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- Vol 4 RE: Chapter 12
deliberate practiceexpert performancepractice designperformance differencesfeedbackaccumulated experienceindividual abilitiesenvironmental opportunityJournal article Evidence summaryAt a glance
Hambrick, Macnamara, and Oswald review the evidence behind the deliberate-practice account of expert performance.
Key ideas
They distinguish carefully designed practice from mere repetition and examine definitional, measurement, and causal problems in the literature. Their synthesis concludes that deliberate practice is important but does not by itself explain all differences in attained performance; abilities, opportunity, accumulated experience, and other person and environment factors also matter. For educators, the article supports purposeful, challenging practice with clear goals and feedback while cautioning against treating hours of practice as a complete explanation of expertise.
Why it matters
The review therefore presents expertise as a multi-causal developmental outcome rather than the product of one training variable.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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