Generation and Verification of Inferences by Experts and Trained Nonexperts

Yekovich, Frank R.; Thompson, Michele A.; Walker, Carol

doi:10.2307/1162884

Cited by 3 publications

(6 citation statements)

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“…There is more opportunity to group students according to ability, to encourage peer interactions, to allow for different proficiencies of self-regulation, and some tailoring of curricula to students (either in topic or pace). There is already a wealth of literature as to the profile of excellent teachers and how they differ from experienced teachers in this size of class (e.g., Berliner, 1987Berliner, , 1988Borko & Livingstone, 1990;Chi, Glaser, & Farr, 1988;Hattie, Clinton, Thompson, & Schmitt-Davis, 1996;Housner & Griffey, 1985;Krabbe, 1989;Leinhardt, 1983;Livingston & Borko, 1989;Ropo, 1987;Shanteau, 1992;Sternberg & Horvath, 1995;Strahan, 1989;Swanson, O'Connor, & Cooney, 1990;Tudor, 1992;Van der Mars, Vogler, Darst, & Cusimano, 1991;Westerman, 1991;Yekovich, Thompson, & Walker, 1991).…”

Section: The Relationships Between Class Size and The Concept Of Excementioning

confidence: 99%

The paradox of reducing class size and improving learning outcomes

Hattie

2005

International Journal of Educational Research

169

101

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Section: The Relationships Between Class Size and The Concept Of Excementioning

confidence: 99%

The paradox of reducing class size and improving learning outcomes

Hattie

2005

International Journal of Educational Research

169

101

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“…These types oferrors would also indicate that children possessed less advanced baseball knowledge structures. Yekovich, Thompson, and Walker (1991) define inferencing as a process of integrating and synthesizing multiple facts and list five preconditions for successful inferences: (1) the facts must be accessible in memory or given in the input set; (2) an individual must recognize an inference is useful or required; (3) an individual must discriminate relevant from irrelevant facts; (4) relations among facts must exist in memory or be constructed so that relevant facts are integrated; and (5) some inferences will be automatically produced if they exist in memory and are strongly associated with the set of presented facts. Other authors (Chi, 1988;Thomas, French, & Humphries, 1986;McPherson, 1993aMcPherson, , 1993bMcPherson, , 1994 have also suggested some of these same preconditions.…”

Section: Knowledge Content Accessedand Errors In Problem Solutionsmentioning

confidence: 99%

Knowledge Representation and Problem Solution in Expert and Novice Youth Baseball Players

French

Nevett

Spurgeon

et al. 1996

Research Quarterly for Exercise and Sport

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The purpose of this study was to examine differences in knowledge representation and problem solutions in expert and novice youth baseball players. Ninety-four players in two age divisions, 7-8 years of age and 9-10 years of age, were assigned to three levels of expertise: high; average; and low skilled. Each subject participated in an interview session to elicit knowledge representation and solutions to five different defensive game situations. Interviews were transcribed and analyzed for content, solution to the problem, errors in problem solution, and qualitative trends. The frequency of advanced solutions to each of the five situations were analyzed in separate chi-square tests for age and expertise. Differences among the levels of expertise were found for the accuracy of solutions to three complex situations. Age was significant for only one situation. Patterns of knowledge content accessed during advanced and less advanced responses indicated both experts and novices were in a beginning stage of developing baseball knowledge structures. Errors in problem solutions indicated children had difficulty monitoring critical conditions and making correct inferences. Players' and teammates' ability to execute baseball skills seemed to influence the content and structure of tactical knowledge accessed during problem solution.

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“…As such, a rudimentary understanding of the prerequisite language skill of identifying parts and whole was sufficient to solve multistep word problems using the specific strategy, because all the critical elements were represented in the action schemata. These results point out that when initial learning of a task within a specific skill domain is adequate, as was the case with the experts in the SSG, transfer is facilitated because the specific knowledge enhances learning (pattern recognition) within the domain (Yekovich, Thompson, & Walker, 1991).…”

Section: Discussionmentioning

confidence: 66%

“…In addition, experts organize knowledge more coherently around a central set of key ideas than novices for the domain of expertise (Prawat, 1989). According to Yekovich, Thompson, and Walker (1991), &dquo;experts and novices also differ in the way they mentally represent problems; novices seem to represent superficial aspects of problems whereas experts represent the 'semantics' of problems&dquo; (p. 190). Finally, experts and novices exhibit strategic differences in solving problems.…”

Section: Experts' and Novices' Knowledge And Part-whole Word Problemsmentioning

confidence: 99%

“…For example, experts tend to utilize a schema-driven approach to solve problems in well-defined domains by working forward. Novices, on the other hand, search for the solution procedure and work backward (Yekovich, Thompson, & Walker, 1991). Typically, experts in a domain solve problems by using domain-specific pattern recognition procedures (Anderson, 1983(Anderson, , 1987.…”

Section: Experts' and Novices' Knowledge And Part-whole Word Problemsmentioning

confidence: 99%

See 1 more Smart Citation

An Exploratory Study of Dynamic Assessment Involving Two Instructional Strategies On Experts and Novices' Performance in Solving Part-Whole Mathematical Word Problems

Jitendra

Kameenui²

1993

Diagnostique

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The study assessed the differential effects of a specific and general strategy on experts and novices' transfer and maintenance performance of Part-Whole addition and subtraction word problems utilizing dynamic assessment. Dynamic assessment indicated important differences between experts and novices across and within the two instructional groups (specific and general) on transfer and maintenance performance when a criterion level of performance (75% correct) on the training task (one-step Part-Whole word problems) was considered. Implications of the information from dynamic assessment are discussed in terms of instructional strategies for experts and novices in the two groups.Bransford, Delclos, Vye, Burns, and Hasselbring (1987) suggested that students evidence great difficulty in solving word problems. They noted that students &dquo;simply grab for numbers rather than trying to understand the nature of the problems that they are being asked to solve&dquo; (p. 493). As students move from elementary to secondary level settings, deficiencies in solving word problems are exacerbated and extend to areas other than mathematics according to Lester (1982) and Kameenui and Griffin (1989). Helping students to understand and successfully apply knowledge to solve mathematical word problems in early grades should provide a foundation important to later learning of higher order problem solving. In fact, researchers contend that early understanding of mathematical word problem solving is essential if at OAKLAND UNIV on May 31, 2015 aei.sagepub.com Downloaded from

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Generation and Verification of Inferences by Experts and Trained Nonexperts

Cited by 3 publications

References 0 publications

The paradox of reducing class size and improving learning outcomes

The paradox of reducing class size and improving learning outcomes

Knowledge Representation and Problem Solution in Expert and Novice Youth Baseball Players

An Exploratory Study of Dynamic Assessment Involving Two Instructional Strategies On Experts and Novices' Performance in Solving Part-Whole Mathematical Word Problems

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