Developing experience-based (tacit) knowledge through reflection

Matthew, Cynthia T.; Sternberg, Robert J.

doi:10.1016/j.lindif.2009.07.001

Cited by 87 publications

(69 citation statements)

References 39 publications

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“…Increased epistemic motivation caused by reflecting on both failed and successful experiences has been found to produce richer cognitive structures (Ellis & Davidi, 2005;Matthew & Sternberg, 2009). Research in sport and organizational psychology has shown that systematic reflection changes the relative number of internal versus external and specific versus general perceived causes of behavior (Allen, Jones, & Sheffield, 2010;Ellis et al, 2006).…”

Section: Cognitive Outcomes Of Systematic Reflectionmentioning

confidence: 99%

Systematic Reflection

Ellis

Carette

Anseel

et al. 2014

Curr Dir Psychol Sci

131

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Although it is conventional wisdom that we learn most from failures and mistakes, for decades psychologists too have considered failures the most powerful learning sources. According to Thorndike's law of effect, negative outcomes that accompany failure serve as punishment, which increases the probability of adapted behavior in subsequent events. Furthermore, traditional attribution theories have posited that people who are capable of attributing failure to personal and controllable factors (e.g., limited effort) learn the most (Weiner, 2000).It is remarkable that scant research attention has been paid to the question of whether people want and are able to learn from their successes. Learning from successes not only is vital from a theoretical point of view but also has substantial practical relevance. For instance, in high-risk environments (e.g., hospitals, the nuclear power or aviation industries), failure can mean maiming, disability, and huge environmental, financial, societal, and psychological costs. Thus, it is key that people are also able to learn from their successes before disasters take place. Despite the motivational benefits successes may have (e.g., increased belief in one's competence; Hall, 1971), they also confirm prior expectancies and boost confidence in old routines, which causes restricted search and reduced attention, while increasing complacency and risk aversion (Sitkin, 1992;Zakay, Ellis, & Shevalsky, 2004).Our objective in this review was to highlight systematic reflection as an effective tool for learning from both failed and successful experiences. In the following section, we introduce systematic reflection as a learning procedure, after which we draw on a growing stream of findings that runs across different psychological domains to empirically substantiate its effectiveness. Subsequently, we review research that has sought to determine situational and person-based moderators that shape the effectiveness of systematic reflection. We end by discussing future research prospects.

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Section: Cognitive Outcomes Of Systematic Reflectionmentioning

confidence: 99%

Systematic Reflection

Ellis

Carette

Anseel

et al. 2014

Curr Dir Psychol Sci

131

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“…These definitions suggest reflection involves the cognitive act of questioning (e.g., Seibert & Daudelin, 1999;Vince, 2002;Matthew & Sternberg, 2009). Since reflection arises from an inclination to question and doubt things previously taken for granted, it involves tracing beliefs and assumptions (Dewey, 1933), and is equated with dialectical reasoning, while its unsettling character arises from reframing 'habits of mind' (Mezirow, 1998;.…”

Section: Reflection and Reflective Questioningmentioning

confidence: 99%

Taking Nothing for Granted in Management Education: A Systemic Perspective on the Role of Reflective Questioning

Romme

Seggelen-Damen

2015

Organization Management Journal

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Questioning is one of the most critical behaviors in management education and learning. In this paper we explore the antecedents, processes and outcomes of reflective questioning, as a key element of management learning and education. Reflective questioning involves raising tentative, nonrhetorical questions. By reviewing and synthesizing the literature, we develop a model of reflective questioning in the form of a causal loop diagram. This model implies that reflective questioning can be taught through particular forms of management education, but is also contingent on the psychological safety of the group setting, the individual need for cognition, and challenging tasks and experiences.

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“…Sternberg and Horvath (1995) suggest that an expert teacher can be differentiated from a novice by: the amount of subject and pedagogical knowledge they use to respond to their teaching context; the efficiency with which they resolve emerging problems during their teaching; and the insight they apply to devise innovative and workable solutions to teaching issues. This view of expertise is characterized by a dynamic capacity to adapt practice to local contexts, involving constant reflective monitoring and reinvestment of learnt professional practical knowledge and skills (Matthew & Sternberg, 2009). This implies a view that expertise is developed though the relationship between an individual teacher's practical knowledge and specific contexts, moments, challenges and reflection (Schon, 1983).…”

Section: The Literature On Effective Teacher Preparationmentioning

confidence: 99%