Mastermind and Expert Mind: A Qualitative Study of Elite Quizzers

Foster, Emma J and Friedlander, Kathryn J. and Fine, Philip A. (2025) Mastermind and Expert Mind: A Qualitative Study of Elite Quizzers. Journal of Expertise, 8 (1). pp. 38-71. ISSN 2573-2773

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Abstract

Quizzing is an enduringly popular pastime, yet quiz has received little attention in the expertise literature. Some elite quizzers stand out even among their peers, leading us to ask how expert quizzers develop their prodigious knowledge. Quizzing takes many forms, including general knowledge quizzes, websites such as Sporcle, games like Trivial Pursuit, and broadcast quiz shows, suggesting that the cognitive and motivational drivers of quiz excellence may be multifaceted and vary according to challenge. We investigated this domain using the Grounded Expertise Components Approach (GECA), which starts by characterizing those active in a domain through a broad survey. In order to scope out the areas such a survey should cover, qualitative semi-structured interviews were conducted with seven expert quizzers, either winners of UK TV shows or professional quiz setters. Data were analyzed using inductive thematic analysis. Seven themes were generated, six of which are discussed in this paper. “Levels of Expertise” provided support for a range of performance levels within quiz, with suggestions as to how to benchmark these levels, as well as discussing gender inequalities in the domain. “Thirst for Knowledge” related to an enthusiastic interest in facts, with a corresponding sponge-like ability to acquire incidental information driven by curiosity and engagement, and an appetite for cognitive challenge. By contrast, “Quiz Preparation” explored the use of deliberate (and/or purposeful) practice to plug gaps in knowledge. “Immersion” reflected the continued engagement in quiz which kept the quizzers at the top of their game. “Motivation” discussed the intrinsic and extrinsic motivational drivers for both starting quizzing and then maintaining a high level of involvement. Finally, “Characteristics” related to how individual differences in the patterns of cognitive and other traits may underlie quiz preferences. The findings informed the construction of a Stage 1 GECA survey of quizzers (results to be reported elsewhere), as well as signaling some of the most important underlying cognitive and motivational factors involved in the development of quiz expertise.

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