Experts have reduced access to memory traces of their own cognitive processes due to automatization, and large domain knowledge can disadvantage performance on certain tasks¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r2 · q1
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Think aloud reports show experts are less likely to have access to memory traces of their cognitive processes within their domain of expertise, attributed to automatization. → Nathan 2001 q1 i? Subjects with a large amount of domain knowledge may actually be at a disadvantage compared to novices on certain tasks, as expertise can act as a mental set (Einstellung). → Nathan 2001 (2)

Evidence¶

Nathan 2001¶

Nathan, M. J., Koedinger, K. R., & Alibali, M. W. (2001). Expert Blind Spot: When Content Knowledge Eclipses Pedagogical Content Knowledge. Proceeding of the Third International Conference on Cognitive Science. https://www.google.com/search?q=%22Expert+Blind+Spot%22+Nathan+Koedinger+Alibali

q1 · i? · theoretical · r2

The article reports this as prior cognitive science research, citing Ericsson & Simon (1984), attributing the reduced access to automatization of cognitive processes that in novices are deliberate and stepwise. No effect size is printed.

"Think aloud reports from experts and novices show that experts are less likely to have access to memory traces of their cognitive processes when engaged in tasks within their domain of expertise (Ericsson & Simon, 1984)."

Nathan 2001 (2)¶

Nathan, M. J., Koedinger, K. R., & Alibali, M. W. (2001). Expert Blind Spot: When Content Knowledge Eclipses Pedagogical Content Knowledge. Proceeding of the Third International Conference on Cognitive Science. https://www.google.com/search?q=%22Expert+Blind+Spot%22+Nathan+Koedinger+Alibali

q1 · i? · theoretical · r2

The article cites Wiley (1998) showing domain knowledge can act as a mental set (Einstellung), leading experts in mathematics settings to focus on known efficient representations and procedures and become blind to novices' constructive learning processes. No effect size is printed.

"It has also been shown that that subjects with a large amount of domain knowledge may actually be at a disadvantage when compared to novices on certain tasks (e.g., Wiley, 1998)."

Discussion¶

Related Claims¶

• Automatic word recognition frees resources for comprehension — related
• Instructional guidance that helps novices can become redundant or counterproductive as expertise grows. — related
• In reading textually constrained period poetry, experts' organized domain knowledge (schemata) is the major factor differentiating them from novices, enabling allusion, contextualization and anticipation. — related