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7/31/2019 11 PSY 365, Deliberate Practice
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deliberate practice & thepath to genius
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Practice & Genius
Extraordinary ability comes fromextraordinary training K. Anders Ericssons deliberate
practice theory
Probably no innate talents orgifts Usually practice in disguise
Experts are good at practicing
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How We Can Spot an Expertor Exceptional Ability?
Reproducible superior performance
Performance: something observable
& public (not secret and inner)
Superior: better than other people
Reproducible: can do it on demand(more or less), can controlperformance, can understand whatthey are doing and why it works
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Nature of Deliberate Practice
Aimed at improving Targeted at weaknesses, not at strengths
Stresses the skill
Unpleasant, effortful Not fun, not play, not for enjoyment Usually failures
Highly repetitive, time consuming
Guided by an expert coach or mentor Systematic in difficulty and complexity
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Practice Hours vs Other Hours
You can have a lot of hours withessentially no practice
How people play guitar
How people write & sketch
How people play sports
How people type
Unsystematic practice
Some improvement; quickly hit a ceiling
Without deliberate practice, you wontimprove much
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Exceptionality
Experts practice an abominable amount---normal people often do not believe it
Michael Howe, Genius Explained
2000, gifted amateur
10000, genius
For 10,000 hours:
1 year, 27 hours per day
2 years, 13 hours per day
5 years, 5.5 hours per day 8 years, 3.5 hours per day
10 years, 2.7 hours per day
20 years, 1.4 hours per day
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Practice vs Innate Talents
Ericsson: probably no innatetalents
Thus far, no strong evidence
Note: most people disagree
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Mediocrity
We are mediocre because:1. We are not trying to become great
2. Our practice is unsystematic
3. No one is helping us
4. We dont have the time todedicate to practice
5. NOT because we lack an innategift
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What About Personality andAll That?
Personality, etc., is importantbecause it enables people to
acquire practice and to attractmentors
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Personality
DeliberatePractice ExpertiseOther Skills& Abilities
Mentors,Supportive
Environments
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Fatigue & Burnout: Enemiesof Genius
Expertise takes many hours ofpractice; burnout & fatigue arethus big problem
Athletic training
Mental exhaustion
Thus the good at practicing
idea Balance training with rest
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The Development of Expertise
Expertise starts young
Need 10 years to get over 10000
practice hours
Shift from play to practice tofull-time practice
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Study 1: Violin Expertise
Ericsson, Krampe, & Tesch-Roemer(1993)
30 young German violinists (early 20s) 10 intl renowned experts (early 50s)
Three groups Highly skilled (likely soloists)
Pretty good Music education
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Research Questions
1. How much are they practicing?
Does skill correspond with practice?
2. How are they managing fatigueand burnout?
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Research
Practice Diaries
Measured practice each day for a
week Estimated practice per year since
they started playing violin
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Practiceacross
the day
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Managing Fatigue
Taking breaks during the day
Sleeping, napping
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Deliberate Practice
The best students practice morehours, practice smarter
(napping, breaks)
Lets look at the hours ofpractice over the lifespan
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What would a talent theorysay about this?
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Lifetime Practice
What about past practice?
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Again, what would a talenttheory say?
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Study 2: Expert & NovicePiano Players
10 experts
10 amateurs
What was the nature of their
practice?
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Practice That Week
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Past Weekly Practice
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Lifetime Practice
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Recap
Expertise was a function ofpractice
More skill, more practice
The best had more practice
Many times over, sometimesexponentially
If they had a gift, it didnt letthem practice less
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Role of Adult Teachers &Mentors
How do adults matter?
Expertise starts early, soinvestment by adults is essential
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Development of ReadingExpertise
Reading is unnatural
Vast differences between adults One of the single biggest
predictors of educational success
Why? Why the massive,profound difference?
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Reading in Early Life & EarlyChildhood
Reading before reading: 0 to 5
preconventional readers
Role of parents, peers, and
mentors
Fewer parents than youd think
do this
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Mol & Buss (2011)
Cascading upward spiralsofearly reading into adulthood
A snowball effect
early edge becomes bigger andbigger
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How Early?
Prenatal reading DecaspersOn human bonding
Rat research
0 to 6 months rhetorical sound, vocab
the feel of books and reading
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Toddler & Preschool Reading
6-24 months
vocab
parent training
relation between words, sounds, & images
building an enjoyment of the process of
reading
2 years to 5 years
vocab, alphabet, & spelling
tacit narrative structures
intersentential coherence
consolidating a love of reading
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When Could IndependentReading Happen?
How young is too young?
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Childhood Development ofExpertise
The Ericsson research ispowerful, but
All with adults, not with kids
Small groups, too
Mostly retrospective
remember past practice
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Back to Music(John Sloboda & Michael Howe)
How do children develop intoelite musicians?
