http://science.sciencemag.org/content/sci/201/4359/899.2.full.pdf

Phenomenology of perception.

The factors that cause large individual differences in professional achievement are only partially understood. Nobody becomes an outstanding professional without experience, but extensive experience does not invariably lead people to become experts. When individuals are first introduced to a professional domain after completing their education, they are often overwhelmed and rely on help from others to accomplish their responsibilities. After months or years of experience, they attain an acceptable level of proficiency and are able to work independently. Although everyone in a given domain tends to improve with experience initially, some develop faster than others and continue to improve during ensuing years. These individuals are eventually recognized as experts and masters. In contrast, most professionals reach a stable, average level of performance within a relatively short time frame and maintain this mediocre status for the rest of their careers. The nature of the individual differences that cause the large variability in attained performance is still debated. The most common explanation is that achievement in a given domain is limited by innate factors that cannot be changed through experience and training; hence, limits of attainable performance are determined by one’s basic endowments, such as abilities, mental capacities, and innate talents. Educators with this widely held view of professional development have focused on identifying and selecting students who possess the necessary innate talents that would allow them to reach expert levels with adequate experience. Therefore, the best schools and professional organizations nearly always rely on extensive testing and interviews to find the most talented applicants. This general view also explains age-related declines in professional achievement in terms of the inevitable reductions in general abilities and capacities believed to result from aging. In this article, I propose an alternative framework to account for individual differences in attained professional development, as well as many aspects of age-related decline. This framework is based on the assumption that acquisition of expert performance requires engagement in deliberate practice and that continued deliberate practice is necessary for maintenance of many types of professional performance. In order to contrast this alternative framework with the traditional view, I first describe the account based on innate talent. I then provide a brief review of the evidence on deliberate practice in the acquisition of expert performance in several performance domains, including music, chess, and sports. Finally, I review evidence from the acquisition and maintenance of expert performance in medicine and examine the role of deliberate practice in this domain.

http://edianas.com/portfolio/proj_EricssonInterview/articles/2004_Academic_Medicine_Vol_10,_S70-S81.pdf

Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains.

In this provocative book, Barwise and Perry tackle the slippery subject of \"meaning, \" a subject that has long vexed linguists, language philosophers, and logicians.

/pdf/situations-and-attitudes-57f065zg2d.pdf

Situations and Attitudes.

There are several factors that influence the level of professional achievement. First and foremost, extensive experience of activities in a domain is necessary to reach very high levels of performance. Extensive experience in a domain does not, however, invariably lead to expert levels of achievement. When individuals are first introduced to a professional domain after completing their basic training and formal education, they often work as apprentices and are supervised by more-experienced professionals as they accomplish their work-related responsibilities. After months of experience, they typically attain an acceptable level of proficiency, and with longer experience, often years, they are able to work as independent professionals. At that time most professionals reach a stable, average level of performance, and then they maintain this pedestrian level for the rest of their careers. In contrast, some continue to improve and eventually reach the highest levels of professional mastery. Traditionally, individual differences in the performance of professionals have been explained by an account given by Galton (1869/1979, see Ericsson, 2003a, for a description). According to this view, every healthy person will improve initially through experience, but these improvements are eventually limited by innate factors that cannot be changed through training; hence attainable performance is constrained by one's basic endowments, such as abilities, mental capacities, and innate talents. This general view also explains age-related declines in professional achievement, owing to the inevitable degradation of general capacities and processes with age (see also Krampe & Charness, Chapter 40).

/pdf/the-influence-of-experience-and-deliberate-practice-on-the-4x1sewmxq9.pdf

The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance

Knowledge and the Flow of Information.

The proliferation of business -to-consumer e-commerce activities has created a need to understand how and why people participate in e -commerce. This study treats consumer e-commerce as a technology adoption process and evaluates the suitability of two popular adoption models. This research supports the use of the technology acceptance model (TAM) to predict online shopping activity, both the intention to shop online and actual purchases. Two minor alterations are made to the traditional use of TAM—perceived ease of use is not linked to perceived usefulness, and perceived usefulness is directly linked to actual use. This research also finds that the task-technology fit (TTF) model is a valuable addition to TAM for online shopping tasks. A web-based survey of 263 undergraduates was used.

Extending the Technology Acceptance Model Extending the Technology Acceptance Model and the Task and the Task-Technology Fit Model to Technology Fit Model to Consumer E Consumer E- -Commerce Commerce

"Information" is poorly defined in the Information Systems research literature, and is almost always unspecified, a reflexive, all-purpose but indiscriminant solution to an unbounded variety of problems We present a taxonomy of four views-token, syntax, representation, and adaptation-to enable scholars and practitioners to specify their concept of information This taxonomy is normative, but we also provide a background review of the etymology and chronology of information, and we sample uses of the term in current IS research IS research will improve as the term information, via the taxonomy we contribute, is employed more explicitly and consistently

Information about information: a taxonomy of views

In 1989, United Airlines Flight 232 survived a catastrophic in-flight engine explosion because of, in part, the crew’s ability to communicate while under crisis conditions Drawing on the experience of Flight 232, other flight deck crew research, and the authors’own flying experiences, the authors develop a descriptive, proposition-based model of the communication process dynamics found in such groups, which they call swift starting action teams They argue that swift starting action teams, composed of highly trained strangers within one organization, must use communication processes that enable them to perform well immediately and manage crises in high risk environments These processes depend on each team’s use and awareness of communication values and communication interactions The authors discuss the communication dynamics of swift starting action teams and the implication of considering such teams in future research

How Swift Starting Action Teams Get off the Ground: What United Flight 232 and Airline Flight Crews Can Tell Us About Team Communication

The need for ‘skeptical’ accountants in the era of Big Data

This study examined the impact of deliberate practice on pilot decision making in once-in-a-career crisis decision scenarios. First we explored the impact of deliberate practice on pilot decision-making performance for crisis flying scenarios that had been practiced in their entirety. Then we looked at the impact of deliberate practice in which one aspect of the crisis scenario--the particular malfunction--was unpracticed. We analyzed pilot decision-making performance in response to 160 airborne mechanical malfunctions. We initially found that deliberate practice significantly improves decision-making performance for wholly practiced crises but does not improve decision-making performance when the specific malfunction has not been practiced. We then split decision making for each crisis into two phases: assessment and action selection. For wholly practiced crisis scenarios, additional deliberate practice positively impacts each decision-making phase. However, for part-practiced scenarios, deliberate practice appears to differentially affect phase of error. Specifically, pilots with more deliberate practice erred in action selection, whereas less-practiced pilots erred in assessment. Actual or potential applications of this research include training proscriptions for crisis decision making.

Earl H. McKinney

Papers

Extending the Technology Acceptance Model Extending the Technology Acceptance Model and the Task and the Task-Technology Fit Model to Technology Fit Model to Consumer E Consumer E- -Commerce Commerce

Information about information: a taxonomy of views

How Swift Starting Action Teams Get off the Ground: What United Flight 232 and Airline Flight Crews Can Tell Us About Team Communication

The need for ‘skeptical’ accountants in the era of Big Data

Effects of deliberate practice on crisis decision performance.