By Keith Johnson
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As noted earlier, experts also often choose to complexify their skilled performance which will often mean they willingly forego the benefits that added speed might otherwise bring]. Experts have superior short- and long-term memories ‘This is not because their short-term memory is larger than other humans’, but because the automaticity of many portions of their skills frees up resources for greater storage’. Experts see and represent a problem in their domain at a deeper (more principled) level than novices; novices tend to represent a problem at a superficial level Using physics problems, Chi, Feltovich et al.
Farr. Hillsdale, NJ: Lawrence Erlbaum Associates, pp. 71–128. Tsui, A. B. M. (2003). Understanding Expertise in Teaching. Cambridge: Cambridge University Press. Voss, J. , Green, T. R. et al. (1983). Problem Solving Skill in the Social Sciences. The Psychology of Learning and Motivation. Vol. 17. G. Bower. New York: Academic Press. Voss, J. F. and Post, T. A. (1988). On the Solving of Ill-structured Problems. The Nature of Expertise. M. T. Chi, R. Glaser and M. J. Farr. Hillsdale, NJ: Lawrence Erlbaum Associates, pp.
The student may then decide how to accomplish the task (planning, a procedure) by considering what he/she knows about telephone calls – that they usually consist of two persons, that there is often a question and answer sequence (task 46 Expertise in Second Language Learning and Teaching classification, a procedure, using background knowledge). The student may then consider other prior knowledge such as what questions are normally asked in this kind of interaction and what the responses might be (task demands using background knowledge).