Fostering expert learning strategies in novices
Year: 2006
Type: dissertation
Abstract: The studies reported in this dissertation were undertaken to shed light on \\nsome important issues that currently prevail in research on the development \\nof expertise, and in research on fostering metacognitive processes in learners \\nin particular. In general, the studies reported here were developed to \\ndetermine to what extent, and in which format, novice learners can benefit \\nfrom engaging in metacognitive processes as employed by experts. Departing \\nfrom principles on learning and instruction as postulated in the theory of \\ndeliberate practice (Ericsson et al., 1993), our goal was to formulate and test \\nimplementations of this theory in non-expert learners. Based on an analysis \\nof experts\\xe2\\x80\\x99 practice behavior, Ericsson and colleagues postulated that experts\\xe2\\x80\\x99 \\nexceptional performance is not explained by a genetic predisposition, but \\ncan rather be ascribed to years of dedication to intense practice schedules. \\nParticularly when practice is deliberate and centered around tasks that are \\ndesigned to improve performance (compared to tasks performed for fun), \\nthe development of expertise will be maximized. More specifically, when the \\nstudy task is of an appropriate difficulty level, when the learner receives \\ninformative feedback about performance, and when there is ample room \\nfor repetition and correction of errors, this type of practice is referred to as \\n\\xe2\\x80\\x9cdeliberate practice\\xe2\\x80\\x9d. Ericsson and colleagues (1993) showed that the total \\nnumber of hours spent on deliberate practice diff erentiates individuals of \\nvarying levels of expertise. That is, a monotonic positive relationship was \\nobserved between amount of deliberate practice and performance level. This \\nmonotonic benefits assumption has been tested and confirmed in a variety of \\nstudies in diverse settings (e.g., Charness et al., 1996, 2005; Helsen et al., 1998; \\nHodge & Deakin, 1998; Hodges et al., 2004).
Author: Anique B. H. de Bruin
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2115739453