Re:Lessons from a 45-year Study of Super-Smart Children
by blahblah3 on Wednesday September 07, 2016 @01:22PM
(#12445267)
you're trying to explain high levels of skill with only one factor: hours of "focused effort of the right kind"
in reality, inherent talent clearly plays a very strong role. As a crude illustration, suppose
math_skill = hours_worked * beta, and assume the "quality" of hours_worked is standardized. While beta is positive for most people, beta could vary a lot based on talent (obviously the function is not linear and may also peak / approach an asymptote. or for some people the function increases more slowly but reaches a higher peak. point is that it's complex).
in reality, inherent talent clearly plays a very strong role. As a crude illustration, suppose
math_skill = hours_worked * beta, and assume the "quality" of hours_worked is standardized. While beta is positive for most people, beta could vary a lot based on talent (obviously the function is not linear and may also peak / approach an asymptote. or for some people the function increases more slowly but reaches a higher peak. point is that it's complex).