Problem solving and human expertise
Timothy J. Nokes,Christian D. Schunn,Michelene T. H. Chi +2 more
- 01 Jan 2010
- pp 265-272
TL;DR: An integrative review of the psychological research on expert problem solving is provided, describing in detail what it is, how it is acquired, and the implications for education and instruction.
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Abstract: Developing high-level problem-solving skill is critical to successfully perform a variety of tasks in both formal (e.g., school and work) and informal (e.g., home) settings. One way to understand how people acquire such skills is to examine research on expertise in problem solving. In this article, we provide an integrative review of the psychological research on expert problem solving, describing in detail what it is, how it is acquired, and the implications for education and instruction.
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References
•Book
Human Problem Solving
Allen Newell
- 01 Jun 1972
TL;DR: The aim of the book is to advance the understanding of how humans think by putting forth a theory of human problem solving, along with a body of empirical evidence that permits assessment of the theory.
11.2K
The role of deliberate practice in the acquisition of expert performance.
TL;DR: A theoretical framework is proposed that explains expert performance in terms of acquired characteristics resulting from extended deliberate practice and that limits the role of innate (inherited) characteristics to general levels of activity and emotionality.
Categorization and Representation of Physics Problems by Experts and Novices
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Perception in chess
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Acquisition of cognitive skill
TL;DR: In this paper, a framework for skill acquisition is proposed that includes two major stages in the development of a cognitive skill: a declarative stage in which facts about the skill domain are interpreted and a procedural stage where the domain knowledge is directly embodied in procedures for performing the skill.
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