IDST 125 L4

Deliberate Practice

- Task with a well-defined
goal
- Motivation to improve
- Feedback
- Many opportunities for
repetition and gradual
refinements of performance
- Requires full concentration
and problem-solving

Ericsson’s Definition of Expertise

• Ability to reliably produce
superior performance in a
given domain
• Ability to do so at virtually
any time with relatively
limited preparation
• Ability to do so under
changing conditions
• NOT: how “experienced”
someone is

Ericsson’s Model of Expertise Development

Focuses on the role of prolonged, purposeful, gradual practice in achieving expert-level performance.

Arrested Development

A situation where an individual fails to progress from everyday skills to expert performance due to complacency.

Phases of Expertise Development

- Cognitive phase: novice,
just learning what to do
o Associative phase:
developmental, learning
how to do the skill well
and adapt it to context
-Autonomous phase: Skills
take little thought to do
well
-Experts keep going back
to associative to improve
performance

Feedback

Information provided after performance that helps improve skills and drive practice.

Automaticity

The ability to perform tasks with little conscious thought, which may hinder expertise development.

Cognitive Phase

The initial phase of learning where a novice is just beginning to understand what to do.

Associative Phase

A developmental phase in which learners refine skills and learn to adapt them to different contexts.

Autonomous Phase

A phase in which skills can be performed with little thought, often by experts.

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