Hambrick David Z, Tucker-Drob Elliot M
Department of Psychology, Michigan State University, East Lansing, MI, 48824, USA,
Psychon Bull Rev. 2015 Feb;22(1):112-20. doi: 10.3758/s13423-014-0671-9.
Theories of skilled performance that emphasize training history, such as K. Anders Ericsson and colleagues' deliberate-practice theory, have received a great deal of recent attention in both the scientific literature and the popular press. Twin studies, however, have demonstrated evidence for moderate-to-strong genetic influences on skilled performance. Focusing on musical accomplishment in a sample of over 800 pairs of twins, we found evidence for gene-environment correlation, in the form of a genetic effect on music practice. However, only about one quarter of the genetic effect on music accomplishment was explained by this genetic effect on music practice, suggesting that genetically influenced factors other than practice contribute to individual differences in music accomplishment. We also found evidence for gene-environment interaction, such that genetic effects on music accomplishment were most pronounced among those engaging in music practice, suggesting that genetic potentials for skilled performance are most fully expressed and fostered by practice.
强调训练经历的熟练表现理论，如K.安德斯·埃里克森及其同事的刻意练习理论，最近在科学文献和大众媒体中都受到了广泛关注。然而，双胞胎研究已经证明了基因对熟练表现有中度到强烈的影响。以800多对双胞胎为样本，聚焦于音乐成就，我们发现了基因-环境相关性的证据，其表现形式为基因对音乐练习的影响。然而，基因对音乐练习的这种影响仅解释了约四分之一的基因对音乐成就的影响，这表明除练习外，受基因影响的其他因素也会导致音乐成就的个体差异。我们还发现了基因-环境相互作用的证据，即基因对音乐成就的影响在那些从事音乐练习的人中最为显著，这表明熟练表现的基因潜力通过练习得到最充分的表达和培养。
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