? ? ? ? 最新研究表明，將天才與僅僅技藝高超的人區(qū)分開來的關(guān)鍵因素，不是智商（IQ），智商通常并不能預(yù)測成功。相反，刻意練習(xí)才能導(dǎo)致成功。出類拔萃者花更多的時間練習(xí)他們的技藝。如果你想描繪一個典型的天才是如何養(yǎng)成的，你可以拿一個有略微高于一般人的語言能力的女孩做例子。這種語言能力不需要是很大的天資，只要讓她足以有一定的杰出感即可。然后，你想讓她遇見，比如說，一個碰巧和她有一些相似特質(zhì)的小說家。也許，這個作家來自同一個城市，有同樣的家庭背景，或者，和她同一天生日。
? ? ? ? 這種遇見會給這個女孩一個未來自己的愿景。這會讓她有某一天自己也許會加入一個令人神往的圈子的想法。如果，她的父母在她12歲時去世了，從而給了她一種強(qiáng)烈的不安全感和不顧一切成功的需求，這（對她的成功）也會有所幫助。有了這樣的抱負(fù)，她會不停地閱讀小說和作家的生活故事。這會讓她具備這一領(lǐng)域的初級知識。她將能夠以更深層的方式看到新的寫作，并且快速理解它的內(nèi)部運(yùn)作。
接著，她會練習(xí)寫作，她的練習(xí)將是緩慢的，辛苦的，聚焦錯誤的。通過這樣的練習(xí)，她延遲了自動化的過程。她想把有意識的，新學(xué)會的技能轉(zhuǎn)化成無意識的，自動化寫作的技能。通過緩慢的練習(xí)，通過將技能分解成細(xì)小的部分和重復(fù)，她迫使大腦去內(nèi)化一種更好的寫作模式。然后，她會找到一個會提供源源不斷反饋的指導(dǎo)者，從外部看賞析的寫作，糾正最細(xì)小的錯誤，推動她承擔(dān)更難的挑戰(zhàn)。到現(xiàn)在為止，她正在重新解決難題 — 我如何將人物放進(jìn)一個空間— 幾十次上百次地重復(fù)。她正在建立一種，為了理解或解決將來問題她可以召喚的思維習(xí)慣。
? ? ? ? 我們這位年輕作家擁有的最初的特質(zhì)不是什么神秘的天才。它是一種培養(yǎng)刻意的，辛苦并枯燥的練習(xí)常規(guī)的能力。最新的研究從偉大的成就中將魔力去除出去。但是，卻強(qiáng)調(diào)了一個經(jīng)常被忽略的事實(shí)，公眾的討論受遺傳學(xué)和我們與生俱來所能做的事情的影響。然而，基因在我們的能力中起一定的作用，這是真的。但是，大腦也是極具可塑性的，我們通過行為建構(gòu)我們自己。
譯者總結(jié)：天才練成地圖
有略微高于常人的天資 — 遇見：有共同特質(zhì)的高人 —產(chǎn)生未來的自己的愿景 — 一點(diǎn)加入令人神往圈子的夢想 — 苦難造成的強(qiáng)烈不安全感和成功的需求 — 大量閱讀作品和作家生活故事 — 深層方式看待寫作及其內(nèi)部運(yùn)作 — 緩慢、辛苦而枯燥的練習(xí)— 將有意識，學(xué)習(xí)的技能轉(zhuǎn)化成無意識，自動化表現(xiàn)的技能 — 大腦內(nèi)化更好的寫作模式— 有一個不斷反饋，賞析，糾錯，推動的指導(dǎo)者 — 不斷重復(fù)解決難題— 建立正確的思維習(xí)慣
附英文原文：
The latest research suggests that the key factor separating geniuses from the merely accomplished is not IQ, a generally bad predictor of success. Instead, it’s purposeful practice. Top performers spend more hours practising their craft. If you wanted to picture how a typical genius might develop, you’d take a girl who possessed a slightly above average language ability. It wouldn’t have to be a big talent, just enough so that she might gain some sense of distinction. Then you would want her to meet, say, a novelist, who coincidentally shared some similar qualities. Maybe the writer was from the same town, had the same family background, or, shared the same birthday.
This contact would give the girl a vision of her future self. It would give her some idea of a fascinating circle she might someday join. It would also help if one of her parents died when she was 12, giving her a strong sense of insecurity and fueling a desperate need for success. Armed with this ambition, she would read novels and life stories of writers without end. This would give her a primary knowledge of her field. She’d be able to see new writing in deeper ways and quickly understand its inner workings.
Then she would practice writing. Her practice would be slow, painstaking and error focused. By practicing in this way, she delays the automating process. Her mind wants to turn conscious, newly-learned skills into unconscious, automatically performed skills. By practicing slowly, by breaking skills down into tiny parts and repeating, she forces the brain to internalize a better patter of performance. Then she would find an adviser who would provide a constant stream of feedback, viewing her performance from the outside, correcting the smallest errors, pushing her to take on tougher challenges. By now she is redoing problems—how do I get characters into a room—dozens and dozens of times. She is establishing habits of thought she can call upon in order to understand or solve future problems.
The primary quality our young writer possesses is not some mysterious genius. It’s the ability to develop a purposeful,laborious and boring practice routine. The latest research takes some of the magic out of great achievement. But it underlines a fact that is often neglected. Public discussion is affected by genetics and what we’re “hard-wired” to do. And it’s true that genes play a role in our capabilities. But the brain is also very plastic. We construct ourselves through behaviour.