Why do some flourish and otherflop?
Is it talent?
How do parents, friends, &teachers help?
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Sloboda & Howes (1996)study
Interviewed 257 British children &their families Comprehensive interview
5 skill levels
1: students in an elite music academy(119 kids)
2: applied, but didnt get in (30 kids) 3: inquired, but didnt apply (23 kids) 4: attended a weak music school (27
kids) 5: used to play, but quit (58 kids)
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Some Cool Aspects
Big sample: a lot of kids
Huge skill differences
Groups 1-4 started at the same
(early) age
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Practice in the Early Years
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A Daily Diary Study
Sloboda and Howe got 94 of thekids to track their practice
Every week for 42 weeks (!)
Compare Ericssons 1 week
Objective, accurate info aboutpractice
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Daily Practice (42 week avg)
0
20
40
60
80
100
120
Playing Scales PracticingPieces
Total
MinutesPerDay
Elite
School
Mid-
Range
Weak
School
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Practice is no fun
Ericsson: deliberate practice iseffortful and unpleasant
What did the kids do onvacation?
No teachers to pester them about
practicing
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Slacking (sort of)
0
2
4
6
8
10
12
14
Term Time Vacation Time
HoursPracticePerWeek
Elite
School
Mid-Range
Weak
School
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Summary of Sloboda & Howe
Practice differences = skill differences
Practice differences appear in the
very first year of playing
In everyday life, the best practice atleast 4 times as much as the worst
Again, if innate musical talentexists, it doesnt let you practice less
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Shifting Gears
For world-class musicalaccomplishment, practice iseverything
How do they do it? How is thispossible?
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Lauren Sosniak (1985)
Studied 22 exceptional young pianists
Overall, their parents had surprisinglylittle musical knowledge or interest Not likely to play an instrument, listen to
sophisticated music
Over half were musically naive
BUT, they were highly supportive of
the childs interest and practice Encouraging
Sitting in on lessons
Making practice more enjoyable
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Chess Expertise
What about chess?
Maybe music is somehow special
Chess is nerdier, has a bunch ofbraniacs
Special talent?
Some children show incredibleskill, which suggests special gifts
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Neil Charness & Co.(2005,Applied Cognitive Psychology)
Deliberate practice & chess Reading strategy books
Working through classic matches
Training with a master tutor
Children learn from mentors
Tournament play: not really
practice Face one person, deal with only afew problems
Usually face a weak opponent
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Lifetime Practice
You know whats coming
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What Else PredictedAchievement?
Chess grandmasters:
More practice per week currently
More hours of private tutoring as achild
Hours spent in tournaments?
Zero effect. It isnt practice.
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So
Chess and music are the same
The world-class best:
Have the most lifetime practice (usually 4times as much as the pretty good)
Still spend more hours per week practicing
What About Early Talent?
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What About Early Talent?
So far, theres little evidence forspecial, innate, inborn gifts or talents Accomplished people spend more time
practicing
Recast: When do adults attribute agift to a child?
1. Child seems to like it more than
other children
2. Child seems a bit better than theother children
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1. Talented Children Like itMore
Sloboda & Howe: most of the childrenwere forced to start playing
School curriculum
Parents forced them to do it
They became exceptional because ofpractice; they didnt choose to start
Skill makes it more fun Practice Fun, not Fun Practice
2 T l t d Child Bit
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2. Talented Children are a BitBetter than Other Kids
Talent can be a self-fulfillingprophecy
Musch & Grondin (2001): there are
surprising influences on whetherchildren seem to have gifts
Birthdays of Gifted and
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Birthdays of Gifted andDelayed Children(Musch & Grondin, 2001)
In one study, 61% of children in agifted class were born in the samemonth
Why?
Children in the learning disabledclass were more likely to be born 1 or2 months earlier than the gifted
children Weirdwhy?
RAE: Relative Age Effect
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RAE: Relative Age Effect(Musch & Grondin, 2001)
Gifted students and athletes aremore likely to be born right after anarbitrary cut-off
This makes them older than the otherkids
More knowledge, more real-world practice
Physically bigger, more developed
Investing in them then makes thembetter
Hence the self-fulfilling prophecy
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RAE & Professional Athletes
Ice Hockey: youth playing seasonstarts in January
Barnsley (1985): Over half of NHL
players born in January, February, &March
9 to 12 months older than other childrenat start of 1st season
More likely to be picked & thus to practice& play in games
Younger kids more likely to drop out orget weeded out
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Is it really birthdays?
