Psychology Colloquium

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Date/Time:Friday, 13 Jun 2014 from 2:00 pm to 3:30 pm
Location:1204 Kildee Hall
Cost:Free
Phone:515-294-2119
Channel:College of Liberal Arts and Sciences
Categories:Lectures
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"Deliberate Practice and the Future of Education," K. Anders Ericsson, Florida State. Ericsson studies skill acquisition and expertise, including the role of deliberate practice. In this talk, he will be discussing the foundational aspects of this research, and highlight its relevance to education.

Abstract
It's generally assumed that increased experience leads to increased expertise, exemplified by the popular notion that ten years of professional experience changes people into experts. Recent research on expertise, however, is showing that most forms of experience have surprisingly limited effects on improvement of performance. In contrast, research on the acquisition of expert performance demonstrates that focused, appropriate training activities - deliberate practice - can lead to large increases in attained performance. In this talk, Dr. Ericsson will provide an overview of deliberate practice and illustrate the mechanisms that mediate how domain-specific practice activities improve objective performance in domains, such as chess, music and sports. He also proposes how learning at universities may be adapted to better prepare students to use deliberate practice to successfully acquire superior professional performance and to commit to active development across the whole lifespan.

Biography
Dr. Ericsson is Conradi Eminent Scholar and Professor of Psychology at Florida State University. He received his doctorate in Psychology from the University of Stockholm, Sweden (1976), followed by a post-doctoral fellowship at Carnegie-Mellon University. Prior to joining Florida State University, he maintained academic posts at the University of Colorado at Boulder and the Max-Planck Institute for Human Development and Education in Berlin. His dissertation examined how verbal reports on cognitive processes provided insight into the structure of problem solving, and in collaboration with Herbert Simon he developed non-reactive verbal reporting procedures in a widely cited book Protocol Analysis: Verbal Reports as Data (Ericsson & Simon, 1984, 1993). He is most recognized, however, for his development of the Theory of Skilled Memory (Chase & Ericsson, 1982; Ericsson & Chase, 1982), his theory of Long-Term Working Memory (Ericsson & Kintsch, 1995), and his contributions to our understanding of expertise and skill acquisition (Ericsson, 1985; Ericsson & Polson, 1988). His current research concerns the structure and acquisition of expert performance and in particular how expert performers acquire and maintain their superior performance by extended deliberate practice (Ericsson, 1998; Ericsson, Krampe, & Tesch-Rmer, 1993; Ericsson & Charness, 1994; Ericsson & Lehmann, 1996; Krampe & Ericsson, 1996; Lehmann & Ericsson, 1998a).