Motivation largely determines Quantity of Practice.
Quantity of Effective Practice mostly determines Performance
Further commentary:
The topic is know-how, not know-that.
IQ can impact effectiveness of practice
Design of practice can impact effectiveness of practice
Bad practice is particularly atrocious
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2 comments:
Seems awful simplistic an attitude for a subject as complicated as education and learning.
How about different types of learners (visual, audio, kinesthetic)?
How about good memory vs. bad memory?
How about subjects that are easy to practice--times tables, say--and those that are not, like the history of Western Civilization?
How about subjects that the student finds fascinating, versus those she finds dull?
How about the differences between kids who just like to learn, and those who seem to dislike it?
I answered most of this in a follow-up post. However:
Memory is primarily a know-that issue. And to the extent that it is not, it has the same effect as IQ in modifying the relative effectiveness of practice.
4. History of Western Civ is know-that. I am talking about know-how.
Fascinating vs. Dull? That's motivation.
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