Why expert performance is special and cannot be extrapolated from studies of performance in the general population: A response to criticisms.

By K. Anders Ericsson. 2014

152 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Family Practice

View Paper: https://www.semanticscholar.org/paper/a73ee115a0e17dae029dfb4d3ea7729994eb12b1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. P. Evans
2. Arielle Bonneville-Roussy
3. Richard J. Haier

In Experimental and Cognitive Psychology

1. Arielle Bonneville-Roussy
2. P. Evans
3. Richard J. Haier

In Family Practice

1. Arielle Bonneville-Roussy
2. Richard J. Haier
3. P. Evans

Citations in the corpus

• The Neuroscience of Intelligence (2016, background): “Many studies refute the idea that 10,000 hours of practice can lead to expertise if there is no pre-existing talent to build on (Detterman, 2014; Ericsson, 2014; Grabner, 2014; Grabner et al., 2007; Plomin et al., 2014a, 2014b).”
• Self-determined motivation for practice in university music students (2016, methodology): “Ericsson defended these challenges (Ericsson, 2014a, 2014b) stating that the deliberate practice framework is relevant only to expertise, not other types of performance, and that the criteria for including studies in the Macnamara et al. meta-analysis were too broad.”