Generation and Verification of Inferences by Experts and Trained Nonexperts
Bibliographic Data
| ID | 8220969 |
|---|---|
| Authors | Frank R Yekovich (Catholic University of America, corresponding author), Michele A Thompson (Catholic University of America), Carol H Walker (Catholic University of America), Carol Walker (Catholic University of America) |
| Year | 1991 |
| Volume | 28 |
| Issue | 1 |
| Pages | 189 |
| Publication date | 1991-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1162884 |
| OpenAlex | W4253124896, W2072335323 |
| Language | EN |
| Citations received | 2 |
| References cited | 16 |
This experiment explored how expert credit administrators and trained, but not yet expert, credit administrators (i.e., trained nonexperts, TNEs) differ in their ability to generate and verify inferences. Subjects read a case study describing a bank that appeared to be growing rapidly but, because of quality control problems, was heading for major difficulty. Subsequently, they performed a retelling task, a recognition task, and a problem identification/justification task. For each task, dependent measures were derived to detect the ability to retrieve explicit facts about the case and the ability to infer and reason about the case. Results showed that experts and TNEs did not differ in their ability to encode or retrieve the facts given explicitly in the case. However, for each task, marked differences appeared for inferencing and reasoning ability. Taken together, the data argue that the ability to reason within a complex domain is not simply the result of acquiring the requisite declarative knowledge. Rather, reasoning ability depends on problem solving practice and real-world experience in the domain. Implications for instruction are discussed
Cognitive psychology · Domain (mathematical analysis · Domain knowledge · Epistemology · Heading (navigation · Identification (biology · Machine learning · Natural language processing · Quality (philosophy · Task (project management · AI-based Problem Solving and Planning · Artificial Intelligence · Clinical Reasoning and Diagnostic Skills · Computer Science · Education and Critical Thinking Development · Intelligent Tutoring Systems and Adaptive Learning · Psychology · Visual and Cognitive Learning Processes
Taking different perspectives on a story.
Recall of previously unrecallable information following a shift in perspective
Text processing of domain-related information for individuals with high and low domain knowledge
Expert and Novice Performance in Solving Physics Problems
Categorization and Representation of Physics Problems by Experts and Novices
Acquisition of cognitive skill
| Citations per year | 0.06 |
|---|---|
| Citation span | 1994 - 2011 (18) |
| Highly cited | No |