Erratum: The implications of research on expertise for curriculum and pedagogy (Educational Psychology Review DOI: 10.1007/s10648-006-9009-0);The implications of research on expertise for curriculum and pedagogy

Educational Psychology Review

Volumn 19, Issue 2, 2007, Pages 91-110

  Feldon, David F ^a  

^a UNIVERSITY OF SOUTH CAROLINA   (United States)

Author keywords

Automaticity; Expertise; Instruction; Knowledge elicitation; Self report

Indexed keywords

EID: 34247231562     PISSN: 1040726X     EISSN: 1573336X     Source Type: Journal    
DOI: 10.1007/s10648-006-9041-0     Document Type: Erratum

References (167)

1. Aarts, H., & Dijksterhuis, A. (2000). Habits as knowledge structures: Automaticity in goal-directed behavior. Journal of Personality and Social Psychology, 75(1), 53-63.
2. Aarts, H., & Dijksterhuis, A. (2003). The silence of the library: Environment, situational norm, and social behavior. Journal of Personality and Social Psychology, 84(1), 18-28.
3. Ackerman, P. L. (1988). Determinants of individual differences during skill acquisition: Cognitive abilities and information processing. Journal of Experimental Psychology: General, 117, 288-318.
4. Ackerman, P. L., & Kanfer, R. (1994). Kanfer-Ackerman air traffic controller task© CD-ROM database, data collection program, and playback program: Office of Naval Research, Cognitive Science Program.
5. Adelson, B. (1981). Problem solving and the development of abstract categories in programming languages. Memory and Cognition, 9, 422-433.
6. Alberdi, E., Sleeman, D. H., & Korpi, M. (2000). Accommodating surprise in taxonomic tasks: The role of expertise. Cognitive Science, 24(1), 53-91.
7. Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89(4), 369-406.
8. Anderson, J. R. (1987). Skill acquisition: Compilation of weak-method problem situations. Psycltological Review, 94(2), 192-210.
9. Anderson, J. R. (1992). Automaticity and the ACT* theory. American Journal of Psychology, 105, 165-180.
10. Anderson, J. R. (1993). Problem solving and learning. American Psychologist, 48(1), 35-44.
11. Anderson, J. R. (1995). Cognitive Psychology (4th edn.). New York: W. H. Freeman &. Company.
12. Anzai, Y., & Yokoyama, T. (1984). Internal models in physics problem solving. Cognition and Instruction, 1, 397-450.
13. Bainbridge, L. (1977). Verbal reports as evidence of the process operator's knowledge. International Journal of Man-Machine Studies, 11, 411-436.
14. Bainbridge, L. (1981). Mathematical equations or processing routines? In J. Rasmussen & W. B. Rouse (Eds.), Human Detection and Diagnosis of System Failures, NATO Conference Series III: Human Factors, Vol. 15. New York: Plenum Press.
15. Bargh, J. A. (1999a). The unbearable automaticity of being. American Psychologist, 54(7), 462-479.
16. Bargh, J. A. (1999b). The cognitive monster: The case against the controllability of automatic stereotype effects. In S. Chaiken & Y. Trope (Eds.), Dual Process Theories in Social Psychology (pp. 361-382). New York: The Guilford Press.
17. Bargh, J. A., & Chartrand, T. L. (1999). The unbearable automaticity of being. American Psychologist, 54(7), 462-479.
18. Bargh, J. A. & Ferguson, M. J. (2000). Beyond behaviorism: On the automaticity of higher mental processes. Psychological Bulletin, 126(6), 925-945.
19. Bargh, J. A., Gollwitzer, P. M., Lee-Chai, A., Barndollar, K., & Trötschel, R. (2001). The automated will: The nonconscious activation and pursuit of behavioral goals. Journal of Personality and Social Psychology, 81(6), 1014-1027.
20. Bateson, G. (1972). Steps to an ecology of mind. New York: Ballantine.
21. Baumeister, R. F., Bratslavsky, E., Muraven, M., & Tice, D. M. (1998). Ego depletion: Is the active self a limited resource? Journal of Personality and Social Psychology, 74, 1252-1265.
22. Beilock, S. L., Wierenga, S. A., & Carr, T. H. (2002). Expertise, attention, and memory in sensorimotor skill execution: Impact of novel task constraints on dual-task performance and episodic memory. The Quarterly Journal of Experimental Psychology, A55(4), 1211-1240.
23. Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago, IL: Open Court.
24. Berry, D. C., & Broadbent, D. E. (1984). On the relationship between process task performance and associated verbalisable knowledge. Quarterly Journal of Experimental Psychology, A36, 209-231.
25. Besnard, D. (2000). Expert error. The case of trouble-shooting in electronics. Proceedings of the 19th International Conference Safe Comp2000 (pp. 74-85). Rotterdam, Netherlands.
26. Besnard, D., & Bastien-Toniazzo, M. (1999). Expert error in trouble-shooting: An exploratory study in electronics. International Journal of Human-Computer Studies, 50, 391-405.
