. Novices were able to focus on principled properties in this case, but failed to transfer these representations when surface features were reintroduced. These findings indicate that novices had knowledge of the principles, but that they did not attend to them when competing surface features were present

Abstract not found

Considerable evidence indicates that domain specific knowledge in the form of schemes is the primary factor distinguishing experts from novices in problem-solving skill. Evidence that conventional problem-solving activity is not effective in schema acquisition is also accumulating. It is suggested

an alternative to the modal view of automaticity, arguing that novice performance is limited by a lack of knowledge rather than a scarcity of resources. The focus on learning avoids many problems with the modal view that stem from its focus on resource limitations. Automaticity is an important phenomenon

of the inversion effect. In one experiment, use of stimuli (landscapes) in which spatial relations among elements are potentially important distinguishing features is shown not to guarantee a large inversion effect. Two additional experiments show that for dog experts sufficiently knowledgeable to individuate dogs

This investigation focuses upon the question of: (1) how naive subjects organize and represent knowledge when solving problems; (2) how previous experience of a novice is used in solving a problem; (3) what kinds of information and knowledge are sought as well as overlooked by novices when solving

This study investigated the effects of subject knowl-edge and search experience on novices ’ and ex-perienced searchers ’ use of search tactics in online searches. Novice and experienced searchers searched a practice question and two test questions in the ERIC database on the DIALOG system

according to the knowledge reuser and the purpose of knowledge reuse. The types involve shared work producers, who produce knowledge they later reuse, shared work practitioners, who reuse each other’s knowledge contributions, expertise-seeking novices, and secondary knowledge miners. Each type of knowledge

In our knowledge society learning is a very important and broad topic that includes several unsolved questions. Among them the transfer of novices into experts remains elusive. The paper shows that the cognitive elements and mental models needed for the expert execution of a task or skill can

(why?) or a means to mastering metacognitive skills? [Review of the book Studying the recipient of knowledge (the empty vessel view) versus the child as an active learning agent (the constructivist or learning by doing view). He also makes some nice points (likewise embraced by the restructuring