1만시간의 재발견 / Peak: Secrets from the New Science of Expertise

<1만시간의 재발견> Peak: Secrets from the New Science of Expertise by Anders Ericsson, Robert Pool

 

5/3/2018 ~ 5/19/2018

 

<아웃라이어> 때문에 사람들이 "10,000 hours principle" 이라고 알려진 연구의 저자가 "Deliberate Practice"라는 주제에 대해서 쓴 책이다. 저자의 주장은 거의 대부분의 영역에서 효과적인 훈련 과정에 따라서 집중적인 훈련을 거치면, 재능과 상관없이 성과를 얻을 수 있다는 것이다. 하지만, 단순하게 반복되는 훈련의 누적은 특별한 효과를 가질 수 없다고 단정적으로 말한다. 저자가 강조하는 두 가지는 deliberate practice 와 mental representation 으로 구분할 수 있다.

훈련의 목적은 자기 심상의 형성과 강화에 있고, 이런 심상의 형성과 강화를 위해서는 그것을 목적으로 설계된 훈련과정을 몰입하여 반복해야 한다는 것이다. 또한, 훈련을 통한 성장은 항상 comfort zone 의 경계를 넘어서야만 가능하고, 이 과정을 반복을 통해서 실제적인 역량 - skill or potential - 의 확대가 가능하다는 것이다.

추가로 교육의 목표가 지식 전달에 있는 것이 아니라, 단계적인 문제해결 방법을 습득하는 것에 있고, 이것을 위해서 필요한 지식을 습득해야 한다는 것이다. 즉, 단순한 지식의 습득보다 지식의 체화가 교육의 목표가 되야 한다는 것이다. 여러가지 부분에서 과거에 읽었던 글들과 겹쳐지는 부분들이 있는 것 같다. 문득, XP의 이론과 아주 가깝게 느껴지는데, 아마 어떤 연결점이 있을 것 같다.

 

pp. xviii 

... no matter what role innate genetic endowment may play in the achievement of "gifted" people, the main gift that these people have is the same one we all have - the adaptability of the human brain and body, which they have taken advantage of more than the rest of us.

 

pp. xxi 

The right sort of practice carried out over a sufficient period of time leads to improvement. Nothing else.

 

pp. 9 

... the most effective and most powerful types of practice in any field work by harnessing the adaptability of the human body and brain to create, step by step, the ability to do things that were previously not possible. If you wish to develop a truly effective training method for anything that method will need to take into account what works and what doesn't in driving changes in the body and brain. Thus, all truly effective practice techniques work in essentially the same way.

 

pp. 12 

We start off with a general idea of what we want to do, get some instruction from a teacher or a coach or a book or a website, practice until we reach an acceptable level, and then let it become automatic. ...  

 

But there is one very important thing to understand here: once you have reached this satisfactory skill level and automated your performance, you have stopped improving. 

 

pp. 15 

Purposeful practice has well-defined, specific goals. ... Without such a goal, there was no way to judge whether the practice session had been a success. 

 

Purposeful practice is all about putting a bunch of baby steps together to reach a long-term goal. ... The key thing is to take that general goal - get better - and turn it into something specific that you can work on with a realistic expectation of improvement.

 

Purposeful practice is focused.  ... You seldom improve much without giving the task your full attention.

 

Purposeful practice involves feedback. ... Generally speaking, no matter what you're trying to do, you need feedback to identify exactly where and how you are falling short. Without feedback - either from yourself or from outside observers - you cannot figure out what you need to improve on or how close you are to achieving your goals.

 

Purposeful practice requires getting out of one's comfort zone.  ... This is a fundamental truth about any sort of practice: If you never push yourself beyond your comfort zone, you will never improve. 

 

pp. 25 

Although it is generally possible to improve to a certain degree with focused practice and staying out of your comfort zone, that's not all there is to it. Trying hard isn't enough. Putting yourself to your limits isn't enough. There are other, equally important aspects to practice and training that are often overlooked. 

One particular approach to practice and training has proven to be the most powerful and effective way to improve one's abilities in every area that has been studied. This approach is deliberate practice.

 

pp. 45 

Regular training leads to changes in the parts of the brain that are challenged by the training. The brain adapts to these challenges by rewiring itself in ways that increase its ability to carry out the functions required by the challenges. 

• First, the effects of training on the brain can vary with age in several ways. The most important way is that younger brains are more adaptable than adult brains are, so training can have larger effects in younger people.

• Second, that developing certain parts of the brain through prolonged training can come at a cost: people who have developed one skill or ability to an extraordinary degree seem to have regressed in another area.

• Finally, the cognitive and physical changes caused by training require upkeep. Stop training, and they start to go away.

pp.48 

The traditional approach is not designed to challenge homeostasis. It assumes, consciously or not, that learning is all about fulfilling your innate potential and that you can develop a particular skill or ability without getting too far out of your comfort zone. In this view, all that you are doing with practice - indeed, all that you can do - is to reach a fixed potential.

