Ericsson Quotes

Ericsson notes that for a novice, somewhere around an hour a day of intense concentration seems to be a limit, while for experts this number can expand to as many as four hours—but rarely more.

Ericsson says that it takes approximately ten thousand hours of Deliberate Practice to gain true expertise, so it helps to start young.

This is a fundamental truth about any sort of practice: If you never push yourself beyond your comfort zone, you will never improve.

So here we have purposeful practice in a nutshell: Get outside your comfort zone but do it in a focused way, with clear goals, a plan for reaching those goals, and a way to monitor your progress. Oh, and figure out a way to maintain your motivation.

Learning isn’t a way of reaching one’s potential but rather a way of developing it.

The reason that most people don’t possess these extraordinary physical capabilities isn’t because they don’t have the capacity for them, but rather because they’re satisfied to live in the comfortable rut of homeostasis and never do the work that is required to get out of it. They live in the world of “good enough.” The same thing is true for all the mental activities we engage in,

I've often mused over the idea that madness is actually a sane reaction to an insane world.

The best way to get past any barrier is to come at it from a different direction, which is one reason it is useful to work with a teacher or coach.

What separates experts from the rest of us is that they tend to engage in a very directed, highly focused routine, which Ericsson has labeled “deliberate practice.

you have to keep upping the ante: run farther, run faster, run uphill. If you don’t keep pushing and pushing and pushing some more, the body will settle into homeostasis, albeit at a different level than before, and you will stop improving. This

Deep practice, however, doesn't obey the same math. Spending more time is effective—but only if you're still in the sweet spot at the edge of your capabilities, attentively building and honing circuits. What's more, there seems to be a universal limit for how much deep practice human beings can do in a day. Ericsson's research shows that most world-class experts—including pianists, chess players, novelists, and athletes—practice between three and five hours a day, no matter what skill they pursue.

E: When one has at last reached freedom, can one even contemplate going back? HC: But if it is not possible to go back, or to choose to go back, then it is not freedom! ~Ericsson; Hilary Craven

You have to distinguish between two things - the Swedish economy and the Swedish stock market. The Swedish economy is the sum of all the goods and services that are produced in this country every day. There are telephones from Ericsson, cars from Volvo, chickens from Scan, and shipments from Kiruna to Skovde. That's the Swedish economy, and it's just as strong or weak today as it was a week ago... The Stock Exchange is something very different. There is no economy and no production of goods and services. There are only fantasies in which people from one hour to the next decide that this or that company is worth so many billions, more or less. It doesn't have a thing to do with the Swedish economy.

A world in which deliberate practice is a normal part of life would be one in which people had more volition and satisfaction.

Then there’s the issue of cognitive capacity. Deep work is exhausting because it pushes you toward the limit of your abilities. Performance psychologists have extensively studied how much such efforts can be sustained by an individual in a given day.* In their seminal paper on deliberate practice, Anders Ericsson and his collaborators survey these studies. They note that for someone new to such practice (citing, in particular, a child in the early stages of developing an expert-level skill), an hour a day is a reasonable limit. For those familiar with the rigors of such activities, the limit expands to something like four hours, but rarely more.

the key to improved mental performance of almost any sort is the development of mental structures that make it possible to avoid the limitations of short-term memory and deal effectively with large amounts of information at once.

Even the most motivated and intelligent student will advance more quickly under the tutelage of someone who knows the best order in which to learn things, who understands and can demonstrate the proper way to perform various skills, who can provide useful feedback, and who can devise practice activities designed to overcome particular weaknesses.

If you wish to become significantly better at something, you can.

The subversive idea at the centre of Ericsson’s work is that excellence is not reserved for the lucky few but can be achieved by almost all of us.

Purposeful practice has well-defined, specific goals.

With deliberate practice, however, the goal is not just to reach your potential but to build it, to make things possible that were not possible before.

Our acceptance of lies becomes a cultural cancer that eventually shrouds and reorders reality until moral garbage becomes as invisible to us as water is to a fish.

