli bir
alanda olağanüstü ya da üstün
becerilere sahip insanları diğer insanlardan ayıran özellikleri anlamaya ve
açıklamaya çalışmaktır (Ericsson ve Smith 1991: 2). Uzman performansını
açıklamaya yönelik öne sürülen kuramlardan biri olan kasıtlı alıştırma kuramına
göre, uzman
performansı bireylerin kendi performansını geliştirmek için uzun süre devam
eden çabalarının bir sonucudur (Ericsson vd. 1993: 400). Buna göre, farklı uzmanlık
düzeylerinde (örneğin, acemi ve usta seviyedeki bireyler) ya da aynı uzman
grupları (örneğin, elit sanatçılar) arasında performansta gözlenen bireysel
farklılıklar yetenekten ziyade bireylerin yaptıkları kasıtlı alıştırma miktarıyla
oldukça yakından ilişkilidir. Kasıtlı alıştırma
ve uzman performansı arasındaki ilişki bugüne kadar birçok farklı alanda incelenmiştir.
Bu çalışmada müzik, satranç ve spor gibi profesyonel uzmanlık alanlarında
kasıtlı alıştırma ve uzman performansı arasındaki ilişkiyi inceleyen
çalışmalara yer verilerek uzmanlıkta kasıtlı alıştırmanın rolü incelenmiştir. 

Anahtar Kelimeler

Uzmanlık, kasıtlı alıştırma, uzman performansı, üstün beceriler, yetenek

The Secret of Expertise: Talent or Deliberate Practice?

Öz

The main purpose of expertise studies is try to understand
and explain the characteristics that distinguish people with exceptional or
superior skills from other people in a particular domain (Ericsson and Smith
1991: 2). According to theory of deliberate practice, one of the theories put
forward to explain expert performance, expert performance is the result of long
term efforts by individuals to improve their performance (Ericsson et al 1993:
400). According to this, the individual differences observed in performance
between different levels of expertise (eg, novices and masters) or the same
group of experts (eg, elite artists) are closely related to the amount of
deliberate practice by individuals. So far, the relationship between deliberate
practice and expert performance has been studied in many different domains. The
main aim of this study is to examine the role of deliberate practice in
expertise, by examinig the relationship between deliberate practice and expert
performance in the professional domains of expertise such as music, chess and
sport.  