 

With deliberate practice, however, the goal is not just to reach your potential but to build it, to make things possible that were not possible before. This requires challenging homeostasis - getting out of your comfort zone - and forcing your brain or your body to adapt. But once you do this, learning is no longer just a way of fulfilling some genetic destiny; it becomes a way of taking control of your destiny and shaping your potential in ways that you choose.

 

pp.59

Much of deliberate practice involves developing ever more efficient mental representations that you can use in whatever activity you are practicing.

 

pp.60

the deliberate practice will also lead to physical changes in the body itself but without the mental representations necessary to produce and control the body's movement correctly, the physical changes would be of no use.

 

pp. 63 

The main thing that sets experts apart from the rest of us is that their years of practice have changed the neural circuitry in their brains to produce highly specialized mental representations, which in turn make possible the incredible memory, pattern recognition, problem solving, and other sorts of advanced abilities needed to excel in their particular specialties.

 

pp.96 

... nobody develops extraordinary abilities without putting in tremendous amounts of practice. ... No matter which area you study, you find that the top performers have devoted a tremendous amount of time time to developing their abilities.

 

pp. 98 

... deliberate practice is different from other sorts of purposeful practice 

• First, it requires a field that is already reasonably well developed 

• Second, deliberate practice requires a teacher who can provide practice activities designed to help a student improve his or her performance.

... deliberate practice is informed and guided by the best performers' accomplishments and by an understanding of what these expert performers do to excel. Deliberate practice is purposeful practice that knows where it is going and how to get there.

 

pp. 99  

• Deliberate practice develops skills that other people have already figured out how to do and for which effective training techniques have been established.

• The practice regimen should be designed and overseen by a teacher or coach who is familiar with the abilities of expert performers and with how those abilities can best be developed.

• Deliberate practice takes place outside one's comfort zone and requires a student to constantly try things that are just beyond his or her current abilities.

• Thus it demands near-maximal effort, which is generally not enjoyable.

• Deliberate practice involves well-defined, specific goals and often involves improving some aspect of the target performance; it is not aimed at some vague overall improvement.

• Once an overall goal has been set, a teacher or coach will develop a plan for making a series of small changes that will add up to the desired larger change. Improving some aspect of the target performance allows a performer to see that his or her performances have been improved by the training.

• Deliberate practice is deliberate, that is, it requires a person's full attention and conscious actions. It isn't enough to simply follow a teacher's or coach's direction.

• The student must concentrate on the specific goal for his or her practice activity so that adjustments can be made to control practice.

• Deliberate practice involves feedback and modification of efforts in response to that feedback.

• Early in the training process much of the feedback will come from the teacher or coach, who will monitor progress, point out problems, and offers ways to address those problems.

• With time and experience, students must learn to monitor themselves, spot mistakes, and adjust accordingly.

• Such self-monitoring requires effective mental representations.

• Deliberate practice both produces and depends on effective mental representations. Improving performance goes hand in hand with improving mental representations;

• as one's performance improves, the representations become more detailed and effective, in turn making it possible to improve even more.

• Mental representations make it possible to monitor how one is doing, both in practice and in actual performance.

• They show the right way to do something and allow one to notice when doing something wrong and to correct it.

• Deliberate practice nearly always involves building or modifying previously acquired skills by focusing on particular aspects of those skills and working to improve them specifically; over time this step-by-step improvement will eventually lead to expert performance.

• Because of the way that new skills are built on top of existing skills, it is important for teachers to provide beginners with the correct fundamental skills in order to minimize the chances that the student will have to relearn those fundamental skills later when at a more advanced level.

pp. 109 

"The Role of Deliberate Practice in the Acquisition of Expert Performance"

by K. Anders Ericsson, Ralf Th. Krampe, and Clemens Tesch-Romer

https://www.nytimes.com/images/blogs/freakonomics/pdf/DeliberatePractice(PsychologicalReview).pdf

 

"Deliberate practice: Is that all it takes to become an expert?"

by David Z. Hambrick, Frederick L. Oswald, Erik M. Altmann, Elizabeth J. Meinz, Fernand Gobet, Guillermo Campitelli

https://msu.edu/~emaa/HambrickEtAl.pdf

 

An Overview and Critique of the ‘10,000 hours rule’ and ‘Theory of Deliberate Practise’

http://eprints.leedsbeckett.ac.uk/78/1/North%2C%20J%20-%20An%20Overview%20and%20Critique%20of%20TDP%20and%2010%2C000%20Hours%20Rule%20-%20Report%20-%20Final.pdf

 

pp. 111 

Generally speaking, deliberate practice and related types of practice that are designed to achieve a certain goal consist of individualized training activities that are devised specifically to improve particular aspects of performance.

 

pp. 113 

In pretty much any area of human endeavor, people have a tremendous capacity to improve their performance, as long as they train in the right way. If you practice something for a few hundred hours, you will almost certainly see great improvement but you have only scratched the surface. You can keep going and going and going, getting better and better and better. How much you improve is up to you.

 

pp. 121 

... the right sort of practice can help pretty much anyone improve in just about any area they choose to focus on. We can shape our potential.

