Implications of domain-general "psychological support skills" for transfer of skill and acquisition of expertise

The article proposes that individuals who acquire certain psychological support skills may experience accelerated learning and enhanced performance in many domains. In support of this proposal, we present evidence that these skills enhance learning and performance, that they are domain‐general in th...

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Bibliographic Details
Published in:Performance improvement quarterly 2008, Vol.21 (1), p.43-60
Main Authors: Eccles, David W., Feltovich, Paul J.
Format: Article
Language:English
Subjects:
Acceleration (Education)
Anxiety
Cognition & reasoning
Cognitive ability
Cognitive Processes
Control Groups
Coping
Educational Environment
Evaluation
Expertise
Human performance
Imagery
Learning
Metacognition
Motivation
Pretests Posttests
Problem Solving
Psychoeducational Methods
Psychology
Researchers
Self Efficacy
Self Esteem
Skill development
Skills
Sport Psychology
Thinking Skills
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Summary:The article proposes that individuals who acquire certain psychological support skills may experience accelerated learning and enhanced performance in many domains. In support of this proposal, we present evidence that these skills enhance learning and performance, that they are domain‐general in that they can be applied in a variety of domains, and that they can be taught and learned. We also discuss two implications of the skills for current theories of expertise. The first is that any observed transfer of expertise between domains might result as much from the support supplied by application of the skills during learning and performance as from any direct transfer achieved due to two domains sharing similar task elements. The second is that use of these skills might contribute to an understanding of how performers sustain the motivation necessary for the extended period of deliberate practice required to maximize skill acquisition.
ISSN:0898-5952
1937-8327
DOI:10.1002/piq.20014