Creative Development as Acquired Expertise: Theoretical Issues and an Empirical Test
Identifieur interne : 000144 ( Istex/Corpus ); précédent : 000143; suivant : 000145Creative 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
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ISTEX:8F45C4053A2FD7FABD288DC8D3D9A68EB5D5B1E6Le document en format XML
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Sternberg, Jim Cassandro, and James Kaufman for their comments on an earlier draft of the manuscript. This article is based on a paper read at a symposium held at the meeting of the American Psychological Association, Boston, 1999.</ce:note-para><ce:note-para>Address correspondence and reprint requests to Dean Keith Simonton, Department of Psychology, One Shields Avenue, University of California, Davis, California 95616-8686. 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