Florida State University

About: Florida State University is a education organization based out in Tallahassee, Florida, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 25117 authors who have published 65361 publications receiving 2527087 citations. The organization is also known as: FSU & Florida State.

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

Abstract: 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.

The Strength Model of Self-Control

Abstract: Self-control is a central function of the self and an important key to success in life. The exertion of self-control appears to depend on a limited resource. Just as a muscle gets tired from exertion, acts of self-control cause short-term impairments (ego depletion) in subsequent self-control, even on unrelated tasks. Research has supported the strength model in the domains of eating, drinking, spending, sexuality, intelligent thought, making choices, and interpersonal behavior. Motivational or framing factors can temporarily block the deleterious effects of being in a state of ego depletion. Blood glucose is an important component of the energy.

Child development and emergent literacy

Abstract: Emergent literacy consists of the skills, knowledge, and attitudes that are developmental precursors to reading and writing. This article offers a preliminary typology of children's emergent literacy skills, a review of the evidence that relates emergent literacy to reading, and a review of the evidence for linkage between children's emergent literacy environments and the development of emergent literacy skills. We propose that emergent literacy consists of at least two distinct domains: inside-out skills (e.g., phonological awareness, letter knowledge) and outside-in skills (e.g., language, conceptual knowledge). These different domains are not the product of the same experiences and appear to be influential at different points in time during reading acquisition. Whereas outside-in skills are associated with those aspects of children's literacy environments typically measured, little is known about the origins of inside-out skills. Evidence from interventions to enhance emergent literacy suggests that relatively intensive and multifaceted interventions are needed to improve reading achievement maximally. A number of successful preschool interventions for outside-in skills exist, and computer-based tasks designed to teach children inside-out skills seem promising. Future research directions include more sophisticated multidimensional examination of emergent literacy skills and environments, better integration with reading research, and longer-term evaluation of preschool interventions. Policy implications for emergent literacy intervention and reading education are discussed.

Positive Emotions Trigger Upward Spirals Toward Emotional Well-Being

Abstract: The broaden-and-build theory of positive emotions pre- dicts that positive emotions broaden the scopes of attention and cogni- tion, and, by consequence, initiate upward spirals toward increasing emotional well-being. The present study assessed this prediction by testing whether positive affect and broad-minded coping reciprocally and prospectively predict one another. One hundred thirty-eight col- lege students completed self-report measures of affect and coping at two assessment periods 5 weeks apart. As hypothesized, regression analyses showed that initial positive affect, but not negative affect, predicted improved broad-minded coping, and initial broad-minded coping predicted increased positive affect, but not reductions in nega- tive affect. Further mediational analyses showed that positive affect and broad-minded coping serially enhanced one another. These find- ings provide prospective evidence to support the prediction that posi- tive emotions initiate upward spirals toward enhanced emotional well- being. Implications for clinical practice and health promotion are dis- cussed. Positive emotions feel good. Plus, the balance of people's positive and negative emotions contributes to judgments of life satisfaction (Diener & Larsen, 1993). Are these the only reasons people should care about positive emotions? We think not. We propose that positive emotions not only feel good in the present, but also increase the likeli- hood that one will feel good in the future. That is, we suggest that pos- itive emotions trigger upward spirals toward enhanced emotional well- being. This prediction stems from a new perspective on positive emotions offered within Fredrickson's (1998, 2001) broaden-and-build theory . This model posits that, unlike negative emotions, which narrow people's thought-action repertoires (e.g., fight or flight), positive emo- tions broaden people's thought-action repertoires, encouraging them to discover novel lines of thought or action. Joy, for instance, creates the urge to play, interest creates the urge to explore, and so on. A key, incidental outcome of these broadened mind-sets is an increase in personal resources: As individuals discover new ideas and actions, they build their physical, intellectual, social, and psychological re- sources. Play, for instance, builds physical, socioemotional, and in- tellectual skills, and fuels brain development. Similarly, exploration increases knowledge and psychological complexity (Fredrickson, 1998, 2000).

Correlated electrons in high-temperature superconductors

Abstract: Theoretical ideas and experimental results concerning high-temperature superconductors are reviewed Special emphasis is given to calculations performed with the help of computers applied to models of strongly correlated electrons proposed to describe the two-dimensional Cu${\mathrm{O}}_{2}$ planes The review also includes results using several analytical techniques The one- and three-band Hubbard models and the $t\ensuremath{-}J$ model are discussed, and their behavior compared against experiments when available The author found, among the conclusions of the review, that some experimentally observed unusual properties of the cuprates have a natural explanation through Hubbard-like models In particular, abnormal features like the mid-infrared band of the optical conductivity $\ensuremath{\sigma}(\ensuremath{\omega})$, the new states observed in the gap in photoemission experiments, the behavior of the spin correlations with doping, and the presence of phase separation in the copper oxide superconductors may be explained, at least in part, by these models Finally, the existence of superconductivity in Hubbard-like models is analyzed Some aspects of the recently proposed ideas to describe the cuprates as having a ${d}_{{x}^{2}\ensuremath{-}{y}^{2}}$ superconducting condensate at low temperatures are discussed Numerical results favor this scenario over others It is concluded that computational techniques provide a useful, unbiased tool for studying the difficult regime where electrons are strongly interacting, and that considerable progress can be achieved by comparing numerical results against analytical predictions for the properties of these models Future directions of the active field of computational studies of correlated electrons are briefly discussed