Experts detect and correct small changes before events become full-blown, while novices are distracted by possibly irrelevant phenomena¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Experts have developed monitoring strategies that help them identify upcoming complications before these have become full-blown, whereas novices are distracted by phenomena that may not be relevant to the goals pursued. → H. P. A. Boshuizen 2016

Evidence¶

H. P. A. Boshuizen 2016¶

H. P. A. Boshuizen. (2016). Teaching as regulation and dealing with complexity. Instructional Science, 44, 311–314. https://doi.org/10.1007/s11251-016-9377-x

q1 · i? · theoretical · r3

The editorial reports, citing Wolff et al. (this issue), that novices are distracted by possibly irrelevant phenomena while experts use monitoring strategies. Reported second-hand; the study's design is not described here.

"They found that novices’ are distracted by phenomena that may not even be relevant for the goals pursued, whereas experts have developed monitoring strategies that may help them identify upcoming complications before these have become full-blown."

Discussion¶

Related Claims¶

• Experts predict classroom phenomena and student errors far more than novices, who rarely anticipate misalgorithms — related
• Expert teachers interpret complex classroom phenomena more accurately and fluidly than novices and postulants — related
• Expert teachers' classroom perception appears knowledge-driven while novices' appears image-driven, guided by salient visual features — related
• Interesting but irrelevant details can impair comprehension and transfer, with effects that vary with the material and the learner — related
• Novices and experts committed similar total error numbers but different error types in computer work — related
• Observers of peer models who made and corrected key errors learned to identify and eliminate such errors, whereas observers of expert models missed the error-correction information — related
• Both novice and expert teachers state valid behavioral cues when inferring student profiles, but novices rely more on salient cues such as hand raising and quality of answers — related
• Experts show rapid pattern recognition and instantaneous visceral decision-making, while novices rely on prolonged deliberate analysis that may lag events — related
• Expert teachers interpret classroom events more analytically and focus on learning consequences, while novices emphasize student behavior — related