When most people practice, they focus on the things they can do effortlessly,” Ericsson has said. “Expert practice is different. It entails considerable, specific, and sustained efforts to do something you can’t do well—or even at all. Research across domains shows that it is only by working at what you can’t do that you turn into the expert you want to become.” So far the focus in this book has been on the quantity of practice required to reach the top, and we’ve seen that it’s a staggering amount of time, stretching for a period of at least ten years.

You have to distinguish between two things – the Swedish economy and the Swedish stock market. The Swedish economy is the sum of all the goods and services that are produced in this country every day. There are telephones from Ericsson, cars from Volvo, chickens from Scan, and shipments from Kiruna to Skövde. That’s the Swedish economy, and it’s just as strong or weak today as it was a week ago.” He paused for effect and took a sip of water. “The Stock Exchange is something very different. There is no economy and no production of goods and services. There are only fantasies in which people from one hour to the next decide that this or that company is worth so many billions, more or less. It doesn’t have a thing to do with reality or with the Swedish economy.

With deliberate practice, however, the goal is not just to reach your potential but to build it, to make things possible that were not possible before. This requires challenging homeostasis—getting out of your comfort zone—and forcing your brain or your body to adapt.

The key thing is to take that general goal—get better—and turn it into something specific that you can work on with a realistic expectation of improvement.

Generally speaking, no matter what you’re trying to do, you need feedback to identify exactly where and how you are falling short. Without

Purposeful practice requires getting out of one’s comfort zone. This is perhaps the most important part of purposeful practice.

The most important gifts we can give our children are confidence in their ability to remake themselves again and again and the tools with which to do that job

meaning aids memory.

If you wish to become significantly better at something, you can.

Ericsson wondered what had happened. “I really thought about this a lot,” he recalls in an interview with Daniel Coyle, author of The Talent Code.

The striking thing about Ericsson’s study is that he and his colleagues couldn’t find any “naturals,” musicians who floated effortlessly to the top while practicing a fraction of the time

What's so magical about solitude? In many fields, Ericsson told me, it's only when you're alone that you can engage in Deliberate Practice, which he has identified as the key to exceptional achievement. When you practice deliberately, you identify the tasks or knowledge that are just out of your reach, strive to upgrade your performance, monitor your progress, and revise accordingly. Practice sessions that fall short of this standard are not only less useful - they're counterproductive. They reinforce existing cognitive mechanisms instead of improving them.

We're prewired to imitate,” Anders Ericsson says. “When you put yourself in the same situation as an outstanding person and attack a task that they took on, it has a big effect on your skill.

The guilt of moving on seeps into my life every time I do something I thought I couldn’t do without you. Every time I make a financial decision, I take over your job. Every time I fix the washing machine, choose a wallpaper without consulting you, I feel guilty. How dare I function without you! What could you have possibly meant to me if I can function without you? Much less, function well. Every so often I’m overwhelmed with the decisions. In those moments I hate you for leaving me. But I am stronger now, and I like being strong. And for this, I feel guilty. When can I stop proving that I loved you? When will I stop believing that loving you better might have saved you?

Consider this: Most people live lives that are not particularly physically challenging. They sit at a desk, or if they move around, it’s not a lot. They aren’t running and jumping, they aren’t lifting heavy objects or throwing things long distances, and they aren’t performing maneuvers that require tremendous balance and coordination. Thus they settle into a low level of physical capabilities—enough for day-to-day activities and maybe even hiking or biking or playing golf or tennis on the weekends, but far from the level of physical capabilities that a highly trained athlete possesses.

What’s so magical about solitude? In many fields, Ericsson told me, it’s only when you’re alone that you can engage in Deliberate Practice, which he has identified as the key to exceptional achievement.

What’s so magical about solitude? In many fields , Ericsson told me, it’s only when you’re alone that you can engage in Deliberate Practice, which he has identified as the key to exceptional achievement.