Australian youth league soccer(Musch & Grondin, 2001)
Pre-1988 cutoff: January 1 Soccer pros born in February-
March
Changed to August 1 in 1988 Ten years later, soccer pros
typically born September-October
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Soccer Pros in Brazil &Germany
Germany: northern hemisphere
Brazil: southern hemisphere
Opposite seasons; good months to play
soccer outside are reversed
Same league cutoff (August 1)
Same clustering of birthdays amongprofessional players (after cutoff)
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Revisiting Giftedness
Adults view kids as gifted forsubtle but wrong reasons
Picking them then causes themto seem gifted
Opportunities, resources, practice
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Are there really no innateskills?
What about language-learning ability? Some people speak a lot of languages
Some people say that its hard for them tolearn 2nd languages
Children are clearly better at 2ndlanguage learningright?
2nd language-learning seems like aspecial, innate gift NOTE: 1st vs 2nd language learning
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But is it?
Bialystok &Hakuta (1995)
Everyone isequally able tolearn 2ndlanguages
No advantagefor children
b f
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Reasons to be Skeptical ofInnate Skill
National differences inlanguages spoken
Denmark: 5.5 (!)
USA: barely over 1
Are Danish people gifted?
S h d
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So What Predicts Expertise ina 2nd Language?
Wait for it wait for it
Deliberate practice: number ofhours spent speaking Hours learning grammar, learning
words less important
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How Not to Learn Spanish
Take an immersion course (like atUNCG) Children learn it this way
Immersion is a ridiculous way to
teach an adult a second language The first language is a resource
The practice isnt really deliberate 1. Learn from an expert
2. Get immediate feedback 3. Focus on weaknesses, not strengths
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The Diplomat Way
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The Diplomat Way
U.S. Foreign Service Institute Full-time language learning (30 hours per week)
Focus on speaking (not writing)
20 weeks (4.5 months) to learn: Spanish, French, Italian, German
24 (5.5 months) weeks to learn:
Dutch, Swedish, Danish, Norwegian, Portuguese,Afrikaans, Swahili
32 weeks (7 months) to learn: Malay, Indonesian
44 weeks (10 months) to learn: Russian, Bulgarian, Urdu, Turkish, Czech, Greek,Korean, Hebrew, Finnish, Arabic
Structured practice with an expert teacher is thekey
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Is It All Just Practice?
Whats the other side?
Two likely gifts and talents:
1. Intelligence as a gift/talent
2. Motivation as a gift/talent
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Diffuse Gifts vs Specific Gifts
Specific gift special ability to learn something,
like music, sports, chess, writing,etc, faster than someone else
Diffuse, global gift
the ability to learn anything faster
than someone else Intelligence and motivation
Intelligence as a Talent
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Intelligence as a Talent
Ability to solve unfamiliarproblems, to discern rules, tothink abstractly
The ability to learn
High IQ people learn faster, moredeeply, & can master morecomplicated material
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(Fluid) Intelligence Helps All
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( ) g pLearning Ever work in a restaurant?
Anyone without a lot to invest?
Ever join a study group? Ever teach or tutor?
Know anyone who cant travel without aGPS?
Know anyone who has caused several caraccidents?
Know anyone who cant delay gratification orinhibit impulses?
Intelligence PredictsA hi i M A
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Achievements in Many Areas
Grades at all levels of schooling
Lifetime earnings
Job success
Car accidents
Arrest, incarceration, violence
IQ d M i A hi t
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IQ and Music Achievement(Ruthsatz et al., 2008)
Study of high school &conservatory musicians
Hours of practice stronglypredicted musical skill
But IQ did, too (r= .20)
IQ and Piano Sight Reading
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IQ and Piano Sight Reading(Meinz & Hambrick, 2010)
What is sight reading?
Mozart, Piano Sonata no. 1 in C
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IQ and Piano Sight Reading
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IQ and Piano Sight Reading(Meinz & Hambrick, 2010)
Hours of practice stronglypredicted sight reading
Around 50% of variance
But IQ did, too
Around 8%
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G b l (2007) H f
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Grabner et al. (2007): Hours ofpractice strongly predicted
chess ability
But great chess players also
have much higher intelligence low IQ players dont start chess
low IQ players give up and dropout
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M i i Gif
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Motivation as a Gift
Again, diffuse giftsvsspecificgifts
How do people sustainthousands of hours of practice?
Motivation fosters practice;practice fosters excellence
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Motivation is Mysterious
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Motivation is Mysterious
Where does a rage to mastercome from? What makes peoplethis motivated?
Most people think they are moremotivated, dedicated, &committed than they really are
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College Students (& PsycM j ) E l
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Majors) as an Example
How motivated are moststudents, really?
Common interview traps: What are you doing?
What are you reading?
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Wrapping Up Gifts
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Wrapping Up Gifts
Intelligence and motivation
The ability to learn
The ability to do, persist, & try
Why do some people havemore?
Reflecting on Psychology of
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g y gyExpertise
Freakish amount of practice isnecessary for greatness
But intelligence & motivation help,too If there are gifts, these are probably
gifts
Its easy to see why we are all soaverage
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