Understanding expertise : A multi-disciplinary approach / Fernand Gobet.

Includes bibliographical references and index.

1.Introduction
1.1.Preview of Chapter
1.2.The Dual Meaning of the Term "Expertise"
1.3.Definitions of Expertise
1.4.Why Study Expertise?
1.5.Preview of Book
1.6.Chapter Summary
1.7.Further Reading
2.Perception and Categorisation
2.1.Preview of Chapter
2.2.De Groot's Seminal Research
2.3.Medical Expertise
2.4.Holistic Perception and Anticipatory Schemata
2.5.Perception in Sport
2.6.Perception in Music
2.6.1.Basic Skill Differences in Perception
2.6.2.Absolute Pitch
2.6.3.Laypeople's Implicit Musical Expertise
2.6.A Sight-Reading
2.7.Perceptual Learning, Perceptual Expertise and Categorisation
2.8.Chapter Summary
2.9.Further Reading
3.Memory
3.1.Preview of Chapter
3.2.Chase and Simon's Research
3.2.1.The Key Empirical Results
3.2.2.Chunking Theory
3.3.Generalisability of Experts' Superiority in Recall Tasks
3.4.Is Knowledge Structured as Chunks?
Contents note continued: 3.5.How Many Chunks Are Stored in LTM?
3.6.Does Randomisation Eliminate Experts' Superiority?
3.7.Is STM Capacity Limited and Are LTM Encoding Times Slow?
3.8.The Intermediate Effect in Medicine
3.9.Memory in Sports
3.10.Memory in Music
3.11.Theoretical Accounts
3.11.1.Chase und Simon's Chunking Theory
3.11.2.Skilled Memory Theory
3.11.3.Long-Term Working Memory
3.11.4.Revisions of Chunking Theory
3.11.5.Constraint Attunement Theory
3.12.Chapter Summary
3.13.Further Reading
4.Problem Solving
4.1.Preview of Chapter
4.2.De Groot's Research
4.3.Phases of Problem Solving
4.4.Expertise Effects in Progressive Deepening
4.5.Macrostructure of Search
4.6.Directionality of Search
4.7.Planning
4.8.Evaluation
4.9.The Role of Pattern Recognition in Problem Solving
4.10.The Role of Perception in Problem Solving
4.11.The Role of Schemata and Conceptual Knowledge in Problem Solving
Contents note continued: 4.12.The Role of Representations
4.12.1.Physics
4.12.2.Economics
4.13.Automatisation and Rigidity of Thought
4.13.1.Automatisation
4.13.2.Rigidity of Thought
4.14.Theories of Problem Solving
4.14.1.The Selz-de Groot Framework
4.14.2.Newell and Simon's Problem-Space Theory
4.14.3.Chunking Theory and Temp/​ate Theory
4.14.4.Holding's Theory
4.14.5.Computer Models of Human Search
4.15.Chapter Summary
4.16.Further Reading
5.Decision Making
5.1.Preview of Chapter
5.2.Rationality and Bounded Rationality
5.3.The Heuristics and Biases Approach
5.4.Biases in Experts
5.5.Fast and Frugal Heuristics
5.6.Naturalistic Decision Making
5.7.The SOS Effect
5.8.Shanteau's Framework
5.9.Decision Making in Sports
5.9.1.Using Task-Specific Probabilities
5.9.2.Option Selection
5.10.Chapter Summary
5.11.Further Reading
6.Intuition, Insight and Creativity
6.1.Preview of Chapter
Contents note continued: 6.2.Expert Intuition
6.2.1.Simon's Theory
6.2.2.Dreyfus and Dreyfus !s Theory
6.2.3.Template Theory of Intuition
6.2.A Too Much of a Good Thing?
6.3.Insight
6.4.Creativity
6.4.1.Are Estimations of Creativity Reliable?
