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Rethinking expertise: A multifactorial gene–environment interaction model of expert performance.
16 references·16 citing·37 second hopsampled
Rethinking expertise: A multifactorial gene–environment interaction model of expert performance. (2015)Rethinking expertise: A multifactorial ge…Is working memory training effective? A meta-analytic review. (2012)Is working memory training ef…Grit: Perseverance and passion for long-term goals. (2007)Grit: Perseverance and passio…The Cambridge Handbook of Expertise and Expert Performance (2006)The Cambridge Handbook of Exp…Intelligence and educational achievement (2006)Intelligence and educational …Action Observation and Acquired Motor Skills: An fMRI Study with Expert Dancers (2004)Action Observation and Acquir…The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. (1998)The validity and utility of s…Methodology of Scientific Research Programmes (1998)Methodology of Scientific Res…Intelligence, personality, and interests: Evidence for overlapping traits. (1997)Intelligence, personality, an…EXPERT AND EXCEPTIONAL PERFORMANCE: Evidence of Maximal Adaptation to Task Constraints (1996)EXPERT AND EXCEPTIONAL PERFOR…Long-term working memory. (1995)Long-term working memory.Expert performance: Its structure and acquisition. (1994)Expert performance: Its struc…The role of deliberate practice in the acquisition of expert performance. (1993)The role of deliberate practi…Toward a general theory of expertise : prospects and limits (1991)Toward a general theory of ex…Perception in chess (1973)Perception in chessMaking Vocational Choices: A Theory of Vocational Personalities and Work Environments (1973)Making Vocational Choices: A …"General Intelligence," Objectively Determined and Measured (1904)"General Intelligence," Objec…On the relationship between creative potential and creative achievement: Challenges and future directions (2024)On the relationship between c…Maria Manturzewska’s model of the lifespan development of professional musicians in the light of recent research and cultural changes (2023)Maria Manturzewska’s model of…Musical Potential, Giftedness, and Talent Development (2022)Musical Potential, Giftedness…Expertise Development in the Workplace Through Deliberate Practice and Progressive Problem Solving: Insights from Business-to-Business Sales Departments (2022)Expertise Development in the …Individual differences in motor skill learning: Past, present and future (2021)Individual differences in mot…Expertise in emotion: A scoping review and unifying framework for individual differences in the mental representation of emotional experience. (2021)Expertise in emotion: A scopi…Domain-specific prior knowledge and learning: A meta-analysis (2021)Domain-specific prior knowled…Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research (2020)Talent Development in Achieve…Seeing is believing: examining self-efficacy and trait hope as moderators of youths’ positive risk-taking intention (2020)Seeing is believing: examinin…Rethinking Human Potential From a Talent Development Perspective (2020)Rethinking Human Potential Fr…Is the Deliberate Practice View Defensible? A Review of Evidence and Discussion of Issues (2020)Is the Deliberate Practice Vi…Toward a multifactorial model of expertise: beyond born versus made (2018)Toward a multifactorial model…To be or not to be (an expert)? Revisiting the role of deliberate practice in improving performance (2018)To be or not to be (an expert…Gifted Students (2018)Gifted StudentsEasier Seen Than Done: Merely Watching Others Perform Can Foster an Illusion of Skill Acquisition (2018)Easier Seen Than Done: Merely…Beyond Born versus Made (2016)Beyond Born versus MadeIndividual differences in working memory and reading (1980)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Exploring the Central Executive (1996)Models of Working Memory: Mechanisms of Active Maintenance and Executive Control (1999)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Frames of Mind: The Theory of Multiple Intelligences (1984)Situated Learning: Legitimate Peripheral Participation. (1994)Cognitive Architecture and Instructional Design (1998)Cognitive Load Theory (2011)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Cognitive Load During Problem Solving: Effects on Learning (1988)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Generalized expectancies for internal versus external control of reinforcement. (1966)Self-efficacy: Toward a unifying theory of behavioral change (1978)THE BIG FIVE PERSONALITY DIMENSIONS AND JOB PERFORMANCE: A META‐ANALYSIS (1991)Development and Validation of the Short Grit Scale (Grit–S) (2009)Hard evidence on soft skills (2012)Much ado about grit: A meta-analytic synthesis of the grit literature. (2016)Conditions of Learning (1965)The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring (1984)Flow: the psychology of optimal experience (1990)Child Development and Emergent Literacy (1998)The Parieto-Frontal Integration Theory (P-FIT) of intelligence: Converging neuroimaging evidence (2007)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Handbook of Self-Regulation of Learning and Performance (2017)Men and things, women and people: A meta-analysis of sex differences in interests. (2009)Social cognitive model of career self-management: Toward a unifying view of adaptive career behavior across the life span. (2013)The Psychology of Working Theory. (2016)Norm theory: Comparing reality to its alternatives. (1986)Working memory span tasks: A methodological review and user’s guide (2005)Evidence for a Collective Intelligence Factor in the Performance of Human Groups (2010)Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis. (2004)The Power of Personality: The Comparative Validity of Personality Traits, Socioeconomic Status, and Cognitive Ability for Predicting Important Life Outcomes (2007)LIFESPAN PSYCHOLOGY: Theory and Application to Intellectual Functioning (1999)Wisdom: A metaheuristic (pragmatic) to orchestrate mind and virtue toward excellence. (2000)The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance (2006)
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References

