The Nature of Expertise¶
Chi, M. T. H., Glaser, & Farr, M. J. (1988). The Nature of Expertise.
Cited by¶
1 citation across 1 artifact.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Cognitive Apprenticeship
- Drawing on the expert/novice contrasts compiled by Chi, Glaser, and Farr (1988) in The Nature of Expertise, the answer is deceptively simple: traditional schooling typically presents expert products—polished essays, completed mathematical proofs, correct medical diagnoses, finished designs—without the expert processes that generated them.
This sourceLawrence Erlbaum Associates. Expert-novice contrast research documenting the process-product distinction that cognitive apprenticeship operationalizes — supports D48-006. Verified existing and supporting.
Supported in partVerified against the work's full text
The publisher page confirms the volume exists and compiles expert-research chapters (medical diagnosis, programming, memory), but states nothing about schooling presenting expert products without expert processes.
“J.F. Voss, T.A. Post, On the Solving of Ill-Structured Problems. Part IV: Medical Diagnosis. G.J. Groen, V.L. Patel, The Relationship Between Comprehension and Reasoning in Medical Expertise. A. Lesgold, H. Rubinson, P. Feltovich, R. Glaser, D. Klopfer, Y. Wang, Expertise in a Complex Skill: Diagnosing X-Ray Pictures. W.J. Clancey, Acquiring, Representing, and Evaluating a Competence Model of Diagnostic Strategy. …”
- Drawing on the expert/novice contrasts compiled by Chi, Glaser, and Farr (1988) in The Nature of Expertise, the answer is deceptively simple: traditional schooling typically presents expert products—polished essays, completed mathematical proofs, correct medical diagnoses, finished designs—without the expert processes that generated them.
Verification¶
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