What is the exact nature of the ability? and, What sorts of training made it possible? In thirty years of looking, I have never found an ability that could not be explained by answering these two questions.

What separates experts from the rest of us is that they tend to engage in a very directed, highly focused routine, which Ericsson has labeled “deliberate practice.” Having studied the best of the best in many different fields, he has found that top achievers tend to follow the same general pattern of development. They develop strategies for consciously keeping out of the autonomous stage while they practice by doing three things: focusing on their technique, staying goal-oriented, and getting constant and immediate feedback on their performance. In other words, they force themselves to stay in the “cognitive phase.

As Ericsson explains, “Most individuals who start as active professionals… change their behavior and increase their performance for a limited time until they reach an acceptable level. Beyond this point, however, further improvements appear to be unpredictable and the number of years of work… is a poor predictor of attained performance.” Put another way, if you just show up and work hard, you’ll soon hit a performance plateau beyond which you fail to get any better.

Regular training leads to changes in the parts of the brain that are challenged by the training. The brain adapts to these challenges by rewiring itself in ways that increase its ability to carry out the functions required by the challenges.

This explains the importance of staying just outside your comfort zone: you need to continually push to keep the body’s compensatory changes coming, but if you push too far outside your comfort zone, you risk injuring yourself and actually setting yourself back.

Instead of thinking of enhancing my memory as analogous to stretching my height or improving my vision or tweaking some other fundamental attribute of my body, Ericsson encouraged me to think of it more like improving a skill—more like learning to play an instrument.

Sertillanges seems to have been ahead of his time, arguing in The Intellectual Life, “Men of genius themselves were great only by bringing all their power to bear on the point on which they had decided to show their full measure.” Ericsson couldn’t have said it better.)

If we can show students that they have the power to develop a skill of their choice and that, while it is not easy, it has many rewards that will make it worthwhile, we make it much more likely that they will use deliberate practice to develop various skills over their lifetimes.

The hallmark of purposeful or deliberate practice is that you try to do something you cannot do — that takes you out of your comfort zone — and that you practice it over and over again, focusing on exactly how you are doing it, where you are falling short, and how you can get better.

So here we have purposeful practice in a nutshell: Get outside your comfort zone but do it in a focused way, with clear goals, a plan for reaching those goals, and a way to monitor your progress. Oh, and figure out a way to maintain your motivation. This recipe is an excellent start for anyone who

According to Ericsson, what we call expertise is really just “vast amounts of knowledge, pattern-based retrieval, and planning mechanisms acquired over many years of experience in the associated domain.” In other words, a great memory isn’t just a by-product of expertise; it is the essence of expertise.

You seldom improve much without giving the task your full attention.

In short, perfect pitch is not the gift, but, rather, the ability to develop perfect pitch is the gift

You are never too old to set another goal or to dream a new dream.

abilities gradually deteriorate in the absence of deliberate efforts to improve. So

Learning isn’t a way of reaching one’s potential but rather a way of developing it. We

Indeed, one could define a mental representation as a conceptual structure designed to sidestep the usual restrictions that short-term memory places on mental processing.

How much you improve is up to you.

When do we stop turning over our personal power and responsibility to liars?

Call it “the New Year’s resolution effect”— it’s why gyms that were crowded in January are only half full in July and why so many slightly used guitars are available on Craigslist. So

If they’re not practicing deliberately, even experts can see their skills backslide. Ericsson shared with me an incredible example of this. Even though you might be inclined to trust the advice of a silver-haired doctor over one fresh out of medical school, it’s been found that in a few fields of medicine, doctors’ skills don’t improve the longer they’ve been practicing

if there is no agreement on what good performance is and no way to tell what changes would improve performance, then it is very difficult—often impossible—to develop effective training methods.

Generally speaking, meaningful positive feedback is one of the crucial factors in maintaining motivation. It can be internal feedback, such as the satisfaction of seeing yourself improve at something, or external feedback provided by others, but it makes a huge difference in whether a person will be able to maintain the consistent effort necessary to improve through purposeful practice.

