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Author: Michelene T.H. Chi Publisher: Psychology Press ISBN: 131776028X Category : Psychology Languages : en Pages : 471
Book Description
Due largely to developments made in artificial intelligence and cognitive psychology during the past two decades, expertise has become an important subject for scholarly investigations. The Nature of Expertise displays the variety of domains and human activities to which the study of expertise has been applied, and reflects growing attention on learning and the acquisition of expertise. Applying approaches influenced by such disciplines as cognitive psychology, artificial intelligence, and cognitive science, the contributors discuss those conditions that enhance and those that limit the development of high levels of cognitive skill.
Author: Michelene T.H. Chi Publisher: Psychology Press ISBN: 131776028X Category : Psychology Languages : en Pages : 471
Book Description
Due largely to developments made in artificial intelligence and cognitive psychology during the past two decades, expertise has become an important subject for scholarly investigations. The Nature of Expertise displays the variety of domains and human activities to which the study of expertise has been applied, and reflects growing attention on learning and the acquisition of expertise. Applying approaches influenced by such disciplines as cognitive psychology, artificial intelligence, and cognitive science, the contributors discuss those conditions that enhance and those that limit the development of high levels of cognitive skill.
Author: Cheryl Geisler Publisher: Routledge ISBN: 1136690832 Category : Language Arts & Disciplines Languages : en Pages : 378
Book Description
The first full-length account integrating both the cognitive and sociological aspects of reading and writing in the academy, this unique volume covers educational research on reading and writing, rhetorical research on writing in the disciplines, cognitive research on expertise in ill-defined problems, and sociological and historical research on the professions. The author produced this volume as a result of a research program aimed at understanding the relationship between two concepts -- literacy and expertise -- which traditionally have been treated as quite separate phenomena. A burgeoning literature on reading and writing in the academy has begun to indicate fairly consistent patterns in how students acquire literacy practices. This literature shows, furthermore, that what students do is quite distinct from what experts do. While many have used these results as a starting point for teaching students "how to be expert," the author has chosen instead to ask about the interrelationship between expert and novice practice, seeing them both as two sides of the same project: a cultural-historical "professionalization project" aimed at establishing and preserving the professional privilege. The consequences of this "professionalization project" are examined using the discipline of academic philosophy as the "site" for the author's investigations. Methodologically unique, these investigations combine rhetorical analysis, protocol analysis, and the analysis of classroom discourse. The result is a complex portrait of how the participants in this humanistic discipline use their academic literacy practices to construct and reconstruct a great divide between expert and lay knowledge. This monograph thus extends our current understanding of the rhetoric of the professions and examines its implications for education.
Author: Helga Noice Publisher: Psychology Press ISBN: 1134800177 Category : Psychology Languages : en Pages : 178
Book Description
For nearly 25 years, expertise has been considered an important testing ground for theories of cognition. Cognitive scientists have examined experts as diverse as chess masters, waiters, field-hockey players, and computer programmers. Recently, increased attention has been given to the arts, including dance, music appreciation and performance, and literary analysis. It is therefore somewhat surprising that--except for the authors' program of research dating from the late 1980s--virtually no studies on the cognitive processes of professional actors can be found in the literature. These experts not only routinely memorize hours of verbal material in a very short time, but they retrieve it verbatim along with the accompanying gestures, movements, thoughts, and emotions of the characters. The mental processes involved in this task constitute the subject of this recent research and are described in detail in this book.
Author: Carl Bereiter Publisher: ISBN: Category : Education Languages : en Pages : 304
Book Description
Expertise arouses fears of a society ruled by an elite of specialists in white coats, or else it arouses derision because of the ineffectual bumbling of the so-called 'experts.'. In Surpassing Ourselves, Bereiter and Scardamalia demonstrate that these stereotypes of expertise are false. Drawing upon the latest research in cognitive psychology, they show that expertise is something other than training, experience, knowledge, or formal qualifications. Many individuals acquire all these without ever becoming experts, while some beginners, even schoolchildren, already approach problems in an 'expertlike' fashion. Expertise is a process of progressive problem-solving in which people continuously rethink and redefine their tasks. A future 'expert society' will not be a heaven in which all problems have disappeared, but a realistic utopia in which endless problem-solving will be a highly-valued part of life.
Author: Cheryl Geisler Publisher: Routledge ISBN: 1136690840 Category : Language Arts & Disciplines Languages : en Pages : 376
Book Description
The first full-length account integrating both the cognitive and sociological aspects of reading and writing in the academy, this unique volume covers educational research on reading and writing, rhetorical research on writing in the disciplines, cognitive research on expertise in ill-defined problems, and sociological and historical research on the professions. The author produced this volume as a result of a research program aimed at understanding the relationship between two concepts -- literacy and expertise -- which traditionally have been treated as quite separate phenomena. A burgeoning literature on reading and writing in the academy has begun to indicate fairly consistent patterns in how students acquire literacy practices. This literature shows, furthermore, that what students do is quite distinct from what experts do. While many have used these results as a starting point for teaching students "how to be expert," the author has chosen instead to ask about the interrelationship between expert and novice practice, seeing them both as two sides of the same project: a cultural-historical "professionalization project" aimed at establishing and preserving the professional privilege. The consequences of this "professionalization project" are examined using the discipline of academic philosophy as the "site" for the author's investigations. Methodologically unique, these investigations combine rhetorical analysis, protocol analysis, and the analysis of classroom discourse. The result is a complex portrait of how the participants in this humanistic discipline use their academic literacy practices to construct and reconstruct a great divide between expert and lay knowledge. This monograph thus extends our current understanding of the rhetoric of the professions and examines its implications for education.
