There are three forms of task engagement that are the basis of successful training for expertise—acquisition, retention, and transfer—and three corresponding goals of training—efficiency, durability, and generalizability. This paper reviews training conditions that facilitate acquisition, enhance retention, and promote transfer to contexts not encountered during training. Diligent practice under these training conditions can lead eventually to an elite level of performance or to expertise. In this review of training principles, we emphasize those that are derived from work in our laboratory. We have found that developing training that optimizes efficiency, durability, and generalizability, however, is something of a balancing act because what promotes efficient training often comes at a price in durability, and durable training is not always generalizable (see Healy et al., 2012; Bourne and Healy, 2014). These tradeoffs are due in part to the fact that training might involve two different types of knowledge—declarative and procedural. Declarative knowledge consists of facts, whereas procedural knowledge consists of skills, or ways to use the facts, and these two types of knowledge differ in terms of their durability and generalizability.
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