As researchers Anders Ericsson and Robert Pool underscore in their book Peak, mastery requires deliberate practice, and lots of it. But if you love it, you do it. Picasso experimented with other forms of art but kept painting as his focus. Michael Jordan did a stint at baseball, but basketball was where he really thrived. Play hardest in your area of strength and you’ll achieve depth, meaning, and satisfaction in your life.

In Ericsson’s seminal 1993 paper on the topic, titled “The Role of Deliberate Practice in the Acquisition of Expert Performance,” he dedicates a section to reviewing what the research literature reveals about an individual’s capacity for cognitively demanding work. Ericsson notes that for a novice, somewhere around an hour a day of intense concentration seems to be a limit, while for experts this number can expand to as many as four hours—but rarely more.

The striking thing about Ericsson’s study is that he and his colleagues couldn’t find any ‘naturals,’ musicians who floated effortlessly to the top while practicing a fraction of the time their peers did. Nor could they find any ‘grinds,’ people who worked harder than everyone else, yet just didn’t have what it takes to break the top ranks. Their research suggests that once a musician has enough ability to get into a top music school, the thing that distinguishes one performer from another is how hard he or she works. That’s it. And what’s more, the people at the very top don’t work just harder or even much harder than everyone else. They work much, much harder. The idea that excellence at a complex task requires a critical minimum level of practice surfaces again and again in studies of excellence. In fact, researchers have settled on what they believe is the magic number for true expertise: ten thousand hours.

He argued that expertise in “the field of shoemaking, painting, building, [or] confectionary” is the result of the same accumulation of “experiential linkings.” According to Ericsson, what we call expertise is really just “vast amounts of knowledge, pattern-based retrieval, and planning mechanisms acquired over many years of experience in the associated domain.” In other words, a great memory isn’t just a by-product of expertise; it is the essence of expertise

Deliberate Practice is best conducted alone for several reasons. It takes intense concentration, and other people can be distracting. It requires deep motivation, often self-generated. But most important, it involves working on the task that’s most challenging to you personally. Only when you’re alone, Ericsson told me, can you “go directly to the part that’s challenging to you. If you want to improve what you’re doing, you have to be the one who generates the move.

Fittingly, Harald's name today is ubiquitous as a technology that unites disparate devices. Begun in 1994 by the Swedish company Ericsson, Bluetooth passes information wirelessly between phones and computers regardless of operating system or manufacturer. Just as the tenth century Viking king united fierce rivals, a Samsung phone will now communicate with an Apple computer. The two runes that make up the modern symbol for Bluetooth technology are the king's initials. 176.

Follow these steps—over and over again for a decade—and you just might become a master: • Remember that deliberate practice has one objective: to improve performance. “People who play tennis once a week for years don’t get any better if they do the same thing each time,” Ericsson has said. “Deliberate practice is about changing your performance, setting new goals and straining yourself to reach a bit higher each time.” • Repeat, repeat, repeat. Repetition matters. Basketball greats don’t shoot ten free throws at the end of team practice; they shoot five hundred. • Seek constant, critical feedback. If you don’t know how you’re doing, you won’t know what to improve. • Focus ruthlessly on where you need help. While many of us work on what we’re already good at, says Ericsson, “those who get better work on their weaknesses.” • Prepare for the process to be mentally and physically exhausting. That’s why so few people commit to it, but that’s why it works.

If you are a duffer at golf, say, and make the same mistakes every time you try a certain swing or putt, 10,000 hours of practicing that error will not improve your game. You’ll still be a duffer, albeit an older one. No less an expert than Anders Ericsson, the Florida State University psychologist whose research on expertise spawned the 10,000-hour rule of thumb, told me, “You don’t get benefits from mechanical repetition, but by adjusting your execution over and over to get closer to your goal.”2

The clear implication is that perfect pitch, far from being a gift bestowed upon only a lucky few, is an ability that pretty much anyone can develop with the right exposure and training. The study has completely rewritten our understanding of perfect pitch.

