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Expertise: A Second Look
16 references·0 citing·44 second hop
Expertise: A Second Look (2016)Expertise: A Second LookDeliberate Practice and Performance in Music, Games, Sports, Education, and Professions: A Meta-Analysis (2014)Deliberate Practice and Perfo…Why expert performance is special and cannot be extrapolated from studies of performance in the general population: A response to criticisms (2013)Why expert performance is spe…Deliberate practice: Is that all it takes to become an expert? (2013)Deliberate practice: Is that …Accelerated Expertise: Training for High Proficiency in a Complex World (2013)Accelerated Expertise: Traini…Deliberate Practice Is Necessary but Not Sufficient to Explain Individual Differences in Piano Sight-Reading Skill (2010)Deliberate Practice Is Necess…Talent is overrated: what really separates world-class performers from everybody else (2009)Talent is overrated: what rea…Outliers … The Story of Success (2009)Outliers … The Story of Succe…The role of domain-specific practice, handedness, and starting age in chess. (2007)The role of domain-specific p…The Cambridge Handbook of Expertise and Expert Performance (2006)The Cambridge Handbook of Exp…Working Memory Capacity as Executive Attention (2002)Working Memory Capacity as Ex…Talent and its development: An emergenic and epigenetic model. (1999)Talent and its development: A…How Can Expertise be Defined? Implications of Research from Cognitive Psychology (1998)How Can Expertise be Defined?…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…Perception in chess (1973)Perception in chessHereditary genius: An inquiry into its laws and consequences. (1869)Hereditary genius: An inquiry…Little Science, Big Science (1963)Review of Psychometric theory (2nd ed.). (1979)Smart People or Smart Contexts? Cognition, Ability, and Talent Development in an Age of Situated Approaches to Knowing and Learning (2002)Motivation, Emotion, and Cognition (2004)Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study. (2010)Frames of Mind: The Theory of Multiple Intelligences (1984)Situated Learning: Legitimate Peripheral Participation. (1994)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Cognitive Architecture and Instructional Design (1998)Grit: Perseverance and passion for long-term goals. (2007)Cognitive Load Theory (2011)"General Intelligence," Objectively Determined and Measured (1904)Thinking, Fast and Slow (2011)The Relationship Between Deliberate Practice and Performance in Sports (2016)Gifted Students (2018)Deliberate Practice and Proposed Limits on the Effects of Practice on the Acquisition of Expert Performance: Why the Original Definition Matters and Recommendations for Future Research (2019)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)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)Long-term working memory. (1995)EXPERT AND EXCEPTIONAL PERFORMANCE: Evidence of Maximal Adaptation to Task Constraints (1996)Child Development and Emergent Literacy (1998)Working Memory (1974)Individual differences in working memory and reading (1980)Working memory, short-term memory, and general fluid intelligence: A latent-variable approach. (1999)Working memory span tasks: A methodological review and user’s guide (2005)Multiple Resources and Mental Workload (2008)Is working memory training effective? A meta-analytic review. (2012)Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement (2009)Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement (2009)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA Statement. (2009)Much ado about grit: A meta-analytic synthesis of the grit literature. (2016)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)An Integrative Model for the Study of Developmental Competencies in Minority Children (1996)Rethinking Giftedness and Gifted Education (2011)Wellness as Fairness (2011)Evidence-based policies for youth sport programmes (2014)States at Work (2014)
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References

  • 1993The role of deliberate practice in the acquisition of expert performance.9,542 cited
  • 1973Perception in chess4,482 cited
  • 2006The Cambridge Handbook of Expertise and Expert Performance3,157 cited
  • 2002Working Memory Capacity as Executive Attention2,505 cited
  • 1994Expert performance: Its structure and acquisition.2,072 cited
  • 1869Hereditary genius: An inquiry into its laws and consequences.1,941 cited
  • 2014Deliberate Practice and Performance in Music, Games, Sports, Education, and Professions: A Meta-Analysis656 cited
  • 1999Talent and its development: An emergenic and epigenetic model.464 cited
  • 2009Outliers … The Story of Success402 cited
  • 2013Deliberate practice: Is that all it takes to become an expert?370 cited
  • 1998How Can Expertise be Defined? Implications of Research from Cognitive Psychology293 cited
  • 2009Talent is overrated: what really separates world-class performers from everybody else247 cited
  • 2007The role of domain-specific practice, handedness, and starting age in chess.216 cited
  • 2010Deliberate Practice Is Necessary but Not Sufficient to Explain Individual Differences in Piano Sight-Reading Skill205 cited
  • 2013Why expert performance is special and cannot be extrapolated from studies of performance in the general population: A response to criticisms

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178 cited
  • 2013Accelerated Expertise: Training for High Proficiency in a Complex World153 cited
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