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Related Experiment Video

Updated: May 11, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Levels of knowledge and deliberate practice.

Mariya Pachman¹, John Sweller, Slava Kalyuga

¹School of Education, University of Western Sydney, Sydney, Australia. m.pachman@uws.edu.au

Journal of Experimental Psychology. Applied

|May 22, 2013

Summary

This summary is machine-generated.

Deliberate practice focusing only on weak areas is not always best for 8th graders learning geometry. Less knowledgeable students benefit more from varied practice, including strong areas, for better geometry performance.

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Area of Science:

Cognitive Psychology
Educational Psychology
Mathematics Education

Background:

Deliberate practice, focusing on weaknesses, is a key learning strategy.
Its effectiveness may vary based on prior knowledge and subject matter complexity.

Purpose of the Study:

To investigate the impact of deliberate practice on 8th graders' geometry performance.
To explore how prior knowledge influences the effectiveness of different practice schedules.

Main Methods:

Three experiments were conducted with 8th-grade students in geometry.
Groups differed in practice structure: deliberate practice vs. self-selected practice.
Learners' prior knowledge levels were varied across experiments.

Main Results:

An interaction between practice schedule and prior knowledge was observed.
Less knowledgeable learners performed better with self-selected practice than deliberate practice.
More knowledgeable learners benefited from focused practice on weak areas.

Conclusions:

The optimal practice strategy for geometry depends on students' existing knowledge.
Beginners benefit from practicing both strong and weak areas.
Focusing solely on weaknesses is most effective after a foundational understanding is achieved.