In a field you’re already familiar with—like your own job—think carefully about what characterizes good performance and try to come up with ways to measure that, even if there must be a certain amount of subjectivity in your measurement. Then look for those people who score highest in the areas you believe are key to superior performance. Remember that the ideal is to find objective, reproducible measures that consistently distinguish the best from the rest, and if that ideal is not possible, approximate it as well as you can. Once

What’s so magical about solitude? In many fields, Ericsson told me, it’s only when you’re alone that you can engage in Deliberate Practice, which he has identified as the key to exceptional achievement. When you practice deliberately, you identify the tasks or knowledge that are just out of your reach, strive to upgrade your performance, monitor your progress, and revise accordingly. Practice sessions that fall short of this standard are not only less useful—they’re counterproductive. They reinforce existing cognitive mechanisms instead of improving

What’s so magical about solitude? In many fields, Ericsson told me, it’s only when you’re alone that you can engage in Deliberate Practice, which he has identified as the key to exceptional achievement. When you practice deliberately, you identify the tasks or knowledge that are just out of your reach, strive to upgrade your performance, monitor your progress, and revise accordingly. Practice sessions that fall short of this standard are not only less useful—they’re counterproductive. They reinforce existing cognitive mechanisms instead of improving them.

If you teach a student facts, concepts, and rules, those things go into long-term memory as individual pieces, and if a student then wishes to do something with them—use them to solve a problem, reason with them to answer a question, or organize and analyze them to come up with a theme or a hypothesis—the limitations of attention and short-term memory kick in. The student must keep all of these different, unconnected pieces in mind while working with them toward a solution. However, if this information is assimilated as part of building mental representations aimed at doing something, the individual pieces become part of an interconnected pattern that provides context and meaning to the information, making it easier to work with. As we saw in chapter 3, you don’t build mental representations by thinking about something; you build them by trying to do something, failing, revising, and trying again, over and over. When you’re done, not only have you developed an effective mental representation for the skill you were developing, but you have also absorbed a great deal of information connected with that skill.

Deliberate Practice is best conducted alone for several reasons. It takes intense concentration, and other people can be distracting. It requires deep motivation, often self-generated. But most important, it involves working on the task that’s most challenging to you personally. Only when you’re alone, Ericsson told me, can you “go directly to the part that’s challenging to you. If you want to improve what you’re doing, you have to be the one who generates the move. Imagine a group class—you’re the one generating the move only a small percentage of the time.

But the hole you left behind exists in every room, every chamber of my heart, every corner where we walked together. The hole is like a mirror into another mirror, giving endless form to the holes left in my life. I relive them all, simultaneously, and I have to go to bed for a day.

Deliberate Practice is best conducted alone for several reasons. It takes intense concentration, and other people can be distracting. It requires deep motivation, often self-generated. But most important, it involves working on the task that’s most challenging to you personally. Only when you’re alone, Ericsson told me, can you “go directly to the part that’s challenging to you. If you want to improve what you’re doing, you have to be the one who generates the move. Imagine a group class—you’re the one generating the move only a small percentage of the time.” To

And it works. There have now been many studies of elite performers—international violinists, chess grand masters, professional ice-skaters, mathematicians, and so forth—and the biggest difference researchers find between them and lesser performers is the cumulative amount of deliberate practice they’ve had. Indeed, the most important talent may be the talent for practice itself. K. Anders Ericsson, a cognitive psychologist and expert on performance, notes that the most important way in which innate factors play a role may be in one’s willingness to engage in sustained training.

Learning isn’t a way of reaching one’s potential but rather a way of developing it. We can create our own potential. And this is true whether our goal is to become a concert pianist or just play the piano well enough to amuse ourselves, to join the PGA golf tour or just bring our handicaps down a few strokes.