 

pp. 122 

The deliberate-practice mindset offers a very different view: anyone can improve, but it requires the right approach. If you are not improving, it's not because you lack innate talent; it's because you're not practicing the right way. Once you understand this, improvement becomes a matter of figuring out what the "right way" is.

 

pp. 131 

Traditionally, the focus is nearly always on knowledge. Even when the ultimate outcome is being able to do something - solve a particular type of math problem, say, or write a good essay - the traditional approach has been to provide information about the right way to proceed and then mostly rely on the students to apply that knowledge. Deliberate practice, by contrast, focuses solely on performance and how to improve it.

 

pp. 137 

As is the case in so many situations, once you have figured out the right question to ask, you are halfway to the right answer. And when referring to improving performance in a professional or business setting, the right question is, How do we improve the relevant skills? rather than, How do we teach the relevant knowledge?

 

pp. 152

Learning to engage in this way - consciously developing and refining your skills - is one of the most powerful ways to improve the effectiveness of your practice.

 

pp.154 

Focus and concentration are crucial so shorter training sessions with clearer goals are the best way to develop new skills faster. It is better to train at 100 percent effort for less time than at 70 percent effort for a longer period. Once you find you can do no longer focus effectively, end the session. And make sure you get enough sleep so that you can train with maximum concentration.

 

pp. 155 

Benjamin Franklin's way to improve writing skill.

• Object: how to write as well as the writers of The Spectator

• reproduce article from The Spectator

• choose some articles

• write down descriptions of the content of each sentence - just enough to remind what the sentences was about.

• Not reproduce word-for-word, as detailed and well written as the original.

• Having reproducing, compare with original, review & rewriting

• Express ideas clearly and cogently

• Vocabulary issue

• writing poetry to use as many words as possible

• Finding the right word and increasing the number of words used quickly from memories

• Training overall structure and logic

• writing hints on separated paper for each sentence from articles 

• mixed hints of one article

• arrange the hints by the most logical order

• write sentence from hint

• compare orders with original

• review result and correct mistakes

• How to order writing structures

pp. 158

This is purposeful practice. It does no good to do the same thing over and over again mindlessly; the purpose of the repetition is to figure out where your weakness are and focus on getting better in those areas, trying different methods to improve until you find something that works.

 

pp. 165 

when other techniques for getting past a plateau have failed, 

• First, figure out exactly what is holding you back. What mistakes are you making, and when? Put yourself well outside of your comfort zone and see what breaks down first.

• Then, design a practice technique aimed at improving that particular weakness. Once you've figured out what the problem is, you may be able to fix it yourself, or you may need to go to an experienced coach or teacher for suggestions.

• Either way, pay attention to what happens when you practice; if you are not improving, you will need to try something else.

pp. 169 

A similar thing is true for those who maintain purposeful or deliberate practice over the long run. They have generally developed various habits that help them keep going. ... anyone who hopes to improve skills in a particular area should devote an hour or more each day to practice that can be done with full concentration. Maintaining the motivation that enable such a regimen has two parts: reasons to keep going and reasons to stop. ... Thus, to maintain your motivation you can either strengthen the reasons to keep going or weaken the reasons to quit. Successful motivation efforts generally include both.

 

pp. 171 

Expert performers do two things - both seemingly unrelated to motivation - that can help.

• The first is general physical maintenance: getting enough sleep and keeping healthy.

• The second thing is to limit the length of your practice sessions to about an hour.

pp. 173 

Make an agreement with yourself with you will do what it takes to get back to where you were or to get beyond the plateau, and then you can quit. 

 

pp. 177 

Breaking your long journey into a manageable series of goals and focus on them one at a time - perhaps even giving yourself a small reward each time you reach the goal.

 

pp. 179 

There is no reason not to follow your dream. Deliberate practice can open the door to a world of possibilities that you may have been convinced were out of reach. Open that door.

 

pp. 205 

There are no big leaps, only developments that look like big leaps to people from the outside because they haven't seen all of the little steps that comprise them. Even the famous "aha" moments could not exist without a great deal of work to build an edifice that needs just one more piece to make it complete.

 

pp. 224 

Jump Math : https://jumpmath.org/ 

• breaking learning down into a series of well-specified skills

• designing exercise to teach each of those skills in the correct order

• using feedback to monitor progress.

pp. 233 

While people with certain innate characteristics may have an advantage when first learning a skill, that advantage gets smaller over time, and eventually the amount and the quality of practice take on a much larger role in determining how skilled a person becomes.

 

pp. 239

If you assume that people who are not innately gifted are never going to be good at something, then the children who don't excel at something right away are encouraged to try something else. ... The prophecy becomes self-fulfilling.

 

pp. 245 

In the deliberate-practice class the goal was not to feed information to the students but rather to get them to practice thinking like physicists.

 

pp. 250 

Deliberate practice is all about the skills. You pick up the necessary knowledge in order to develop the skills; knowledge should never be an end in itself. Nonetheless, deliberate practice results in students picking up quite a log of knowledge along the way.