A sample of 257 young people aged between eight and 18 who had undertaken individual instrumental tuition were interviewed in depth about their performing history from the start of playing. A subset of 94 of these individuals also kept a practice diary for a 42-week period. The data collected allowed estimates to be calculated of the amount of time devoted to various types of practice and other activities. The sample was selected in order to encompass a wide range of levels of musical achievement, from pupils at a highly selective specialist music school through to individuals who had abandoned instrumental study after less than a year of formal instruction. Data about formal examination successes confirmed the very wide range of achievement in the sample. It was discovered that there was a strong relationship between musical achievement and the amount of formal practice undertaken. Weaker relationships were discovered between achievement and amount of informal playing. There was no evidence that high achievers were able to gain a given level of examination success on less practice than low achievers. High achievers tended to be more consistent in their pattern of practice from week to week, and tended to concentrate technical practice in the mornings. These data lend strong support to the theory that formal effortful practice is a principal determinant of musical achievement.Practice is a vital ingredient of human expertise. Practising on its own may be insufficient to produce the highest levels of mastery at a skill, and it has long been established that mere repetition does not necessarily lead to improved performance (Bryan & Harter, 1899), but sustained practising is nevertheless essential in order to establish high levels of competence at most, if not all, areas of expertise. * Requests for reprints Retrospective interview resultsGrade level at each age Analysis of the mean grade level attained at each age confirmed that group 1 was the most accomplished, and group 5 the least accomplished of the groups. For instance,

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Abstract:Talents that selectively facilitate the acquisition of high levels of skill are said to be present in some children but not others. The evidence for this includes biological correlates of specific abilities, certain rare abilities in autistic savants, and the seemingly spontaneous emergence of exceptional abilities in young children, but there is also contrary evidence indicating an absence of early precursors of high skill levels. An analysis of positive and negative evidence and arguments suggests that differences in early experiences, preferences, opportunities, habits, training, and practice are the real determinants of excellence.

Abstract:Talents that selectively facilitate the acquisition of high levels of skill are said to be present in some children but not others. The evidence for this includes biological correlates of specific abilities, certain rare abilities in autistic savants, and the seemingly spontaneous emergence of exceptional abilities in young children, but there is also contrary evidence indicating an absence of early precursors of high skill levels. An analysis of positive and negative evidence and arguments suggests that differences in early experiences, preferences, opportunities, habits, training, and practice are the real determinants of excellence.