Critiques of the "10000 Hour Rule"

• What goes into high educational and occupational achievement? Education, brains, hard work, networks, and other factors, Jonathan Wai and Heiner Rindermann, High Ability Studies, (2017).
• Checking the "Academic Selection" argument. Chess players outperform non-chess players in cognitive skills related to intelligence: A meta-analysis, Giovanni Sala, Alexander P. Burgoyne, Brooke N. Macnamara, David Z. Hambrick, Guillermo Campitelli, and Fernand Gobet, Intelligence, 61 (2017), 130-139.
• Beyond born versus made: A new look at expertise, David Z. Hambrick, Brooke N. Macnamara, Guillermo Campitelli, Fredrik Ullen, and Miriam A. Mosing, Psychology of Learning and Motivation, 64 (2016), 1-55.
• The relationship between deliberate practice and performance in sports, Brooke N. Macnamara, David Moreau, and David Z. Hambrick, Perspectives on Psychological Science, 11 (2016) 333-350.
• You can't teach speed: sprinters falsify the deliberate practice model of expertise, Michael P. Lombardo and Robert O. Deaner, PeerJ (2014), 2e445.
• Going beyond the expert-performance framework in the domain of chess, Roland H. Grabner, Intelligence, 45 (2014), 109-111.
• Facing facts about deliberate practice, David Z. Hambrick, Erik M. Altmann, Frederick L. Oswald, Elizabeth J. Meinz, and Fernand Gobet, Frontiers in Psychology, 5 (2014), 1-2.
• Accounting for expert performance: The devil is in the details, David Z. Hambrick, Erik M. Altmann, Frederick L. Oswald, Elizabeth J. Meinz, Fernand Gobet, and Guillermo Campitelli, Intelligence, 45 (2014) 112-114.
• Deliberate practice and performance in music, games, sports, education, and professions, Brooke N. Macnamara, David Z. Hambrick, and Frederick L. Oswald, Psychological Science, 25 (2014), 1608-1618.
• Experts are born, then made: Combining prospective and retrospective longitudinal data shows that cognitive ability matters, Jonathan Wai, Intelligence, 45 (2014), 74-80.
• Putting practice into perspective: Child prodigies as evidence of innate talent, Joanne Ruthsatz, Kyle Ruthsatz, and Kimberly Ruthsatz Stephens, Intelligence, 45 (2014), 60-65.
• Nonsense, common sense, and science of expert performance: Talent and individual differences, Phillip L. Ackerman, Intelligence, 45 (2014), 6-17.
• Deliberate practice: Is that all it takes to become an expert?, David Z. Hambrick, Frederick L. Oswald, Erik M. Altmann, Elizabeth J. Meinz, Fernand Gobet, and Guillermo Campitelli, Intelligence, 45 (2014), 34-35.
• Practice other than playing games apparently has only a modest role in the development of chess expertise, Robert W. Howard, British Journal of Psychology, 104 (2013), 39-56.
• The roles of deliberate practice and innate ability in developing expertise: evidence and implications, Kulamakan M Kulasegaram, Lawrence E M Grierson, and Geoffrey R Norman, Medical Education, 47 (2013), 979-989.
• The Sports Gene: Inside the Science of Extraordinary Athletic Performance, David Epstein, Penguin Books, New York, 2013.
• Longitudinal effects of different types of practice on the development of chess expertise, Robert W. Howard, Applied Cognitive Psychology, 26 (2012), 359-369.
• Child prodigy: A novel cognitive profile places elevated general intelligence, exceptional working memory and attention to detail at the root of prodigiousness, Joanee Ruthsatz and Jourdan B. Urbach, Intelligence, 40 (2012), 419-426.
• What makes champions? A review of the relative contribution of genes and training to sporting success, Ross Tucker and Malcolm Collins, British Journal of Sports Medicine, 46 (2012), 555-561.
• Ability-performance relationships in education and employment settings: Critical tests of the more-is-better and the good-enough hypotheses, Justin J. Arneson, Paul R. Sackett, and Adam S. Beatty, Psychological Science, 22 (2011), 1336-1342.
• Limits on the predictive power of domain-specific experience and knowledge in skilled performance, David Z. Hambrick and Elizabeth J. Meinz, Current Directions in Psychological Science, 20 (2011), 275-279.
• Does high-level intellectual performance depend on practice alone? Debunking the Polgar sisters case, Robert W. Howard, Cognitive Development, 26 (2011), 196-202.
• Individual differences as predictors of work, educational, and broad life outcomes, Nathan R. Kuncel, Deniz S. Ones, and Paul R. Sackett, Personality and Individual Differences, 49 (2010), 331-336.
• Beyond the threshold hypothesis: Even among the gifted and top math/science graduate students, cognitive abilities, vocational interests, and lifestyle preferences matter for career choice, performance, and persistence, Kimberley Ferriman Robertson, Stijn Smeets, David Lubinski, and Camilla P. Benbow, Current Directions in Psychological Science, 19 (2010), 346-351.
• Becoming an expert in the musical domain: It takes more than just practice, Joanne Ruthsatz, Douglas Detterman, William S. Griscom, and Britney A. Cirullo, Intelligence, 36 (2008), 330-338.
• Adaptation to physcially and emotionally demanding conditions: the role of deliberate practice, Michael B. Johnson, Gershon Tenenbaum, and William A. Edmonds, High Ability Studies, 17 (2006), 117-136.