  • 1993The role of deliberate practice in the acquisition of expert performance.9,542 cited
  • 2007Grit: Perseverance and passion for long-term goals.6,906 cited
  • 1904"General Intelligence," Objectively Determined and Measured6,205 cited
  • 1973Making Vocational Choices: A Theory of Vocational Personalities and Work Environments4,985 cited
  • 1973Perception in chess4,482 cited
  • 1998The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings.4,159 cited
  • 1995Long-term working memory.3,496 cited
  • 2006The Cambridge Handbook of Expertise and Expert Performance3,157 cited
  • 1996EXPERT AND EXCEPTIONAL PERFORMANCE: Evidence of Maximal Adaptation to Task Constraints2,136 cited
  • 1994Expert performance: Its structure and acquisition.2,072 cited
  • 2004Action Observation and Acquired Motor Skills: An fMRI Study with Expert Dancers1,998 cited
  • 1998Methodology of Scientific Research Programmes1,815 cited
  • 2012Is working memory training effective? A meta-analytic review.1,780 cited
  • 1991Toward a general theory of expertise : prospects and limits1,766 cited
  • 1997Intelligence, personality, and interests: Evidence for overlapping traits.

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

1,752 cited
  • 2006Intelligence and educational achievement1,723 cited
  • Cited by

    • 2021Domain-specific prior knowledge and learning: A meta-analysis258 cited
    • 2018Gifted Students241 cited
    • 2020Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research132 cited
    • 2021Individual differences in motor skill learning: Past, present and future103 cited
    • 2018Easier Seen Than Done: Merely Watching Others Perform Can Foster an Illusion of Skill Acquisition89 cited
    • 2021Expertise in emotion: A scoping review and unifying framework for individual differences in the mental representation of emotional experience.82 cited
    • 2016Beyond Born versus Made72 cited
    • 2020Rethinking Human Potential From a Talent Development Perspective67 cited
    • 2024On the relationship between creative potential and creative achievement: Challenges and future directions67 cited
    • 2020Is the Deliberate Practice View Defensible? A Review of Evidence and Discussion of Issues59 cited
    • 2018To be or not to be (an expert)? Revisiting the role of deliberate practice in improving performance43 cited
    • 2018Toward a multifactorial model of expertise: beyond born versus made43 cited
    • 2020Seeing is believing: examining self-efficacy and trait hope as moderators of youths’ positive risk-taking intention28 cited
    • 2023Maria Manturzewska’s model of the lifespan development of professional musicians in the light of recent research and cultural changes22 cited
    • 2022Expertise Development in the Workplace Through Deliberate Practice and Progressive Problem Solving: Insights from Business-to-Business Sales Departments11 cited
    • 2022Musical Potential, Giftedness, and Talent Development8 cited