27. Besnard, D., & Cacitti, L. (2001). Trouble-shooting in mechanics: A heuristic matching process. Cognition, Technology, and Work, 3, 150-160.
28. Biederman, I. (1995). Visual object recognition. In S. F. Kosslyn & D. N. Osherson (Eds.), An invitation to cognitive, science: Visual cognition (2nd ed., pp. 121-165). Cambridge, MA: MIT Press.
29. Blessing, S. B., & Anderson, J. R. (1996). How people learn to skip steps. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22(3), 576-598.
30. Broadbent, D. E. (1977). Levels, hierarchies, and the locus of control. Quarterly Journal of Experimental Psychology, 29, 181-201.
31. Broadbent, D. E., Fitzgerald, P., & Broadbent, M. H. P. (1986). Implicit and explicit knowledge in the context of complex systems. British Journal of Psychology, 77, 33-50.
32. Brown, S. W., & Bennett, E. D. (2002). The role of practice and automaticity in temporal and nontemporal dual-task performance. Psychological Research, 66, 80-89.
33. Casner, S. M. (1994). Understanding the determinants of problem solving behavior in a complex environment. Human Factors, 36(4), 580-596.
34. Ceci, S. J., & Liker, J. K. (1986). A day at the races: A study of IQ, expertise, and cognitive complexity. Journal of Experimental Psychology, 115, 255-266.
35. Cellier, J. M., Eyrolle, H., & Mariné, C. (1997). Expertise in dynamic environments. Ergonomics, 40(1), 28-50.
36. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.
37. Chao, C., & Salvendy, G. (1994). Percentage of procedural knowledge acquired as a function of the number of experts from whom knowledge is acquired for diagnosis, debugging, and interpretation tasks. International Journal of Human-Computer Interaction, 6(3), 221-233.
38. Charness, N., Krampe, R., & Mayr, U. (1996). The role of practice and coaching in entrepreneurial skill domains: An international comparison of life-span chess skill acquisition. In K. A. Ericsson (Ed.), The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games (pp. 51-80). Mahwah, NJ: Lawrence Erlbaum Associates.
39. Chase, W. G., & Simon, H. A. (1973). The mind's eye in chess. In W. G. Chase (Ed.), Visual information processing (pp. 215-281). New York: Academic Press.
40. Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
41. Chi, M. T. H., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In R. J. Sternberg (Ed.), Advances in psychology of human intelligence (Vol. 1, pp. 7-75). Hillsdale, NJ: Erlbaum.
42. Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63, 1-49.
43. Clark, R. E., & Estes, F. (1996). Cognitive task analysis. International Journal of Educational Research, 25(5), 403-417.
44. Clement, J. (1988). Observed methods for generating analogies in scientific problem solving. Cognitive Science, 12(4), 563-586.
45. Cohen, J. D., Dunbar, K., & McClelland, J. L. (1990). On the control of automatic processes: A parallel distributed processing account of the Stroop effect. Psychological Review, 97(3), 332-361.
46. Collins, H. M., Green, R. H., & Draper, R. C. (1985). Where's the expertise?: Expert systems as a medium of knowledge transfer. In M. Merry (Ed.), Proceedings of the fifth technical conference of the British Computer Society Specialist Group on Expert Systems '85 (pp. 323-334). New York: Cambridge University Press.
47. Cooke, N. J. (1992). Modeling human expertise in expert systems. In R. R. Hoffman (Ed.), The psychology of expertise: Cognitive research and empirical AI (pp. 29-60). Mahwah, NJ: Lawrence Erlbaum Associates.
48. Cooke, N. J. (1994). Varieties of knowledge elicitation techniques. International Journal of Human-Computer Studies, 41, 801-849.
49. Cooke, N. J., Atlas, R. S., Lane, D. M., & Berger, R. C. (1993). Role of high-level knowledge in memory for chess positions. American Journal of Psychology, 106(3), 321-351.
50. Cooke, N. J., & Breedin, S. D. (1994). Constructing naive theories of motion on the-fly. Memory and Cognition, 22, 474-493.
51. Cooke, N. M., & McDonald, J. E. (1987). The application of psychological scaling techniques to knowledge elicitation for knowledge-based systems. International Journal of Man-Machine Studies, 26, 533-550.
52. Cooper, G., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79(4), 347-362.
53. Crandall, B., & Gamblian, V. (1991). Guide to Early Sepsis Assessment in the NICU. Fairborn, OH: Klein Associates.
54. Crandall, B., & Getchell-Reiter, K. (1993). Critical decision method: A technique for eliciting concrete assessment indicators from the "intuition" of NICU nurses. Advances in Nursing Sciences, 16, 42-51.
