agreeable task for hours, years, or in the case of experts, decades of time? This
leads to issues of motivation and personality, as well as to consideration of
the environment surrounding training opportunities. A useful framework for
considering these factors in chess is offered in Charness et al. (1996) shown in
Fig. 11.1.
As cognitive psychologists, we have generally been concerned with drawing
out the relationships on the right side of the figure and the links between prac-
tice, the cognitive and physical system, and performance are reasonably well
understood. In contrast, relatively little attention has been paid to the relation-
ships between intrapersonal and interpersonal factors and their impact on
practice. However, these relationships encompass a considerable range of top-
ics, some of which have already been addressed elsewhere (Charness et al.,
1996; Sloboda, Davidson, Howe, & Moore, 1996). In this chapter, we are con-
cerned primarily with issues related to motivation, personality, and other
intrapersonal constructs as they relate to the development and maintenance of
skilled performance. In addition, we focus our attention primarily on the do-
mains of chess and music. Aside from being the subject of the most entrenched
views related to talent and training, these two domains also allow one to make
interesting comparisons regarding motivational and emotional constructs in
two intellectual skill domains that are notably different in terms of their task
demands (e.g., psychomotor coordination and creative expression in music vs.
mental search–recall, analytical problem solving in chess) and goals (collabora-
tion vs. competition). We turn our attention first to chess.
300 CHARNESS, TUFFIASH, JASTRZEMBSKI
FIG. 11.1. Framework for understanding factors mediating expert perform-
ance.