6.4.2.Tests of Creativity
6.4.3.Factors Supporting the Development of Creativity
6.4.4.Theories of Creativity
6.5.Chapter Summary
6.6.Further Reading
7.Talent, Individual Differences and Gender Differences
7.1.Preview of Chapter
7.2.Talent Approaches Based on Intelligence
7.2.1.A Brief Overview of Early Intelligence Research
7.2.2.Two Classic Studies on Intelligence and Talent
7.2.3.Gardner's Approach
7.2.4.IQ as Predictor of Expert Performance
7.2.5.Components of Intelligence
7.2.6.Intelligence: Discussion
7.3.Talent Approaches Not Based on Intelligence
7.3.1.Talent in Chess
7.3.2.Talent in Music
7.3.3.Talent in Sports
7.4.Personality
7.4.1.Creativity
Contents note continued: 7.4.2.Other Domains of Expertise
7.5.Psychopathology
7.6.Gender Differences
7.6.1.General Explanations
7.6.2.Explanations Based on Intelligence
7.7.Chapter Summary
7.8.Further Reading
8.Learning and Education
8.1.Preview of Chapter
8.2.Approaches Based on Talent
8.3.Approaches Based on Practice
8.3.1.Identifying Strategics
8.3.2.Chunking Theory
8.3.3.Template Theory
8.3.4.ACT-R and Intelligent Tutoring Systems
8.3.5.Deliberate Practice
8.3.6.Discussion: Talent vs. Practice Revisited
8.4.The Question of Transfer
8.4.1.Differential Predictions of the Talent and Practice Approaches
8.4.2.Early Specialisation vs. Diversification in Sports
8.5.Expert Teachers and Learners
8.5.1.Expert Teachers
8.5.2.Expert Learners
8.6.Chapter Summary
8.7.Further Reading
9.Development and Ageing
9.1.Preview of Chapter
9.2.Expertise and Development
9.2.1.Domain-General Mechanisms
Contents note continued: 9.2.2.Domain-Specific Mechanisms
9.2.3.The Role of Strategies
9.2.4.Gifted Children
9.2.5.Savants
9.3.Expertise and Ageing
9.3.1.Effects of Age
9.3.2.A Paradox
9.3.3.Expertise as a Moderating Variable
9.3.4.Theories
9.3.5.The Careers of Great Creators as a Function of Age
9.4.Chapter Summary
9.5.Further Reading
10.Neuro-Expertise
10.1.Preview of Chapter
10.2.Skill Acquisition in Novices
10.3.Typical Data in Neuro-Expertise
10.3.1.Mental Calculation
10.3.2.Memory Champions
10.3.3.Chess
10.3.4.Music
10.3.5.Taxi Drivers
10.3.6.Sports
10.4.Proposed Mechanisms
10.4.1.The Fixed Localisation vs. Perceptual Expertise Debate
10.4.2.Mechanisms Linked to Intelligence
10.4.3.Functional Reorganisation of the Brain: The Role of Retrieval Structures and Templates
10.4.4.Geschwind and Galaburda's (1987) Theory
10.5.Gender Differences
10.6.Smart Drugs
10.7.Chapter Summary
Contents note continued: 10.8.Further Reading
11.Experts and Society
11.1.Preview of Chapter
11.2.The Difficulty of Making Correct Predictions
11.3.A Miscarriage of Justice
11.4.When Experts Fail
11.4.1.Difficulties with Scientific Research
11.4.2.Predictions in Political Science
11.5.The Role of Media
11.6.Fraud and Cheating in Science
11.7.The Internet
11.8.Group Phenomena
11.9.Why Do We Believe Experts?
11.10.Situated Action
11.11.Chapter Summary
11.12.Further Reading
12.Sociology
12.1.Preview of Chapter
12.2.The Sociology of Professions
12.2.1.Early Work
12.2.2.Abbott's Seminal Work
12.2.3.Experts as Heuristics
12.3.Communication and Expertise
12.4.Experts in Court
12.5.Classification of Experts
12.5.1.Mieg's Classification
12.5.2.Collins and Evans's (2007) Periodic Table of Expertises
12.5.3.Classifications of Expertise: Evaluation
12.6.Chapter Summary
12.7.Further Reading
Contents note continued: 13.Philosophy
13.1.Preview of Chapter
13.2.Ancient Greek Philosophy
13.3.Knowing-How and Tacit Knowledge: Ryle and Polanyi
13.4.Disagreement between Experts
13.5.Identification of Experts
13.6.Dreyfus's Critique of Expert Systems
13.7.Rationality and Expertise
13.8.Philosophy and Expertise: Applications
13.9.Chapter Summary
13.10.Further Reading
14.Artificial Intelligence and Expert Systems
14.1.Preview of Chapter
14.2.Knowledge Representation
14.3.Expert Systems
14.4.Knowledge Elicitation Techniques
14.5.Decline of Expert Systems Research
14.6.Contributions of Expert Systems Research
14.7.Chapter Summary
14.8.Further Reading
15.Putting It All Together
15.1.Preview of Chapter
15.2.Good and Bad News
15.3.Transversal Themes
15.3.1.Definition and Identification
15.3.2.Rationality
15.3.3.Knowledge
15.3.4.Search
15.3.5.Generativity
15.3.6.Diachronicity
Contents note continued: 15.3.7.Nature vs. Nurture
15.3.8.Environment and Society
15.4.Methods and Theories
15.5.Four Tensions (Almost) Resolved
15.6.Practical Implications
15.7.How to Become an Expert
15.7.1.Performance-based Expertise
15.7.2.Reputation-based Expertise
15.8.Conclusion: Toward an Integration of Research on Expertise?
15.9.Chapter Summary
15.10.Further Reading.