Author: Gil Eyal Publisher: John Wiley & Sons ISBN: 1509538879 Category : Social Science Languages : en Pages : 135
Book Description
In recent political debates there has been a significant change in the valence of the word “experts” from a superlative to a near pejorative, typically accompanied by a recitation of experts’ many failures and misdeeds. In topics as varied as Brexit, climate change, and vaccinations there is a palpable mistrust of experts and a tendency to dismiss their advice. Are we witnessing, therefore, the “death of expertise,” or is the handwringing about an “assault on science” merely the hysterical reaction of threatened elites? In this new book, Gil Eyal argues that what needs to be explained is not a one-sided “mistrust of experts” but the two-headed pushmi-pullyu of unprecedented reliance on science and expertise, on the one hand, coupled with increased skepticism and dismissal of scientific findings and expert opinion, on the other. The current mistrust of experts is best understood as one more spiral in an on-going, recursive crisis of legitimacy. The “scientization of politics,” of which critics warned in the 1960s, has brought about a politicization of science, and the two processes reinforce one another in an unstable, crisis-prone mixture. This timely book will be of great interest to students and scholars in the social sciences and to anyone concerned about the political uses of, and attacks on, scientific knowledge and expertise.
Author: Jessica B. Teisch Publisher: Univ of North Carolina Press ISBN: 0807834432 Category : Science Languages : en Pages : 274
Book Description
Focusing on globalization in the late nineteenth and early twentieth centuries, Jessica Teisch examines the processes by which American water and mining engineers who rose to prominence during and after the California Gold Rush of 1849 exported the United
Author: National Research Council Publisher: National Academies Press ISBN: 0309131979 Category : Education Languages : en Pages : 384
Book Description
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
Author: Robert R. Hoffman Publisher: Psychology Press ISBN: 1135083304 Category : Business & Economics Languages : en Pages : 385
Book Description
Speed in acquiring the knowledge and skills to perform tasks is crucial. Yet, it still ordinarily takes many years to achieve high proficiency in countless jobs and professions, in government, business, industry, and throughout the private sector. There would be great advantages if regimens of training could be established that could accelerate the achievement of high levels of proficiency. This book discusses the construct of ‘accelerated learning.’ It includes a review of the research literature on learning acquisition and retention, focus on establishing what works, and why. This includes several demonstrations of accelerated learning, with specific ideas, plans and roadmaps for doing so. The impetus for the book was a tasking from the Defense Science and Technology Advisory Group, which is the top level Science and Technology policy-making panel in the Department of Defense. However, the book uses both military and non-military exemplar case studies. It is likely that methods for acceleration will leverage technologies and capabilities including virtual training, cross-training, training across strategic and tactical levels, and training for resilience and adaptivity. This volume provides a wealth of information and guidance for those interested in the concept or phenomenon of "accelerating learning"— in education, training, psychology, academia in general, government, military, or industry.
Author: K. Anders Ericsson Publisher: Cambridge University Press ISBN: 9780521406123 Category : Philosophy Languages : en Pages : 364
Book Description
During the last twenty years our understanding of expertise has dramatically increased. Laboratory analysis of chess masters, experts in physics and medicine, musicians, athletics, writers, and performance artists have included careful examination of the cognitive processes mediating outstanding performance in very diverse areas of expertise. These analyses have shown that expert performance is primarily a reflection of acquired skill resulting from the accumulation of domain-specific knowledge and methods during many years of training practice. The importance of domain-specific knowledge has led researchers on expertise to focus on characteristics of expertise in specific domains. In Toward a General Theory of Expertise many of the world's foremost scientists review the state-of-the-art knowledge about expertise in different domains, with the goal of identifying characteristics of expert performance that are generalizable across many different areas of expertise. These essays provide a comprehensive summary of general methods for studying expertise and of current knowledge about expertise in chess, physics, medicine, sports and performance arts, music, writing, and decision making. Most important, the essays reveal the existence of many general characteristics of expertise.
Author: Michelene T.H. Chi
Author: Michelene T.H. Chi
Author: Cheryl Geisler
Author: Helga Noice
Author: Carl Bereiter
Author: Cheryl Geisler
Author: Gil Eyal
Author: Jessica B. Teisch
Author: National Research Council
Author: Robert R. Hoffman
Author: K. Anders Ericsson