Nonsense, common sense, and science of expert performance: Talent and individual differences

By Phillip L. Ackerman. 2014

158 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/cafe31d7c6638e715473b5f2b6c32e35ab6e224d

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In Developmental and Educational Psychology

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Citations in the corpus

Personality related traits as predictors of music practice: Underlying environmental and genetic influences (2015, background): “It is generally accepted that music practice is the best predictor of expertise in music (Ackerman, 2014; Hambrick et al., 2014; Lehmann & Ericcson, 1997).”
Psychological talent predictors in early adolescence and their empirical relationship with current and future performance in soccer (2016, background): “…individual characteristics, especially when assessed in preselected groups, are expected to explain only minor proportions of complex performance (Ackerman, 2014), reliable studies should be conducted using sufficiently large numbers of participants to increase the probability of detecting such…”
From Terman to Today (2016, background): “Large samples are necessary to establish robust statistical trends (cf. Ackerman, 2014).”
The relationship between cognitive ability and chess skill: a comprehensive meta-analysis (2016, background): “Moreover, samples are sometimes restricted in ranges of both cognitive ability and chess skill, limiting the degree to which the variables can correlate with each other (Ackerman, 2014).”
Why expert performance is special and cannot be extrapolated from studies of performance in the general population: A response to criticisms. (2014, background): “…the main body of my reply I will review the cited studies reporting significant relations between performance on tests of cognitive ability and domainspecific performance (Ackerman, 2014; de Bruin, Kok, Leppink, & Camp, 2014-this issue; Grabner, 2014-this issue; Hambrick et al., 2014-this issue).”
Deliberate practice: Is that all it takes to become an expert? (2014, unknown): “94), and Ackerman (2014) added that factors other than deliberate practice “must clearly play a role in the demonstration of expert performance” (p. 11). Finally, both Hambrick andMeinz (2011b) and Campitelli and Gobet (2011) concluded that deliberate practice is necessary but not sufficient to acco”