Anahtar Kelimeler

Expertise, deliberate practice, expert performance, superior skills, talent

Kaynakça

• Baker, Joseph vd. (2005). “Expertise in ultra-endurance triathletes early sport involvement, training structure, and the theory of deliberate practice”. Journal of Applied Sport Psychology, 17(1), 64-78.
• Baker, Joseph vd. (2003). “Sport-specific practice and the development of expert decision-making in team ball sports”. Journal of Applied Sport Psychology, 15(1), 12-25.
• Bruin, Anique vd. (2008). “Deliberate practice predicts performance over time in adolescent chess players and drop-outs: A linear mixed models analysis”. British Journal of Psychology, 99(4), 473-497.
• Bloom, Benjamin Samuel. (Ed.) (1985). Developing talent in young people. New York: Ballantine Books.
• Campitelli, Guillermo ve Gobet, Fernand. (2008). “The role of practice in chess: A longitudinal study”. Learning and Individual Differences, 18(4), 446-458.
• Charness, Neil vd. (2005). “The role of deliberate practice in chess expertise”. Applied Cognitive Psychology, 19(2), 151-165.
• Charness, Neil vd. (1996). “The role of practice and coaching in entrepreneurial skill domains: An international comparison of life-span chess skill acquisition”. Ericsson K. A. (ed). The Road to Excellence: The Acquisition of Expert Performance in the Arts and Sciences, Sports, and Games içinde (51-80). Mahwah, NJ: Erlbaum.
• Chi, Michelene T. H. (2006). “Two Approaches to the Study of Experts’ Characteristics”. Ericsson, K.A., Charness, N., Feltovich, P.J., Hoffman, R.R. (Eds.), The Cambridge handbook of expertise and expert performance içinde (21–30) Cambridge University Press, Cambridge, U.K.
• Colvin, Geoff. (2008). Talent is overrated: what really separated world-class performers from everybody else. Penguin Books, London.
• Coughlan, Edvard K. vd. (2014). “How experts practice: A novel test of deliberate practice theory”. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(2), 449.
• Dalkıran, Esra. (2011). “Keman eğitiminde deşifre becerisi”. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (4), 54-63.
• Deakin, Janice M. Ve Cobley, Stephen. (2003). “A search for deliberate practice: An examination of the practice environments in figure skating and volleyball”. Expert Performance in Sport: Recent Advances in Research on Sport Expertise, 115-135.
• De Groot, Adrian D. (1978). Thought and choice in chess. (W. de Gruyter, çev.) Netherlands: Mouton Publishers (Orjinal çalışma basım tarihi 1965).
• Duffy, Linda J. vd. (2004). “Dart performance as a function of facets of practice amongst professional and amateur men ana women players”. Int. J. Sport Psychol, 35, 232-245.
• Ericsson, Anders K. (2006). “The influence of experience and deliberate practice on the development of superior expert performance”. Ericsson, K.A., Charness, N., Feltovich, P.J., Hoffman, R.R. (Eds.), The Cambridge handbook of expertise and expert performance içinde (683-703). Cambridge University Press, Cambridge, U.K.
• Ericsson, Anders K. ve Charness, Neil. (1994). “Expert performance: Its structure and acquisition”. American Psychologist, 49 (8), 725-747.
• Ericsson, Anders K. vd. (1993). “The role of deliberate practice in the acquisition of expert performance”. Psychological Review, 100(3), 363.
• Ericsson, Anders K. ve Smith, Jacqui. (1991). “Prospects and limits of the empirical study of expertise: An introduction”. K. A. Ericsson & J. Smith (Eds.), Toward a general theory of expertise: Prospects and limits içinde (1-39). Cambridge, England: Cambridge University Press.
• Ericcson, Anders K. vd. (1980). “Acquisition of a memory skill”. Science, 208(4448), 1181-1182.
• Ford, Paul R. vd. (2009). “The role of deliberate practice and play in career progression in sport: the early engagement hypothesis”. High Ability Studies, 20(1), 65-75.
• Gobet. Fernans ve Campitelli, Guillermo. (2007). “The role of domain-specific practice, handedness and starting age in chess”. Developmental Psychology, 43, 159-172.
• Hambrick, David Z. vd. (2014). “Deliberate practice: Is that all it takes to become an expert?”. Intelligence, 45, 34-45.
• Hayman, Rick. (2012). The Role of Deliberate Practice in Developing Adolescent Golfing Excellence. Doctoral thesis. Lancashire: University of Central Lancashire.
• Hearst, Eliot ve Knott, John. (2008). Blindfold chess: History, psychology, techniques, champions, world records, and important games. McFarland.
• Helsen, Werner vd. (1998). “Team sports and the theory of deliberate practice”. Journal of Sport & Exercise Psychology, 20(1), 12-34.
• Hodge, Tahana (1997). Deliberate practice and expertise in the martial arts: The role of context in motor recall. Master Thesis. Kingston: Queen's University.
• Hodges, Nicola Jane vd. (2004). “Predicting performance times from deliberate practice hours for triathletes and swimmers: What, when, and where is practice important?”. Journal of Experimental Psychology: Applied, 10(4), 219-237.
• Hodges, Nicola Jane (1995). Wrestling with the Nature of Expertise: A Sport Specific Test of Ericsson, Krampe and Tesch-Römer's (1993) Theory of Deliberate Practice. Master Thesis. Hamilton: McMaster University.
• Horgan, Dianne ve Morgan, David. (1990). “Chess expertise in children”. Applied cognitive psychology, 4(2), 109-128.
• Hyllegard, Randy ve Bories, Tamara L. (2008). “Deliberate practice theory: relevance, effort, and inherent enjoyment of music practice”. Perceptual and motor skills,107(2), 439-448.
• Hyllegard, R., & Yamamoto, M. (2007). “Testing assumptions of deliberate practice theory relevance, effort, and inherent enjoyment of practice with a novel task: study II”. Perceptual and motor skills, 105(2), 435-446.
• Hyllegard, Randy ve Yamamoto, Masayuki. (2005). “Testing assumptions of deliberate practice theory, relevance, effort, and inherent enjoyment of practice on a novel task”. Perceptual and motor skills, 101(1), 283-294.
• Krampe, Ralf ve Ericsson, Anders K. (1996). “Maintaining excellence: deliberate practice and elite performance in young and older pianists”. Journal of experimental psychology: general, 125(4), 331.
• Lehmann, Andreas C. ve Ericsson, Anders K. (1998). “Preparation of a public piano performance: The relation between practice and performance”. Musicae Scientiae, 2(1), 67-94.
• Lehmann, Andreas C. ve Ericsson, Anders K. (1996). “Performance without preparation: Structure and acquisition of expert sight-reading and accompanying performance”. Psychomusicology: A Journal of Research in Music Cognition, 15(1-2), 1.
• Meinz, Elizabeth J. ve Hambrick, David Z. (2010). “Deliberate practice is necessary but not sufficient to explain individual differences in piano sight-reading skill: the role of working memory capacity”. Psychological science, 21(7), 914.
• Özer, Burcu ve Yiğit, Nalan (2011). “Piyano öğretiminde deşifre becerisinin kazandırılması”. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 12(1), 39-49.
• Platz, Friedrich vd. (2014). “The influence of deliberate practice on musical achievement: a meta-analysis”. Frontiers in Psychology, 5, 1-13.
• Ruthsatz, Joanne vd. (2008). “Becoming an expert in the musical domain: It takes more than just practice”. Intelligence,36(4), 330-338.
• Simon, Herbert ve Chase, William. (1973). “Skill in Chess: Experiments with chess-playing tasks and computer simulation of skilled performance throw light on some human perceptual and memory processes”. American Scientist, 61(4), 394-403.
• Soberlak, Peter ve Cote, Jean (2003). “The developmental activities of elite ice hockey players”. Journal of Applied Sport Psychology, 15(1), 41-49.
• Sloboda, John A. vd. (1996). “The role of practice in the development of performing musicians”. British Journal of Psychology, 87(2), 287-309.
• Ward, Paul vd. (2007). “The road to excellence: Deliberate practice and the development of expertise”. High Ability Studies, 18(2), 119-153.
• Weir, Patricia L. vd. (2002). “Master Swimmers: How Are They Different From Younger Elite Swimmers? An Examination of Practice and Performance Patterns”. Journal of Aging & Physical Activity, 10(1).
• Young, Bradley W. ve Salmela, John H. (2010). “Examination of practice activities related to the acquisition of elite performance in Canadian middle distance running”. International Journal of Sport Psychology, 41(1), 73.