The reason that most people don’t possess these extraordinary physical capabilities isn’t because they don’t have the capacity for them, but rather because they’re satisfied to live in the comfortable rut of homeostasis and never do the work that is required to get out of it. They live in the world of “good enough.

So here we have purposeful practice in a nutshell: Get outside your comfort zone but do it in a focused way, with clear goals, a plan for reaching those goals, and a way to monitor your progress. Oh, and figure out a way to maintain your motivation. This recipe is an excellent start for anyone who wishes to improve—but it is still just a start.

The main thing that sets experts apart from the rest of us is that their years of practice have changed the neural circuitry in their brains to produce highly specialized mental representations, which in turn make possible the incredible memory, pattern recognition, problem solving, and other sorts of advanced abilities needed to excel in their particular specialties.

By contrast, the merely good students had totaled eight thousand hours, and the future music teachers had totaled just over four thousand hours. Ericsson and his colleagues then compared amateur pianists with professional pianists. The same pattern emerged. The amateurs never practiced more than about three hours a week over the course of their childhood, and by the age of twenty they had totaled two thousand hours of practice. The professionals, on the other hand, steadily increased their practice time every year, until by the age of twenty they, like the violinists, had reached ten thousand hours. The striking thing about Ericsson’s study is that he and his colleagues couldn’t find any “naturals,” musicians who floated effortlessly to the top while practicing a fraction of the time their peers did. Nor could they find any “grinds,” people who worked harder than everyone else, yet just didn’t have what it takes to break the top ranks. Their research suggests that once a musician has enough ability to get into a top music school, the thing that distinguishes one performer from another is how hard he or she works. That’s it. And what’s more, the people at the very top don’t work just harder or even much harder than everyone else. They work much, much harder. The idea that excellence at performing a complex task requires a critical minimum level of practice surfaces again and again in studies of expertise. In fact, researchers have settled on what they believe is the magic number for true expertise: ten thousand hours.

Deliberate practice involves well-defined, specific goals and often involves improving some aspect of the target performance; it is not aimed at some vague overall improvement. Once an overall goal has been set, a teacher or coach will develop a plan for making a series of small changes that will add up to the desired larger change. Improving some aspect of the target performance allows a performer to see that his or her performances have been improved by the training. Deliberate practice is deliberate, that is, it requires a person’s full attention and conscious actions. It isn’t enough to simply follow a teacher’s or coach’s directions. The student must concentrate on the specific goal for his or her practice activity so that adjustments can be made to control practice.

If we are intent upon answering our most serious questions, from climate change to poverty, and curing diseases to designing new products, we need to work with people who think differently, not just accurately. And this requires us to take a step back and view performance from a fundamentally different vantage point. Consider an irony in the way we traditionally think about success. If you look at science or, indeed, popular literature, the focus is on individuals. How can we improve the knowledge or perceptiveness of ourselves or our colleagues? Fine books such as Peak by Anders Ericsson and Robert Pool, Sources of Power by Gary Klein and Mindset by Carol Dweck have become bestsellers. All examine, in their different ways, how we can improve individual abilities through time.

What’s so magical about solitude? In many fields, Ericsson told me, it’s only when you’re alone that you can engage in Deliberate Practice, which he has identified as the key to exceptional achievement. When you practice deliberately, you identify the tasks or knowledge that are just out of your reach, strive to upgrade your performance, monitor your progress, and revise accordingly. Practice sessions that fall short of this standard are not only less useful—they’re counterproductive. They reinforce existing cognitive mechanisms instead of improving them. Deliberate Practice is best conducted alone for several reasons. It takes intense concentration, and other people can be distracting. It requires deep motivation, often self-generated. But most important, it involves working on the task that’s most challenging to you personally. Only when you’re alone, Ericsson told me, can you “go directly to the part that’s challenging to you. If you want to improve what you’re doing, you have to be the one who generates the move. Imagine a group class—you’re the one generating the move only a small percentage of the time.

