Attaining Excellence Through Deliberate Practice: Insights from the Study of Expert Performance

By K. Anders Ericsson. 2008

278 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Family Practice

View Paper: https://www.semanticscholar.org/paper/d0954dae62ecfeab2c601b90c0fecd32cc72b012

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In Developmental and Educational Psychology

In Family Practice

Citations in the corpus

Doing the right thing: Measuring wellbeing for public policy (2011, background): “Accomplishment can be defined in terms of achievement, success, or mastery at the highest level possible within a particular domain (Ericsson, 2002).”
Keeping It Complex (2013, background): “…Ericsson and his colleagues claim that a balance between the conceptual and the practical is learned though deliberate practice, a kind of instruction in and for practice that they have studied extensively in multiple complex domains (Ericsson, 2002, 2008; Ericsson, Krampe, & Tesch-Romer, 1993).”
How Working Memory and the Cerebellum Collaborate to Produce Creativity and Innovation (2007, background): “Quite to the contrary to automaticity, Ericsson ( 2002, 2003a) has shown how deliberate practice (defined as practice aimed toward constantly elevated levels of performance) leads to the development of high-level skills in both responding to novel situations and manufacturing novel behavior.”
The Engine of Well-Being (2012, background): “Accomplishment can be defined in terms of achievement, success, or mastery at the highest level possible within a particular domain (Ericsson, 2002).”
Deliberate practice and the modifiability of body and mind: Toward a science of the structure and acquisition of expert and elite performance. (2007, background): “However, when individuals deliberately push themselves beyond the zone of relative comfort (Ericsson, 2001, 2002) and engage in sustained strenuous physical activity, they will challenge the available protection of homeostasis sufficiently to induce an abnormal state for cells in some physiological…”
Why expert performance is special and cannot be extrapolated from studies of performance in the general population: A response to criticisms. (2014, methodology): “Many researchers (Howe, Davidson, & Sloboda, 1998; Treffert, 1989) and including myself have discussed this evidence and proposed alternative skill-based explanations in terms of early interactions between parents and the gifted child based on the methods for training any child in music according to”
Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers’ Responsiveness to Students’ Ideas (2020, background): “Contrasting with mere experience in a domain, deliberate practice in a domain involves practicing an element of activity in that domain with a well-defined goal for improvement and with opportunities for feedback and repetition (Ericsson, 2002).”
A Call to Action: The Challenges of Creative Teaching and Learning (2015, unknown): “These studies are consistent with research showing that creativity requires a person to become an extremely knowledgeable expert in his or her domain of activity—investing approximately 10 years (Gardner, 1983) or 10,000 hours (Ericsson, 2002).”
Teaching Practice: A Cross-Professional Perspective (2009, background): “Over time, many components of complex practice become routinized (Ericsson, 2002), but in the initial stages, all components may require deliberate attention.”
Implicit theories and IQ test performance: A sequential mediational analysis ☆ (2008, background): “Practice represents an effortful attempt to advance one's learning and preparation, and reflects an investment in competence (Ericsson, 2002).”