Skip to main content Accessibility help
×
Hostname: page-component-76fb5796d-45l2p Total loading time: 0 Render date: 2024-04-27T05:54:10.373Z Has data issue: false hasContentIssue false

48 - Intelligence and Expertise

from Part VIII - Intelligence and Allied Constructs

Published online by Cambridge University Press:  13 December 2019

Robert J. Sternberg
Affiliation:
Cornell University, New York
Get access

Summary

The concept of expertise is discussed, in the context of fluid and crystallized intelligence. Methods for the study of individual differences in expertise are reviewed, along with the acquisition of open and closed skills. The theoretical and empirical basis for the role of intellectual abilities are considered, along with both deliberate practice and transfer, in the development and maintenance of expertise.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ackerman, P. L. (1987). Individual differences in skill learning: An integration of psychometric and information processing perspectives. Psychological Bulletin, 102, 327.CrossRefGoogle Scholar
Ackerman, P. L. (1988). Determinants of individual differences during skill acquisition: Cognitive abilities and information processing. Journal of Experimental Psychology: General, 117, 288318.Google Scholar
Ackerman, P. L. (2000). Domain-specific knowledge as the “dark matter” of adult intelligence: gf/gc, personality and interest correlates. Journal of Gerontology: Psychological Sciences, 55B(2), P69P84.Google Scholar
Ackerman, P. L. (2014a). Nonsense, common sense, and science of expert performance: Talent and individual differences. Intelligence, 45, 617.Google Scholar
Ackerman, P. L. (2014b). Facts are stubborn things. Intelligence, 45, 104106.Google Scholar
Ackerman, P. L., & Beier, M. E. (2006). Methods for studying the structure of expertise: Psychometric approaches. In Ericsson, A., Feltovich, P., Charness, N., & Hoffman, R. R. (Eds.), Cambridge handbook on expertise and expert performance (pp. 147166). New York: Cambridge University Press.Google Scholar
Ackerman, P. L., & Rolfhus, E. L. (1999). The locus of adult intelligence: Knowledge, abilities, and non-ability traits. Psychology and Aging, 14, 314330.Google Scholar
Alexander, P. A., & Murphy, P. K. (1999). Learner profiles: Valuing individual differences within classroom communities. In Ackerman, P. L., Kyllonen, P. C., & Roberts, R. D. (Eds.), Learning and individual differences: Process, trait, and content determinants (pp. 413436). Washington, DC: American Psychological Association.Google Scholar
ARDMS (American Registry for Diagnostic Medical Sonography). (2019). Get certified. Registered Diagnostic Medical Sonograhper® (RDMS®). www.ardms.org/get-certified/rdms/Google Scholar
ASPPB (Association of State and Provincial Psychology Boards). (2019). EPPP candidate handbook. https://cdn.ymaws.com/www.asppb.net/resource/resmgr/eppp_/eppp_cand-handbook-1_16_2019.pdfGoogle Scholar
Bahrick, H. P. (1984). Fifty years of second language attrition: Implications for programmatic research. Modern Language Journal, 68(2), 105118.Google Scholar
Bahrick, H. P., & Hall, L. K. (1991). Lifetime maintenance of high school mathematics content. Journal of Experimental Psychology: General, 120(1), 2033.Google Scholar
Beier, M. E., & Ackerman, P. L. (2001). Current events knowledge in adults: An investigation of age, intelligence and non-ability determinants. Psychology and Aging, 16, 615628.Google Scholar
Beier, M. E., & Ackerman, P. L. (2003). Determinants of health knowledge: An investigation of age, gender, abilities, personality, and interests. Journal of Personality and Social Psychology, 84(2), 439448.CrossRefGoogle ScholarPubMed
Broudy, H. S. (1977). Types of knowledge and purposes of education. In Anderson, R. C., Spiro, R. J., & Montague, W. E. (Eds.), Schooling and the acquisition of knowledge (pp. 117). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Cattell, R. B. (1943). The measurement of adult intelligence. Psychological Bulletin, 40, 153193.Google Scholar
Cattell, R. B. (1957). Personality and motivation structure and measurement. Yonkers-on-Hudson NY: World Book.Google Scholar
Cattell, R. B. (1971). Abilities: Their structure, growth, and action. New York: Houghton Mifflin.Google Scholar
Ceci, S. J., & Liker, J. K. (1986a). A day at the races: A study of IQ, expertise, and cognitive complexity. Journal of Experimental Psychology: General, 115, 255266.CrossRefGoogle Scholar
Ceci, S. J., & Liker, J. (1986b). Academic and nonacademic intelligence: An experimental separation. In Sternberg, R. J. & Wagner, R. K. (Eds.), Practical intelligence: Nature and origins of competence in the everyday world (pp. 119142). New York: Cambridge University Press.Google Scholar