If they’re not practicing deliberately, even experts can see their skills backslide. Ericsson shared with me an incredible example of this. Even though you might be inclined to trust the advice of a silver-haired doctor over one fresh out of medical school, it’s been found that in a few fields of medicine, doctors’ skills don’t improve the longer they’ve been practicing. The diagnostic accuracy of professional mammographers, for example, doesn’t get more accurate over the years. Why would that be? For most mammographers, practicing medicine is not deliberate practice, according to Ericsson. It’s more like putting into a tin cup than working with a coach. That’s because mammographers usually only find out if they missed a tumor months or years later, if at all, at which point they’ve probably forgotten the details of the case and can no longer learn from their successes and mistakes. One field of medicine in which this is definitively not the case is surgery. Unlike mammographers, surgeons tend to get better with time. What makes surgeons different from mammographers, according to Ericsson, is that the outcome of most surgeries is usually immediately apparent—the patient either gets better or doesn’t—which means that surgeons are constantly receiving feedback on their performance. They’re always learning what works and what doesn’t, always getting better. This finding leads to a practical application of expertise theory: Ericsson suggests that mammographers regularly be asked to evaluate old cases for which the outcome is already known. That way they can get immediate feedback on their performance.

A key fact about such mental representations is that they are very “domain specific,” that is, they apply only to the skill for which they were developed. We saw this with Steve Faloon: the mental representations he had devised to remember strings of digits did nothing to improve his memory for strings of letters. Similarly, a chess player’s mental representations will give him or her no advantage over others in tests involving general visuospatial abilities, and a diver’s mental representations will be useless for basketball. This explains a crucial fact about expert performance in general: there is no such thing as developing a general skill. You don’t train your memory; you train your memory for strings of digits or for collections of words or for people’s faces. You don’t train to become an athlete; you train to become a gymnast or a sprinter or a marathoner

If you talk to these extraordinary people, you find that they all understand this at one level or another. They may be unfamiliar with the concept of cognitive adaptability, but they seldom buy into the idea that they have reached the peak of their fields because they were the lucky winners of some genetic lottery. They know what is required to develop the extraordinary skills that they possess because they have experienced it firsthand. One of my favorite testimonies on this topic came from Ray Allen, a ten-time All-Star in the National Basketball Association and the greatest three-point shooter in the history of that league. Some years back, ESPN columnist Jackie MacMullan wrote an article about Allen as he was approaching his record for most three-point shots made. In talking with Allen for that story, MacMullan mentioned that another basketball commentator had said that Allen was born with a shooting touch—in other words, an innate gift for three-pointers. Allen did not agree. “I’ve argued this with a lot of people in my life,” he told MacMullan. “When people say God blessed me with a beautiful jump shot, it really pisses me off. I tell those people, ‘Don’t undermine the work I’ve put in every day.’ Not some days. Every day. Ask anyone who has been on a team with me who shoots the most. Go back to Seattle and Milwaukee, and ask them. The answer is me.” And, indeed, as MacMullan noted, if you talk to Allen’s high school basketball coach you will find that Allen’s jump shot was not noticeably better than his teammates’ jump shots back then; in fact, it was poor. But Allen took control, and over time, with hard work and dedication, he transformed his jump shot into one so graceful and natural that people assumed he was born with it. He took advantage of his gift—his real gift.   ABOUT

