We all know intelligence is important, creativity is important… but how much do these types of natural talent control really what you can achieve in life?
In ~95% of cases, they don’t.
“After forty years of intensive research on school learning in the United States as well as abroad, my major conclusion is: What any person in the world can learn, almost all persons can learn, if provided with the appropriate prior and current conditions of learning.” He’s not counting the 2 to 3 percent of children who have severe impairments, and he’s not counting the top 1 to 2 percent of children at the other extreme… He is counting everybody else.
As Malcolm Gladwell discussed in his bestseller, “Outliers“, to become an expert it takes 10,000 hours (or approximately 10 years), right? Wrong. It takes 10,000 hours of deliberate practice. That means actively working to improve. Just showing up doesn’t cut it.
Most people may do something for 10,000 hours (driving a car over the course of a lifetime) but never get anywhere near expert level (Formula One). Most people plateau and some even get worse.
Extensive research in a wide range of fields shows that many people not only fail to become outstandingly good at what they do, no matter how many years they spend doing it, they frequently don’t even get any better than they were when they started… In field after field, when it came to centrally important skills—stockbrokers recommending stocks, parole officers predicting recidivism, college admissions officials judging applicants—people with lots of experience were no better at their jobs than those with very little experience.
Occasionally people actually get worse with experience. More experienced doctors reliably score lower on tests of medical knowledge than do less experienced doctors; general physicians also become less skilled over time at diagnosing heart sounds and X-rays. Auditors become less skilled at certain types of evaluations.
Nothing beats really doing it.
“One real encounter, even for a few seconds, is far more useful than several hundred observations.” Bjork cites psychologist Henry Roediger at Washington University of St. Louis, where students were divided into two groups to study a natural history text. Group A studied the paper for four sessions. Group B studied only once but was tested three times. A week later both groups were tested, and Group B scored 50 percent higher than Group A. They’d studied one-fourth as much yet learned far more.
Practicing under the types of pressures you will face on the big testing day is one of the best ways to combat choking…
During the initial shooting practice, all of the officers missed more shots when firing at a live opponent compared with firing at the stationary cardboard targets. Not so surprising. This was true after training as well, but only for those officers whose practice had been limited to the cardboard cutouts. For those officers who practiced shooting at an opponent, after training they were just as good shots when aiming at the live individuals as they were when aiming at the stationary cutouts. The opportunity to “practice under the gun” of an opponent, so to speak, really helped to hone the police officers’ shots for more real-life stressful shooting situations.
Merely deciding you’re committed for the long-term vs the short-term makes an enormous difference.
When McPherson saw the graph, he was stunned. “I couldn’t believe my eyes,” he said. Progress was determined not by any measurable aptitude or trait, but by a tiny, powerful idea the child had before even starting lessons. The differences were staggering. With the same amount of practice, the long-term-commitment group outperformed the short-term-commitment group by 400 percent. The long-term-commitment group, with a mere twenty minutes of weekly practice, progressed faster than the short-termers who practiced for an hour and a half. When long-term commitment combined with high levels of practice, skills skyrocketed.
When challenged, focus on “getting better” — not doing well or looking good. Get-better goals increase motivation, make tasks more interesting and replenish energy.
Get-better goals, on the other hand, are practically bulletproof. When we think about what we are doing in terms of learning and mastering, accepting that we may make some mistakes along the way, we stay motivated despite the setbacks that might occur… The amazing thing was that the people who were pursuing get-better goals (i.e., who saw the test as an opportunity to learn a new problem-solving skill) were completely unaffected by any of our dirty tricks. No matter how hard we made it, these participants stayed motivated and did well.
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