Becoming an expert in the musical domain: It takes more than just practice

By Joanne M. Ruthsatz, D. Detterman, William S. Griscom, Britney A. Cirullo. 2008

105 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Music

View Paper: https://www.semanticscholar.org/paper/ad82c118779b7c1678bae0bec6ad60ffaad2030b

How researchers see this paper

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

In Cognitive Neuroscience

1. K. Anders Ericsson
2. R. Leow
3. Melissa A. Bowles

In Developmental and Educational Psychology

1. K. Anders Ericsson
2. John M. Keller
3. Tua Björklund
4. K. Nandagopal
5. Arielle Bonneville-Roussy
6. P. Evans

In Music

1. K. Anders Ericsson

Citations in the corpus

• Why expert performance is special and cannot be extrapolated from studies of performance in the general population: A response to criticisms. (2014, background): “Ruthsatz et al. (2008) studied advanced music students and found non-significant relations between IQ and domainspecific performance: the university majors with intermediate levels of practice (r(17) = .24, p N .05) nor for the conservatory musicians with most practice (r(62) = .12, p N .05).”
• Deliberate practice: Is that all it takes to become an expert? (2014, unknown): “…(2008) — Study 1 High school band members Rank based o of musical ac Ruthsatz et al. (2008) — Study 2A Music institute students Rank based audition sco Ruthsatz et al. (2008) — Study 2B University music majors Rank based musical achi Meinz and Hambrick (2010) Beginning to advanced pianists Expert…”