表達(dá)

1.set apart

使與眾不同;使突出If a characteristic sets you apart from other people, it makes you different from the others in a noticeable way.

【語(yǔ)法信息】：V n P from n

【語(yǔ)法信息】：V n P

?What sets it apart from hundreds of similar small French towns is the huge factory...與其他數(shù)百個(gè)法國(guó)小鎮(zhèn)不同的是它擁有巨大的工廠匕荸。

造句：His appearance sets him apart from those with black pupil.

2.cumulative

Working with such a teacher is particularly important in areas like musical performance or ballet, where it takes ten-plus years to become an expert and where the training is cumulative, with the successful performance of one skill often depending on having previously mastered other skills.

聚積的;積累的;漸增的If a series of events have a cumulative effect, each event makes the effect greater.

?It is simple pleasures, such as a walk on a sunny day, which have a cumulative effect on our mood...一些簡(jiǎn)單的娛樂(lè)啸臀，譬如在一個(gè)陽(yáng)光明媚的日子散步堰酿，就能使我們的心情更愉快录豺。

造句：The mutation is cumulative and the effect can be seen in a few decades.

感悟

作者對(duì)deliberate practice的定義為：在有著長(zhǎng)期歷史且有著準(zhǔn)確評(píng)判標(biāo)準(zhǔn)的領(lǐng)域發(fā)展更好的皮璧、更復(fù)雜的技能，可以在老師或教練的幫助下習(xí)得技能澎灸。

簡(jiǎn)言之夫啊，刻意練習(xí)與其他有目的地練習(xí)的不同之處有兩點(diǎn):

1.所學(xué)領(lǐng)域高度發(fā)展，即有公認(rèn)的最佳掌握者钟鸵，有明確的能區(qū)分技藝不佳者與高手的標(biāo)準(zhǔn)钉稍。2.需要教練來(lái)提供訓(xùn)練方法、反饋棺耍、提升方法以幫助提高贡未。

作者寫了刻意練習(xí)的許多特點(diǎn)，列舉如下：

Deliberate practice develops skills that other people have already figured out how to do and for which effective training techniques have been established. The practice regimen should be designed and overseen by a teacher or coach who is familiar with the abilities of expert performers and with how those abilities can best be developed.?

Deliberate practice takes place outside one’s comfort zone and requires a student to constantly try things that are just beyond his or her current abilities. Thus it demands near-maximal effort, which is generally not enjoyable.?

Deliberate practice involves well-defined, specific goals and often involves improving some aspect of the target performance; it is not aimed at some vague overall improvement. Once an overall goal has been set, a teacher or coach will develop a plan for making a series of small changes that will add up to the desired larger change. Improving some aspect of the target performance allows a performer to see that his or her performances have been improved by the training.?

Deliberate practice is deliberate, that is, it requires a person’s full attention and conscious actions. It isn’t enough to simply follow a teacher’s or coach’s directions. The student must concentrate on the specific goal for his or her practice activity so that adjustments can be made to control practice.?

Deliberate practice involves feedback and modification of efforts in response to that feedback. Early in the training process much of the feedback will come from the teacher or coach, who

will monitor progress, point out problems, and offer ways to address those problems. With time and experience students must learn to monitor themselves, spot mistakes, and adjust accordingly. Such self-monitoring requires effective mental representations.?

Deliberate practice both produces and depends on effective mental representations. Improving performance goes hand in hand with improving mental representations; as one’s performance improves, the representations become more detailed and effective, in turn making it possible to improve even more. Mental representations make it possible to monitor how one is doing, both in practice and in actual performance. They show the right way to do something and allow one to notice when doing something wrong and to correct it.?

Deliberate practice nearly always involves building or modifying previously acquired skills by focusing on particular aspects of those skills and working to improve them specifically; over time this step-by-step improvement will eventually lead to expert performance. Because of the way that new skills are built on top of existing skills, it is important for teachers to provide beginners with the correct fundamental skills in order to minimize the chances that the student will have to relearn those fundamental skills later when at a more advanced level.

明日做解釋蒙袍。

令我感受比較深的一點(diǎn)是作者提到許多領(lǐng)域我們認(rèn)為的“常識(shí)”其實(shí)是違背事實(shí)的俊卤，比如有經(jīng)驗(yàn)的醫(yī)生技術(shù)就要好于年輕醫(yī)生，因?yàn)槟贻p醫(yī)生常去參加醫(yī)學(xué)培訓(xùn)班害幅，能夠掌握最新的技術(shù)消恍。這是技術(shù)方面，但我個(gè)人認(rèn)為在診療方面以现，經(jīng)驗(yàn)還是有重要作用的狠怨。曾經(jīng)看過(guò)阿圖醫(yī)生寫的書，里面提到自己看一個(gè)病人邑遏，看之前剛剛看過(guò)有關(guān)某細(xì)菌A（忘了名字）的內(nèi)容佣赖。在看到年輕的女患者之時(shí)，癥狀還處于初期階段记盒，且癥狀于A細(xì)菌和B細(xì)菌造成的初期癥狀類似茵汰，但是感染兩種細(xì)菌的后期發(fā)展截然不同，A如果不能及時(shí)發(fā)現(xiàn)并切除感染組織孽鸡，后期會(huì)造成大面積組織壞死蹂午，截肢乃至危及生命都有可能發(fā)生栏豺；但是B就簡(jiǎn)單多了，只需要用抗生素就可治愈豆胸。還有一點(diǎn)值得注意的是鳖枕，A的發(fā)生率遠(yuǎn)低于B。在這種情況下汽绢，阿圖醫(yī)生感覺(jué)非常像A感染容握，但是不敢輕易下結(jié)論，還請(qǐng)了微生物專家會(huì)診估盘，結(jié)果專家傾向于B感染瓷患。醫(yī)生還是堅(jiān)持了自己的觀點(diǎn)，最終后面的現(xiàn)象證實(shí)了他的判斷遣妥，病人也因?yàn)榧皶r(shí)治療而保住了雙腳擅编。

這個(gè)例子表明醫(yī)生的判斷是需要經(jīng)歷復(fù)雜的過(guò)程，掌握的信息越多最后的結(jié)論可能越準(zhǔn)確箫踩，也不能因?yàn)榘l(fā)生率低就忽視某種情況爱态。正如作者所說(shuō)，這不是一個(gè)”刻意練習(xí)“法則適用的領(lǐng)域境钟。