CFA (Chartered Financial Analyst) Institute. (2008). CFA® exam information. www.cfainstitute.org/en/programs/cfa/examGoogle Scholar
Chase, W. G., & Ericsson, K. A. (1981). Skilled memory. In Anderson, J. R. (Ed.), Cognitive skills and their acquisition (pp. 141189). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Cianciolo, A. T., Matthew, C., Sternberg, R. J., & Wagner, R. K. (2006). Tacit knowledge, practical intelligence, and expertise. In Ericsson, A., Feltovich, P., Charness, N., & Hoffman, R. R. (Eds.), Cambridge handbook on expertise and expert performance (pp. 613632). New York: Cambridge University Press.Google Scholar
Coward, W. M., & Sackett, P. R. (1990). Linearity of ability-performance relationships: A reconfirmation. Journal of Applied Psychology, 75, 297300.Google Scholar
The Economist. (2008). Charter School. The Economist, June 5. www.economist.com/finance-and-economics/2008/06/05/charter-schoolGoogle Scholar
Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In Ericsson, A., Feltovich, P., Charness, N., & Hoffman, R. R. (Eds.), Cambridge handbook on expertise and expert performance (pp. 683703). New York: Cambridge University Press.Google Scholar
Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49, 725747.Google Scholar
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363406.Google Scholar
Ericsson, K. A., & Lehmann, A. C. (1996). Expert and exceptional performance: Evidence of maximal adaptation to task constraints. Annual Review of Psychology, 47, 273305.Google Scholar
Ferguson, G. A. (1956). On transfer and the abilities of man. Canadian Journal of Psychology, 10, 121131.Google Scholar
Gibson, J., & Light, P. (1992). Intelligence among university scientists. In Albert, R. S. (Ed.), Genius and eminence (2nd ed., pp. 109111). International series in experimental social psychology, 22. Elmsford, NY: Pergamon Press.Google Scholar
Gladwell, M. (2008). Outliers: The story of success. New York: Little, Brown and Company.Google Scholar
Gobet, F., & Charness, N. (2006). Expertise in chess. In Ericsson, A., Feltovich, P., Charness, N., & Hoffman, R. R. (Eds.), Cambridge handbook on expertise and expert performance (pp. 523538). New York: Cambridge University Press.Google Scholar
Halpern, D. F., & Wai, J. (2007). The world of competitive Scrabble: Novice and expert differences in visuospatial and verbal abilities. Journal of Experimental Psychology: Applied, 13, 7994.Google ScholarPubMed
Hambrick, D. Z., Campitelli, G., & Macnamara, B. N. (Eds.) (2018). The science of expertise: Behavioral, neural, and genetic approaches to complex skill. New York: Routledge.Google Scholar
Hambrick, D. Z., Macnamara, B. N., Campitelli, G., Ullén, F., & Mosing, M. A. (2016). Beyond born versus made: A new look at expertise. Psychology of Learning and Motivation, 64, 155.Google Scholar
Hambrick, D. Z., Oswald, F. L., Altmann, E. M., Meinz, E. J., Gobet, F., & Campitelli, G. (2014). Deliberate practice: Is that all it takes to become an expert? Intelligence, 45, 3445.Google Scholar
Hebb, D. O. (1942). The effect of early and late brain injury upon test scores, and the nature of normal adult intelligence. Proceedings of the American Philosophical Society, 85(3), 275292.Google Scholar
Hill, L. B. (1934). A quarter century of delayed recall. Journal of Genetic Psychology, 44, 231238.Google Scholar
Hill, L. B. (1957). A second quarter century of delayed recall, or relearning at eighty. Journal of Educational Psychology, 48, 6569.Google Scholar
Hill, L. B., Rejall, A. E., & Thorndike, E. L. (1913). Practice in the case of typewriting. Pedagogical Seminary, 20, 516529.Google Scholar
Horn, J. L. (1968). Organization of abilities and the development of intelligence. Psychological Review, 75, 242259.Google Scholar
Horn, J. L. (1989). Cognitive diversity: A framework of learning. In Ackerman, P. L., Sternberg, R. J., & Glaser, R. (Eds.), Learning and individual differences: Advances in theory and research (pp. 61116). New York: W. H. Freeman.Google Scholar
Horn, J. L., & Cattell, R. B. (1966). Refinement and test of the theory of fluid and crystallized general intelligences. Journal of Educational Psychology, 57, 253270.Google Scholar
Horn, J., & Masunaga, H. (2006). A merging theory of expertise and intelligence. In Ericsson, A., Feltovich, P., Charness, N., & Hoffman, R. R. (Eds.), Cambridge handbook on expertise and expert performance (pp. 147166). New York: Cambridge University Press.Google Scholar
Journal of Educational Psychology. (1921). Intelligence and its measurement: A symposium. Journal of Educational Psychology, 12, 123275.Google Scholar
Kohn, M. L., & Schooler, C. (1978). The reciprocal effects of the substantive complexity of work and intellectual flexibility: A longitudinal assessment. American Journal of Sociology, 84, 2452.Google Scholar
