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Summary Problem 3
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Comprehensive summary Psychology, E & D, Course 3.5, Engines for Learning, Literature Problem 3
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Michelle van Diën – 413154mdProblem 3 – On the road to excellence
Part 1 - Practice makes perfect?
Ericsson, K. A., Krampe, R. T., Tesch-Römer, C. (1993). The role of deliberate practice in the
acquisition of expert performance. Psychological Review, 100(3), 363–406. doi:10.1037/0033-
295X.100.3.363
Propose a theoretical framework that explains expert performance in terms of acquired
characteristics resulting from extended deliberate practice and that limits the role of innate
(inherited) characteristics to general levels of activity and emotionality. Empirical support from two
new studies and from already published evidence.
Brief Historical Background
Francis Galton: Eminent performance reflects a higher level of ultimate performance determined
primarily by innate capacities (talent). Recognition of the interaction between environmental and
genetic factors. Subsequent study focused primarily on genetic influences on structure and
capacities.
Natural Abilities and Other Stable Characteristics
Unsuccessful search for stable heritable characteristics that could predict or account for the superior
performance of eminent individuals. The best evidence comes from several types of sport, for which
anatomical characteristics (e.g. height) systematically differ for elite performance compared with the
average population. The failure to identify the specific talents necessary for expert performance in a
given domain is viewed as a temporary problem until the relevant talents are discovered.
Does Practice and Experience Inevitably Lead to Maximal Performance?
Stable levels of performance after extended experience are not rigidly limited by unmodifiable,
possibly innate, factors, but can be further increased by deliberate efforts.
Preparation Time Required for Attainment of Exceptional Performance
Expert performance is acquired slowly over a very long time as a result of practice and the highest
levels of performance and achievement appear to require at least around 10 years of intense prior
preparation.
The Role of Deliberate Practice
Characteristics of Deliberate Practice
In all major domains a steady accumulation of knowledge about the best methods to attain a high
level of performance and the associated practice activities leading to this performance. Throughout
development toward expert performance, teachers and coaches instruct the individuals to engage in
practice activities that maximize improvement. Practice activities = deliberate practice. <> Other
activities in the domain, such as playful interaction, paid work, and observation of others.
Comparison of Deliberate Practice to Other Types of Domain-Related Activities
Work: public performance, competitions, services rendered for pay, and other activities directly
motivated by external rewards. Play: activities that have no explicit goal and that are inherently
enjoyable. Deliberate practice: activities that have been specially designed to improve the current
level of performance.
Theoretical Framework for the Acquisition of Expert Performance
A framework within which we can explain how differential levels of performance are attained as a
function of deliberate practice. “Monotonic benefits assumption”: the amount of time an individual
is engaged in deliberate practice activities is monotonically related to that individual's acquired
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