Any Child Can Have an Expert Mind - Just Takes Years of Full Time Work

Eb60815ExpertMind

An article in the August, 2006 issue of Scientific American addresses an emerging brain-mine theory of learning that could have profound effect on the demand for eLearning. On the other side of the coin, it could be foundation for an emerging K-12 eLearning pedagogy. The title is Expert Mind by Philip E. Ross.

http://www.sciam.com/article.cfm?chanID=sa006&colID=1&articleID=00010347-101C-14C1-8F9E83414B7F4945

An expert such as a chess master has what is called “apperception” – a rapid, knowledge-guided perception that does not require logical thought. This ability is far above the layperson with imposing credentials such as professional stock picker, wine connoisseurs or psychiatrists whose performance rarely exceeds un-credentialed amateurs.

Chess masters have a vast memory store house of game positions. These “chunks” are quickly drawn from long term memory and manipulated in working memory. To achieve this memory store house requires years of effortful study (key works) tackling challenges just beyond their competence. Top performers in any area gain this expertise by motivation from competition and joy of victory.

Using magnetoencephalography It was found that chess masters used the frontal and parietal cortices (recalling from memory) while the weak players had much more medial temporal lobe activity (analyzing new moves). Grand masters do no better than others on general tests of memory.

Herbert Simon of Carnegie Mellon University found that it took 10 years of heavy labor to master any field. Many recognized experts started as early as pre-Kindergarten prodigies (Mozart, Gauss, Bobby Fischer, Tiger Woods). Playing in the specific area does not develop “apperception” but intense study and training does. The operational aspect is scaffolded study support that delivers learning challenges just out of reach. The critical student factor is intense and long term motivation which needs to be supported with competition and success.

Innate talent does not seem to be a factor. Many tests of novices and experts of visual-spatial abilities, general memory, etc. show no significant differences. A Hungarian educator home schooled his two daughters and son up to 6 hours a day in chess, producing one international master and two grandmasters. He showed that grandmasters can be reared and woman can be grandmasters.

Motivation is a more important factor than innate ability. In music, chess and sports where expertise is defined by competitive performance rather than academic credentialing, professionalism is emerging at even younger ages. Invariably there exist dedicated parents and some times extended families.

Experts are made not born. Therefore K-12 education must be structured to support “effortful study” across the curriculum. The question would shift from “Why Johnny can’t read or do math?” to “Well, Johnny can learn to do anything in the world he wants to do!”