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Maintaining excellence: Deliberate practice and elite performance in young and older pianists.
Abstract
Two studies investigated the role of deliberate practice in the maintenance of cognitive-motor skills in expert and accomplished amateur pianists. Older expert and amateur pianists showed the normal pattern of large age-related reductions in standard measures of general processing speed. Performance on music-related tasks showed similar age-graded decline for amateur pianists but not for expert pianists, whose average performance level was only slightly below that of young expert pianists. The degree of maintenance of relevant pianistic skills for older expert pianists was predicted by the amount of deliberate practice during later adulthood. The role of deliberate practice in the active maintenance of superior domain-specific performance in spite of general age-related decline is discussed.
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In the citing paper
“Krampe and Ericsson (1996) found that the older expert pianists, when they kept practicing around 10–15 h per week, were able to match the performance of the young expert pianists on tasks that were representative of music performance.”
From 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) · cites this paper as Krampe and Ericsson (1996)
In the citing paper
“They found that time taken for solitary practice decreased after graduation from the music academy due to professional obligations involving public music performances and giving music lessons to music students”
From 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) · cites this paper as Krampe and Ericsson (1996)
In the citing paper
“Krampe and Ericsson (1996) found that the accumulated amount of solitary practice during the last 10 years was the measure that best predicted individual differences in the participants’ performance on a range of experimental tasks”
From 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) · cites this paper as Krampe and Ericsson (1996)
In the citing paper
“They found that rather than using the accumulated practice over their entire career, a measure of their more recent practice activity was a better predictor of their current level of performance.”
From 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) · cites this paper as Krampe and Ericsson (1996)
In the citing paper
“In spite of having accumulated around 6 standard deviations more hours of practice than the young experts, the older experts’ performance was not superior.”
From 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) · cites this paper as Krampe and Ericsson (1996)
In the citing paper
“Much of that practice focused on merely maintaining their already acquired performance, and Krampe and Ericsson (1996) referred to this practice as “maintenance practice.””
From 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) · cites this paper as Krampe and Ericsson (1996)
In the citing paper
“Despite this, Ericsson [13,15,16] has sometimes argued that practice activities need to be designed by a teacher to qualify as deliberate practice.”
From The role of deliberate practice in expert performance: revisiting Ericsson, Krampe & Tesch-Römer (1993) (2019) · cites this paper as [13]
In the citing paper
“In contrast with the definition of deliberate practice where activities need to be designed by a teacher, Ericsson [13,15,16] has sometimes argued that practice activities do not need be designed by a teacher to qualify as deliberate practice.”
From The role of deliberate practice in expert performance: revisiting Ericsson, Krampe & Tesch-Römer (1993) (2019) · cites this paper as [13]
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Metadata
- Authors
- Krampe, R. T., & Ericsson, K. A.
- Venue
- Journal of Experimental Psychology: General
- Published
- 1996
- Volume
- 125
- Issue
- 4
- Pages
- 331-359
- ISSN
- 0096-3445 (ISSN-L)
- 1939-2222
- OpenAlex
- W2143438041
- Cited by
- 540
- References
- 82
- Citations by year
- 2026: 8 · 2025: 34 · 2024: 9 · 2023: 14 · 2022: 18 · 2021: 15 · 2020: 22 · 2019: 25 · 2018: 20 · 2017: 21 · 2016: 25 · 2015: 29 · 2014: 16 · 2013: 27 · 2012: 25
- FWCI
- 7.69
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Experimental Psychology General (publishedVersion)
- PubMed (publishedVersion)
- Lirias (KU Leuven) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neuroscience and Music Perception
- Keywords
- deliberate practice, piano performance, age-related cognitive decline, processing speed, expert musicians, amateur musicians, older adults, skill retention, music performance
- MeSH terms
- Adult, Age Factors, Aged, Aging, Humans, Middle Aged, Motor Skills, Music
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