Similarly, the brains of mice that have learned many tasks are slightly different from the brains of other mice that have not learned these tasks. It is not so much that the number of neurons has changed, but rather that the nature of the neural connections has been altered by the learning process. In other words, learning actually changes the structure of the brain. This raises the old adage “practice makes perfect.” Canadian psychologist Dr. Donald Hebb discovered an important fact about the wiring of the brain: the more we exercise certain skills, the more certain pathways in our brains become reinforced, so the task becomes easier. Unlike a digital computer, which is just as dumb today as it was yesterday, the brain is a learning machine with the ability to rewire its neural pathways every time it learns something. This is a fundamental difference between a digital computer and the brain. This lesson applies not only to London taxicab drivers, but also to accomplished concert musicians as well. According to psychologist Dr. K. Anders Ericsson and colleagues, who studied master violinists at Berlin’s elite Academy of Music, top concert violinists could easily rack up ten thousand hours of grueling practice by the time they were twenty years old, practicing more than thirty hours per week. By contrast, he found that students who were merely exceptional studied only eight thousand hours or fewer, and future music teachers practiced only a total of four thousand hours. Neurologist Daniel Levitin says, “The emerging picture from such studies is that ten thousand hours of practice is required to achieve the level of mastery associated with being a world-class expert—in anything.… In study after study, of composers, basketball players, fiction writers, ice skaters, concert pianists, chess players, master criminals, and what have you, this number comes up again and again.” Malcolm Gladwell, writing in the book Outliers, calls this the “10,000-hour rule.

For instance, Ericsson has described how dedicated figure skaters practice differently on the ice: Olympic hopefuls work on skills they have yet to master. Club skaters, in contrast, work on skills they’ve already mastered. Amateurs tend to spend half of their time at the rink chatting with friends and not practicing at all. Put simply, skaters who spend the same number of hours on the ice achieve very different results because they practice in very different ways.

Steve’s performance illustrates a key insight from the study of effective practice: You seldom improve much without giving the task your full attention.

The average American watches almost three hours of television per day.[ 8] For someone born now who will live to age eighty, that’s a total of eight years of television watching –straight, not including time for sleeping. Said another way, TV-watching for the average American is like having a full-time, 40-hour-per-week job for over more than thirty years. If someone replaced this television time with growth activities, say, attending medical school or learning to compose music, he or she could become an expert in seven different fields according to Dr. K. Anders Ericsson’s theory of 10,000 hours.[ 9]

Similarly—and more in line with the sorts of factors that may play a role in acquiring skills with practice—nine-month-old infants who paid more attention to a parent as that parent was reading a book and pointing to the pictures in the book grew up to have a much better vocabulary at five years of age than infants who paid less attention.

In his influential book House of Cards: Psychology and Psychotherapy Built on Myth, the psychologist Robyn Dawes described research showing that licensed psychiatrists and psychologists were no more effective at performing therapy than laypeople who had received minimal training. Similarly, many studies have found that the performance of financial

as the number of bytes in your random-access memory (RAM)

In 2008, the Swedish telecom company Ericsson found itself under investigation by the U.S. State Department for selling telecom equipment to the regimes of Iran, Sudan, and Syria, all considered state sponsors of terrorism. In 2011, Ericsson was named in a State Department report proposing to include telecom restrictions as part of its new sanctions against terrorist regimes. That year, Ericsson sponsored a speech by Bill Clinton and paid him a whopping $750,000, around three times Clinton’s fee at the time. Ericsson had never previously sponsored a Clinton speech. Ericsson’s timing could not have been more fortuitous, since later that year the State Department unveiled its new sanctions list for Iran. Telecom sanctions were not on it. Douglas

Jag satt en gång i en paneldebatt i Beijing tillsammans med representanter för Sony Ericsson, Nokia och Motorola. Moderatorn frågade hur vi i panelen såg på "Kina och kopiering" och alla representanterna från de stora mobiltillverkarna kom med varianter på samma tema: Kina kan aldrig bli innovativt om de inte slutar att kopiera. Till slut blev det min tur. Jag tittade på de tre representanterna för världens största mobiltillverkare och sa: "Så vem av er uppfann mobiltelefonen? För de andra två måste ju ha kopierat." Min poäng var att alla företag kopierar mer eller mindre. Uppfattningen om att människor i öst bara kan kopiera och att människor i väst uppfinner egna idéer och inte kopierar är felaktig.

Malcolm Gladwell showed us in Outliers, research led by psychologist Anders Ericsson reveals that attaining expertise in a domain typically requires ten thousand hours of deliberate practice.