Forecasting is a talent – luckily it can be learned
economist.com
economist.com
I think the points made in the book (and on the GJP blog[1]) are useful. The idea of trying to put probabilities around your assumptions is pretty useful for example.
The other lesson I learnt was that predicting things to stay the same is generally a safe bet. Often the challenge is working out which side of a prediction require less things to change.
If you are interested in the details, [2] is a pretty good overview.
[1] http://goodjudgment.com/gjp/
[2] http://www.nesta.org.uk/sites/default/files/1502_working_pap...
You can also play with prediction markets.
For example, I would love to know the average superforecaster's answer to "How much will China's economy grow over the next 10 years?"
All skills can be learned and there is no such thing as natural talent for a specific skill set.
Pretty harsh words for somebody who obviously has no background in psychological research :)
Of course it would be impossible to construct such an experiment. OTOH its not that hard to design robust field studies for topics like this one. And that has been done, many times.
In general, you don't have to measure talent in infants, you just have to be able to correctly predict future perfomance without talent as a variable.
Try to get this book from a library near you for an overview of the current state of expertise research:
http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=052...
Field studies? Pp-lee-ase. Take that voodoo science somewhere else. Field studies' purpose is not to give answers but to definite more concrete questions. To serve as a starting point for a controlled experiment and that might be impossible, like in this case. Just because some professor says something, that doesn't mean he is correct. There is more falsification in psychology than in nutrition and medicine and that certainly says something. A lot, if not the overwhelming majority of psychology researchers do not understand p-values and simple theory-hypothesis construction, let a alone the structural equation modeling menu dialogues in SPSS they click on. All they have is theories. No, not like gravity. More like Jesus and Muhammad - unsubstantiated theories.
I read a metric ton of psychographic research because of my job, which is in quantitative marketing research.
(It certainly supports the idea that practice time on the specific task matters -- which is noncontroversial -- but it doesn't support the idea that practice time alone determines performance.)
Lets put it in perspective; the chance of one person out of a million getting a 100% streak is 9.332 × 10^-296 %. That's significantly less than 0.000000000000000000000000001%.
If there are people who have a 100% record of being correct on every guess, the probability of them being geniuses is way higher than the probability of them being lucky.
That being said, I get your point. We don't have enough metrics from the research to determine whether or not these super forecasters are just lucky or geniuses.
For anyone interested, the full set of steps (that produces a numerically identical result):
Prob[1 or more in 1,000,000 right]
= 1 - Prob[all 1,000,000 wrong]
= 1 - Prob[person 1 is wrong AND person 2 wrong AND ... person 1,000,000 wrong]
= 1 - Prob[person 1 is wrong]^1,000,000
= 1 - (1 - 0.5^1000)^1,000,000
= 1 - exp(1,000,000 * log(1 - 0.5^1000))
= 1 - exp(1,000,000 * log1p(-0.5^1000))
≈ 1 - exp(1,000,000 * -9.33 × 10^-302)
= 1 - exp(-9.33 × 10^-296)
= -expm1(-9.33 × 10^-296)
= 9.33 × 10^-296
log1p(x) = log(1 + x) but is more accurate when x is near zero.expm1(x) = exp(x) - 1 but again is more accurate when x is near zero.
Both are necessary here to get a result other than "0".
Here's a quote from a New York Times article about the project -
> In the second year of the tournament, Tetlock and collaborators skimmed off the top 2 percent of forecasters across experimental conditions, identifying 60 top performers and randomly assigning them into five teams of 12 each. These “super forecasters” also delivered a far-above-average performance in Year 2. Apparently, forecasting skill cannot only be taught, it can be replicated.
So the answer to the question "What is the probability any one member of the group correctly guesses the result of the next coin toss?" appears to be "reasonably high".