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Longitudinal Research02:20

Longitudinal Research

Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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  3. Not All Practice Is Created Equal: Longitudinal Evidence From Over 40,000 Chess Players.
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  3. Not All Practice Is Created Equal: Longitudinal Evidence From Over 40,000 Chess Players.

Related Experiment Video

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
06:52

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

Published on: September 17, 2019

Not All Practice Is Created Equal: Longitudinal Evidence From Over 40,000 Chess Players.

Daniel A Southwick1,2, Kyle W Harwell3, Garrett Wright4

  • 1Department of Psychology, University of Pennsylvania.

Psychological Science
|June 23, 2026

View abstract on PubMed

Summary
This summary is machine-generated.

Deliberate practice significantly enhances skill development more than gameplay, even when accounting for time spent. This research provides real-world evidence on effective training strategies for expertise.

Keywords:
chessdeliberate practiceexpert performanceexpertiselearning rate

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The HoneyComb Paradigm for Research on Collective Human Behavior
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Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
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06:48

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Published on: January 19, 2019

Area of Science:

  • Cognitive Psychology
  • Skill Acquisition
  • Expert Performance

Background:

  • Debate exists on the efficacy of deliberate practice versus other training methods.
  • Previous research often lacked objective, longitudinal data on practice and performance.
  • Critiques sometimes conflate deliberate practice with less effective training forms.

Purpose of the Study:

  • To investigate the learning efficiency of deliberate practice compared to gameplay.
  • To analyze objective, time-stamped data from a large cohort of chess players.
  • To provide empirical evidence for the long-standing theoretical debate on expertise development.

Main Methods:

  • Longitudinal analysis of 44,213 Chess.com players.
  • Objective, time-stamped measures of practice activities and performance (rating improvement).
  • Multilevel modeling to compare learning efficiency of deliberate practice vs. gameplay.

    • Main Results:

    • Deliberate practice was substantially more efficient for learning than gameplay.
    • The category of deliberate practice-aligned activities showed a 3.61× advantage in learning efficiency.
    • Despite comprising less than 10% of player time, deliberate practice yielded superior learning outcomes.

    Conclusions:

    • Training methods, not just duration, critically influence skill development trajectory.
    • Objective data supports the significant impact of deliberate practice on expertise.
    • Targeted deliberate practice strategies are more effective for skill acquisition than extensive gameplay.