We will start with a brief tutorial on how to find psychology literature using PsycINFO
 

What makes someone an expert?

• How do you know they're an expert?
• What is it that they're good at?
• How do you know they're good at it?
• How did they get to be an expert?

    1. ___________ specific

• Experts excel mainly in their own domains.
• They aren't generally smarter about everything or have good general problem solving strategies that can apply to anything.
• E.g., Expert chemists can't solve ______________ problems any better than novices
• Because expertise requires __________________

• Experts perceive _______________ in their domain.
• Chess masters can remember clusters of chess pieces because they see patterns in them.
• Radiologists instantly recognize anatomical structures and anomolies.
• Reflects an _____________ of knowledge base

• Experts are _________.
• Two explanations:
• Perform automatically because of practice, frees up memory capacity for other aspects of the task
• Can arrive at a solution without extensive search because of pattern recognition. (E.g, lightning chess)

• Superior short-term memory
• Not because STM capacity is larger
• But because of __________ and organization
• Better STM only in _______________
• Superior long-term memory
• Store large amounts of _______________ knowledge in long-term memory
• E.g., chass masters remembers moves from previous games.

• Experts represent the problem at a deep level, novices at a superficial level.
• ________ level = underlying principle or solution method
• ________ level = superfician features, cover story
• E.g, categorizing physics problems
• Experts sort according to ____________________
• Novices sort according to ____________________

• Experts spend a lot of time analyzing the problem qualitatively.
• first build a ______________ of the problem from which they can infer relations.
• Novices immediately begin ________________
• Example: A board was sawed into two pieces. One piece was 2/3rds as long as the whole board and was exceeded in length by the second piece by four feet. How long was the board before it was cut?

• Experts have strong self-monitoring skills
• More aware of when they make mistakes and why
• More likely to check answers, or to abandon a solution strategy before finishing it.
• Ask more questions about ________ material (novices ask more about _________ material.)
• More accurate in deciding what problems will be most difficult, and they base these judgments on different factors (_________ principles rather than surface characteristics.)

• Anders Ericson: the single biggest determinant of expertise is time spent engaged in __________.
• Experts have spent ______ hours ( ____ years) practicing their skill.
• True for physical skills (running), motor skills (like playing piano) and cognitive skills (like chess.)
• Effect of practice:
• Mental functioning becomes _____________, so faster
• More memory capacity available to deal with novel problems
• Trains in recognizing ____________ that cue appropriate problem solution
• Practicing on varied problems helps focus the expert on the ________, not the __________ of any single example.

• ________ practice
• Effortful
• Intensive
• __________
• Repetition and successive __________
• __________ analysis is not best
• Taxes working memory
• Prevents expert from working forward using _________-based problem solving.
• __________ problem-solving better
• Work forward from starting state without direction to goal state.
• Understanding ______ structure is key
• Promotes ___________

ACT-R framework

• Stage 1: ___________
• E.g., 10 pennies, each players picks 1, 2 or 3
• Stage 2: __________
• E.g. ________ rule: If you are the first mover, take 1 penny on the first move.
• Stage 3: _________________
• E.g., If 1st move, leave opponent with 9 pennies; if 2nd move, leave opponent with 5 pennies; if 3rd move, leave opponent with 1 penny.

• Novice can do as well or better than an expert when:
• Experts can't use their ___________________ E.g.,
• different domain
• Random chess pieces
• Task calls for recall of surface, not ________ structure
• E.g., baseball study
• Experts have to remember what its like to be a ___________
• E.g., predicting novice performance

• Such expert systems are used to:
• Model/understand experts
• ___________________ experts
• Structure of an expert system
• What information/cues to attend to
• Combination rules
• _______________ rules

• Simple formulaes outperform human judges.
• Example: predict college success using
• SAT scores
• HS rank
• Letters of recommendation
• Computer model = weighted sum of these cues
• Correlation between computer model and ___________ is higher than that between human judgments and _________

• Things humans aren't good at:
• Things humans are good at: