Creative Development as Acquired Expertise: Theoretical Issues and an Empirical Test
Identifieur interne : 000665 ( Main/Exploration ); précédent : 000664; suivant : 000666Creative Development as Acquired Expertise: Theoretical Issues and an Empirical Test
Auteurs : Dean Keith SimontonSource :
- Developmental Review [ 0273-2297 ] ; 1999.
English descriptors
Abstract
Although outstanding creativity has been viewed as an acquired expertise, creative development might operate differently than occurs in sports, games, and music performance. To test the creative-expertise hypothesis, the careers of 59 classical composers were examined according to the differential aesthetic success of their 911 operas. The potential predictors were seven measures of domain-relevant experience: cumulative years (since first operas, first compositions, and first lessons) and cumulative products (genre-specific operas, all operas, all vocal compositions, and all compositions). The nonmonotonic longitudinal trends and the relative explanatory power of the expertise-acquisition measures indicate that complex specialization (“overtraining”) and versatility (“cross-training”) effects may determine creative development across the life span. The broader implications of the findings are then discussed.
Url:
DOI: 10.1006/drev.1999.0504
Affiliations:
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