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Summary of Peak: by Anders Ericsson and Robert Pool | Includes Analysis
Summary of Peak: by Anders Ericsson and Robert Pool | Includes Analysis
Summary of Peak: by Anders Ericsson and Robert Pool | Includes Analysis
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Summary of Peak: by Anders Ericsson and Robert Pool | Includes Analysis

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Summary of Peak by Anders Ericsson and Robert Pool | Includes Analysis

 

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Peak: Secrets from the New Science of Expertise offers practical, evidence-based insight into what creates top performers and experts across a wide range of disciplines.

There is no such thing as a natur

LanguageEnglish
Release dateMar 1, 2019
ISBN9781683788416
Summary of Peak: by Anders Ericsson and Robert Pool | Includes Analysis

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  • Rating: 4 out of 5 stars
    4/5
    It is a brief summary of the key elements of the book. I think it is worth developing the part of effective learning training, the concrete approach for the expert teacher (Ericsson presents an example where a person can apply the method and end up having real success or fail to apply it in another skill and not evolve and from this gives ideas on what to do or not to do when choosing an expert, where to look but also how you can apply your deliberate practice when you don't have access to an expert) and not only.

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Summary of Peak - Instaread Summaries

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Peak: Secrets from the New Science of Expertise offers practical, evidence-based insight into what creates top performers and experts across a wide range of disciplines.

There is no such thing as a natural prodigy. Even children who display seemingly advanced abilities owe their skills to many hours of practice and effort. Mozart, for example, the quintessential child prodigy, was likely the product of a very early, immersive education in music as prescribed by his father, who was also a musician. This type of purposeful effort aimed at developing expert ability is called deliberate practice. Mozart was indeed young when he first demonstrated his superior abilities. But he already had several years of deliberate practice-based music education under his belt by the time he was even six or seven years old and thrilling audiences around Europe.

The expectation that a child or a novice should show exceptional early abilities in order to invest time and energy into further development of a skill is fallacious and even dangerous. If a regimen of deliberate practice is the only road to proficiency and even expertise, the initial sputtering or success of a child or novice in a certain skill

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