Limits on the Predictive Power of Domain-Specific Experience and Knowledge in Skilled Performance
By David Z. Hambrick, Elizabeth J. Meinz. 2011
110 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/866fc184f7498a76d2a4e464c5212336097efd3b
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In Developmental and Educational Psychology
In Experimental and Cognitive Psychology
Citations in the corpus
- Deliberate practice: Is that all it takes to become an expert? (2014, unknown): “As two of us noted in a recent New York Times op-ed (Hambrick & Meinz, 2011a), Ericsson and colleagues' research has captured the popular imagination, perhaps because of its meritocratic appeal—the implication that nearly anyone can become an expert with enough hard work.”
- A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education (2018, unknown): “Specifically within STEM education, spatial skills can become less predictive of STEM performance as learners gain discipline experience (Hambrick et al. 2012; Hambrick and Meinz 2011; Uttal and Cohen 2012).”
- Spatial Thinking and STEM Education. When, Why, and How? (2012, background): “Hambrick et al., (2011) (see also Hambrick & Meinz, 2011) coined the phrase the " circumvention-of-limits " hypothesis, suggesting that the acquisition of domain-specific knowledge eventually reduces or even eliminates the effects of individual differences in cognitive abilities.”