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Abilities vary widely in all domains of human activity. In music, the vast majority of people are either untrained or can be considered novice musicians, learners, or amateurs at a range of levels from basic to advanced. A small minority are expert, professional musicians, including performers, composers, and listeners such as critics and recording engineers. Elite performers, who are likely to have international careers and to be widely known outside as well as inside the music profession, represent a tiny proportion of this small minority of experts.

The exceptional achievements of elite performers have been the topic of much speculation and, over the past 25 years, a great deal of research. The genealogical records of eminent British families were studied by Sir Francis Galton, who concluded in his book Hereditary Genius: An Inquiry Into its Laws and Consequences (1870) that eminence is the product of “natural ability.” This belief underlies the “talent account” that many people still find persuasive, despite research undertaken by psychologist Karl Anders Ericsson and his colleagues since 1991 suggesting that superior expertise, demonstrated by elite performance, is acquired as the result of many years of deliberate practice.

The Talent Account

The talent account is supported by reports of prodigiously gifted children. Wolfgang Amadeus Mozart is an obvious example, but there are many more recent cases of performers and composers whose skills emerged when they were very young, such as Erwin Nyiregyházi, whose early career as a composer was documented by Hungarian psychologist Géza Révész, and Tiffany Poon, who has been studied by Australian music educator Gary McPherson since she was 7 years old and already a virtuoso pianist. Many prodigies grow up in highly supportive home environments, of course; like the chess champions Susan, Sophia, and Judit Polgar, they are often taught by their parents (thus confounding nature and nurture explanations) or live with or close to their teachers. While many elite performers began their musical training very early, others showed no signs of exceptional promise.

It has been proposed that certain abilities that cannot be explained by deliberate practice—absolute or “perfect” pitch and eidetic memory (“photographic” for visual stimuli, “phonographic” for aural stimuli)—are innate but they do not necessarily contribute to exceptional performance. Some musicians and athletes choose their instrument or their sport on the basis of genetic inheritance, for example, singers and basketball players, but for the most part it is difficult if not impossible to tease apart the effects of biology on behavior and vice versa; as muscles develop with exercise, so the brain is plastic and responds to experience. Giftedness in a particular domain is often linked with intelligence, yet extraordinary abilities are sometimes observed in children and adults with severe intellectual impairments, such as the blind, autistic pianist Derek Paravicini. His skills might be attributed to innate gifts, but they have also been enhanced by his acute awareness of sound, both environmental and musical, and the opportunity to pursue an obsession with practice and performance.

Skill Acquisition and Elite Performance

Elite performance is the product of skills acquired over time, and if elite performance is to be understood, its component skills, their acquisition, and the course of their development must be identified. The earliest systematic studies of expertise were undertaken at the end of the 19th century with Morse code operators; subsequent research investigated typing, typesetting, and sports and showed that practice and experience are not sufficient for maximal (rather than optimal) performance. Rather, experts develop their skills through domain-related activity including, in particular, deliberate practice over extended periods.

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