Experts spent much longer on each poem and produced longer protocols than novices, because for experts finding a meaningful pattern was only the starting point for higher-level analysis.¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Expert protocols differed from most other expertise studies in being longer than novices' protocols; experts spent much longer on each poem. → Peskin 1998

Evidence¶

Peskin 1998¶

Peskin, J. (1998). Constructing meaning when reading poetry: An expert-novice study. Cognition and Instruction, 16(3), 235-263. https://doi.org/10.1207/s1532690xci1603_1

q2 · i? · qualitative · r2

Time-on-task and protocol-length records from the think-aloud study: novices averaged 19.75 minutes (range 8 to 33) and 1101.5 words; experts averaged 26.5 minutes (range 15 to 52) and 1719 words, mirroring Wineburg's findings with historians.

"However, while the e xperts rapidly made sense of the poems, their protocols differed from those in most other studies on expertise in that they were longer than those of the novices."

Discussion¶

Learner Variables¶

• Prior Knowledge — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Experts employed productive interpretive strategies in making poems coherent — using structure, binary oppositions, wordplay, rhythm and rhyme as cues, and scanning to contextualize — which novices used minimally. — related
• When experts cannot make clear sense of a passage, they shift from constructing what the poem says to how the poet is saying it, treating obscurity as deliberate. — related
• Experts expressed greater appreciation of the poems and their specific images, while novices very frequently expressed interpretive frustration and dissatisfaction. — related
• Novices who have had poetry instruction have internalized Culler's general conventions for poetry as discourse: significance, thematic unity, and metaphorical coherence. — 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