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测试故意练习理论:练习是否会降低音乐专业知识的遗传性?
Miriam A Mosing1,2,3, Karin J H Verweij4, David Z Hambrick5
1Department of Cognitive Neuropsychology, Max Planck Institute for Empirical Aesthetics, Grüneburgweg 14, 60322 Frankfurt am Main, Germany.
Journal of Intelligence
|September 27, 2024
概括
蓄意实践 (DP) 理论表明,实践在专业知识中取代了遗传学. 然而,这项研究发现,对音乐专业知识的遗传影响仍然很大,甚至随着练习时间的增加而增加.
科学领域:
- 行为遗传学 行为遗传学
- 音乐的心理学 音乐的心理学
- 专业知识研究研究研究.
背景情况:
- 蓄意实践 (DP) 理论认为,专业知识主要是通过广泛的,专注的实践获得的,这可能会减少遗传因素的作用.
- DP理论的一个关键预测是,随着实践的积累,对表现的遗传影响会减少.
- 了解遗传学,实践和专业知识之间的相互作用对于心理学和教育等领域至关重要.
研究的目的:
- 测试基因对音乐专业知识的影响随着练习增加而减少的预测.
- 调查练习时间对音乐专业知识的遗传和环境影响的调节作用.
- 检查遗传学,共享环境和独特环境对不同级别实践的音乐专业知识的相对贡献.
主要方法:
- 利用一项大型双胞胎研究 (N=6471,1302个完整对) 来评估音乐专业知识和终身练习时间.
- 采用双变Cholesky分解,将练习时间作为主持人,以分析遗传和环境影响.
- 用音乐听觉歧视测试来量化音乐专业知识.
主要成果:
- 平均而言,遗传因素占音乐专业知识的个体差异的50%,共享和独特的环境因素解释了大约25%.
- 练习时间显著缓解了这些影响; 增加练习减少了共享和独特的环境变异.
- 关键的是,整体的遗传成分不受实践的影响,导致与更多实践相对遗传贡献 (遗传能力) 的增加.
结论:
- 这些发现与故意实践理论的预测相矛盾,即遗传效应随着实践而减弱.
- 遗传倾向似乎仍然是实现高水平音乐专业知识的重要因素,并且相对更重要.
- 这表明,在专业知识的开发中,遗传潜力和故意的实践之间存在着持续的相互作用.
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