Krampe, R. T., & Charness, N. (2018). Aging and expertise. In Ericsson, K. A., Hoffman, R. R., Kozbelt, A., & Mark Williams, A. (Eds.), The Cambridge handbook of expertise and expert performance (2nd ed., pp. 836856). New York: Cambridge University Press.Google Scholar
Kubeck, J. E., Delp, N. D., Haslett, T. K., & McDaniel, M. A. (1996). Does job-related training performance decline with age? Psychology and Aging, 11(1), 92107.Google Scholar
Lubinski, D., & Benbow, C. P. (2006). Study of mathematically precocious youth after 35 years: Uncovering antecedents for the development of math-science expertise. Perspectives on Psychological Science, 14, 316345.Google Scholar
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 8197.Google Scholar
(NBA) National Basketball Association. (2009). 2007–08 player survey: Height. NBA. www.nba.com/news/survey_height_2007.htmlGoogle Scholar
Newell, A., & Rosenbloom, P. S. (1981). Mechanisms of skill acquisition and the law of practice. In Anderson, J. R. (Ed.), Cognitive skills and their acquisition (pp. 155). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Norman, G., Eva, K., Brooks, L., & Hamstra, S. (2006). Expertise in medicine and surgery. In Ericsson, A., Feltovich, P., Charness, N., & Hoffman, R. R. (Eds.), Cambridge handbook on expertise and expert performance (pp. 339353). New York: Cambridge University Press.Google Scholar
Nuland, S. B. (2007). The art of aging: A doctor’s prescription for well-being. New York: Random House.Google Scholar
Owens, W. A., Jr. (1953). Age and mental abilities: A longitudinal study. Genetic Psychology Monograph, 48, 354.Google Scholar
OUP (Oxford University Press). (1971). The compact edition of the Oxford English Dictionary. New York: OUP.Google Scholar
Polanyi, M. (1966/1983). The tacit dimension. Gloucester, MA: Peter Smith.Google Scholar
Robinson, R. (1950). Definition. London: Oxford University Press.Google Scholar
Ryle, G. (1949/2000). The concept of mind. Chicago: University of Chicago Press.Google Scholar
Salthouse, T. A. (1996). The processing-speed theory of adult age differences in cognition. Psychological Review, 103(3), 403428.Google Scholar
Schaie, K. W. (1996). Intellectual development in adulthood: The Seattle longitudinal study. New York: Cambridge University Press.Google Scholar
Schaie, K. W. (2005). Developmental influences on adult intelligence: The Seattle Longitudinal Study. New York: Oxford University Press.Google Scholar
Schooler, C. (2001). The intellectual effects of the demands of the work environment. In Sternberg, R. J. & Gigorenko, E. L. (Eds.), Environmental effects on cognitive abilities (pp. 363380). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Simonton, D. K. (1988). Scientific genius: A psychology of science. New York: Cambridge University Press.Google Scholar
Snow, R. E. (1996). Aptitude development and education. Psychology, Public Policy, and Law, 2, 536560.Google Scholar
Spearman, C. (1904). “General intelligence,” objectively determined and measured. American Journal of Psychology, 15, 201293.Google Scholar
Stanovich, K. E., & West, R. F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24, 403433.Google Scholar
Sternberg, R. J. (1999). Intelligence as developing expertise. Contemporary Educational Psychology, 24, 359375.Google Scholar
Sternberg, R. J., & Detterman, D. K. (1986). What is intelligence? Contemporary viewpoints on its nature and definition. Norwood, NJ: Ablex.Google Scholar
Stewart, N. (1947). A.G.C.T. scores of army personnel grouped by occupation. Occupations, 26, 541.Google Scholar
Swift, E. J. (1910). Relearning a skillful act: An experimental study in neuro-muscular memory. Psychological Bulletin, 7, 1719.Google Scholar
Wagner, R. K. (2000). Practical intelligence. In Sternberg, R. J. (Ed.), Handbook of intelligence (pp. 380395). New York: Cambridge University Press.Google Scholar
Wagner, R. K., & Sternberg, R. J. (1985). Practical intelligence in real-world pursuits: The role of tacit knowledge. Journal of Personality and Social Psychology, 49, 436458.Google Scholar
Wagner, R. K., & Sternberg, R. J. (1987). Tacit knowledge in managerial success. Journal of Business and Psychology, 1, 301312.Google Scholar
Webb, R. M., Lubinski, D., & Benbow, C. P. (2007). Spatial ability: A neglected dimension in talent searches for intellectually precocious youth. Journal of Educational Psychology, 99, 397420.CrossRefGoogle Scholar
Willis, S., & Tosti-Vasey, J. L. (1990). How adult development, intelligence, and motivation affect competence. In Willis, S. L. & Dubin, S. S. (Eds.), Maintaining professional competence: Approaches to career enhancement, vitality, and success throughout a work life (pp. 6484). San Francisco: Jossey-Bass.Google Scholar
Yates, F. (1966). The art of memory. London: Routledge and Kegan Paul.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×