{
  "schema": "vedokrok.public-item.v1",
  "release_id": "MHC-RPUB-20260920-75ad787a",
  "url": "/knowledge/measure-dominance-by-protected-quality-attempts-not-hours",
  "id": "MHC-D-RESEARCH-9049",
  "version": "0.1.0",
  "title": "Measure dominance by protected quality attempts, not hours",
  "summary": "Calendar share is not the same as developmental priority.",
  "kind": "principle",
  "body": "Track a small count of representative high-quality attempts that received sufficient attention, feedback and a real check. Use time as a capacity constraint, not the success metric. A dominant edge should receive the best learning loop, not merely the longest background exposure.",
  "limits": [
    "Attempt counts can also become vanity metrics. Keep task quality and the target outcome visible."
  ],
  "topics": [
    "union-skill-acquisition-career-dominant-focus"
  ],
  "intents": [],
  "source_ids": [
    "RS-5186856F4197D3A4",
    "RS-6E1BEAD965645751",
    "RS-3FD08B5174C6CD5E"
  ],
  "evidence": [
    {
      "claim": "A meta-analysis found deliberate practice explained meaningful but limited variance in performance, with much smaller shares in education and professions than in games, music and sports.",
      "source_id": "RS-5186856F4197D3A4",
      "role": "limits",
      "note": "The result argues against an hours-only expertise claim; it does not show that structured practice is useless.",
      "locator": "Abstract"
    },
    {
      "claim": "A meta-analysis of 435 feedback studies found a medium average effect on learning (d = 0.48) with substantial heterogeneity, and the information content of feedback materially moderated impact.",
      "source_id": "RS-6E1BEAD965645751",
      "role": "supports",
      "note": "More feedback is not automatically better, and effects differ by outcome and feedback form.",
      "locator": "Abstract"
    },
    {
      "claim": "An integrative review reports decreased performance in many dual-task and task-switching conditions compared with appropriate single-task controls.",
      "source_id": "RS-3FD08B5174C6CD5E",
      "role": "supports",
      "note": "Switching can still be necessary and adaptive; the review does not imply that uninterrupted work is always optimal.",
      "locator": "Abstract"
    }
  ],
  "use_when": [
    "When a focus goal seems dominant because it occupies many calendar hours but receives fragmented or low-quality practice."
  ],
  "avoid_when": [
    "Attempt counts can also become vanity metrics. Keep task quality and the target outcome visible."
  ],
  "example": "Four focused assessment cases with feedback and retest may be better evidence of dominant practice than ten hours of videos running beside other work.",
  "check": "The progress record contains representative attempts and checks, not only time logged.",
  "sources": [
    {
      "id": "RS-5186856F4197D3A4",
      "title": "Deliberate practice and performance in music, games, sports, education, and professions: a meta-analysis",
      "url": "https://pubmed.ncbi.nlm.nih.gov/24986855/"
    },
    {
      "id": "RS-6E1BEAD965645751",
      "title": "The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research",
      "url": "https://pubmed.ncbi.nlm.nih.gov/32038429/"
    },
    {
      "id": "RS-3FD08B5174C6CD5E",
      "title": "Cognitive structure, flexibility, and plasticity in human multitasking—An integrative review of dual-task and task-switching research",
      "url": "https://pubmed.ncbi.nlm.nih.gov/29517261/"
    }
  ],
  "relations": [
    {
      "from": "MHC-D-RESEARCH-9049",
      "to": "MHC-D-RESEARCH-9050",
      "type": "use_before",
      "url": "/knowledge/end-a-focus-cycle-with-a-transfer-test-and-a-new-allocation-decision"
    }
  ],
  "collections": [
    {
      "id": "RC-EA04F47374E04549",
      "title": "Learn new skills, turn them into career evidence, and protect the main development edge",
      "url": "/collections/learn-new-skills-turn-them-into-career-evidence-and-protect-the-main-development-edge"
    }
  ]
}