DESCRIPTIVE AND THEORETICAL APPROACHES

Many people have strong opinions concerning the possible reasons for particular individuals becoming exceptionally skilled in one or other sphere of excellence, but only rarely are views about this matter accompanied by detailed knowledge of the actual circumstances in which unusual capabilities are gained. When we set out to investigate the early progress of successful young musical instrumentalists in the late 1980s, we began with a firm conviction that it would not be possible to decide between rival theories until a fuller body of descriptive knowledge could be made available. Largely for that reason, our own research has been essentially descriptive. Naturally, we had ideas of our own about the possible roles of various influences, and we were somewhat skeptical about the common belief, firmly held by many musicians, that innate gifts and talents are vital ingredients of excellence at music. In our investigations, however, we have attempted to concentrate on extending descriptive knowledge rather than arguing the merits of alternative theoretical positions. Theorizing, we think, should be preceded by descriptive studies aimed at expanding our knowledge of the phenomena that – eventually – need to be explained. And we are not convinced that a clear distinction can be made between expertise, as revealed by the competence reflected in measures of performance, and broader abilities that take the form of qualities that lie beneath a person's expertise.