55. Dawes, R. M. (1994). House of cards. New York, Free Press.
56. de Groot, A. D., & Gobet, F. (1996). Perception and memory in chess: Studies in the heuristics of the professional eye. Assen, The Netherlands: Van Gorcum.
57. Dhillon, A. S. (1998). Individual differences within problem-solving strategies used in physics. Science Education, 82, 379-405.
58. Doll, J., & Mayr, U. (1987). Intelligenz und Schachleistung - eine Untersuchung an Schachexperten. [Intelligence and achievement in chess - a study of chess masters.] Psychologische Beiträge, 29, 270-289.
59. Duncker, K. (1945). On problem solving. Psychological Monographs, 58, 113.
60. Einhorn, H. (1974). Expert judgment: Some necessary conditions and an example. Journal of Applied Psychology, 59, 562-571.
61. Ericsson, K. A. (1998). The scientific study of expert levels of performance: General implications for optimal learning and creativity. High Ability Studies, 9(1), 75-100.
62. Ericsson, K. A. (2004). Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Academic Medicine, 79(10), S70-S81.
63. Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49(8), 725-747.
64. Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102(2), 211-245.
65. Ericsson, K. A., & Kintsch, W. (2000). Shortcomings of generic retrieval structures with slots of he type that Gobet (1993) proposed and modeled. British Journal of Psychology, 91, 571-590.
66. Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406.
67. Ericsson, K. A., & Lehmann, A. C. (1996). Expert and exceptional performance: Maximal adaptation to task constraints. Animal Review of Psychology, 47, 273-305.
68. Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. Psychological Review, 87, 215-251.
69. Ericsson, K. A., & Smith, J. (1991). Towards a general theory of expertise: Prospects and limits. New York: Cambridge University Press.
70. Fisk, A. D., Lee, M. D., & Rogers, W. A. (1991). Recombination of automatic processing components: The effects of transfer, reversal, and conflict situations. Human Factors, 33, 267-280.
71. Frensch, P. A., & Stemberg, R. J. (1989). Expertise and intelligent issues: When is it worse to know better? In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 5, pp. 157-188). Hillsdale, NJ: Lawrence Erlbaum Associates.
72. Fitts, P., & Posner, M. I. (1967). Human performance. Belmont, CA: Brooks/Cole.
73. Gick, M., & Holyoak, K. (1980). Analogical problem solving. Cognitive Psychology, 12, 306-355.
74. Gick, M., & Holyoak, K. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38.
75. Glaser, R., & Chi, M. T. H. (1988). Overview. In M. T. H. Chi, R. Glaser, & M. J. Farr (Eds.), The nature of expertise (pp. xv-xxviii). Mahwah, NJ: Lawrence Erlbaum Associates.
76. Gobet, F. (1998). Expert memory: A comparison of four theories. Cognition, 66, 115-152.
77. Gobet, F., & Simon, H. A. (1996). Templates in chess memory: A mechanism for recalling several boards. Cognitive Psychology, 31, 1-40.
78. Gobet, F., & Simon, H. A. (1998). Expert chess memory: Revisiting the chunking hypothesis. Memory, 6, 225-255.
79. Graber, T. R. (1989). The Acquisition of Strategic Knowledge. Academic Press.
80. Hatano, G. (1982). Cognitive consequences of practice in culture specific procedural skills. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 4, 15-18.
81. Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H. Stevenson, H. Asuma, & K. Hakauta (Eds.). Child Development and Education in Japan (pp. 262-272). San Francisco, CA: Freeman.
82. Hatano, G., & Inagaki, K. (2000). Practice makes a difference: Design principles for adaptive expertise. Presented at the Annual Meeting of the American Education Research Association. New Orleans, Louisiana: April, 2000.
83. Hermans, D., Crombez, G., & Eelen, P. (2000). Automatic attitude activation and efficiency: The fourth horseman of automaticity. Psychologies Belgica, 40(1), 3-22.
84. Hinds, P. J., Patterson, M., & Pfeffer, J. (2001). Bothered by abstraction: The effect of expertise on knowledge transfer and subsequent novice performance. Journal of Applied Psychology, 86(6), 1232-1243.
85. Hoffman, R. R. (1998). Can experts be trusted? How can expertise be defined? In J. Fleck & R. Williams (Eds.), Exploring expertise. London: MacMillan.
86. Hoffman, R. R., Crandall, B., & Shadbolt, N. (1998). Use of the critical decision method to elicit expert knowledge: A case study in the methodology of cognitive task analysis. Human Factors, 40(2), 254-286.
87. Hoffman, P., Slovic, P., & Rorer, L. (1968). An analysis of variance model for the assessment of configural cue utilization in clinical judgment. Psychological Bulletin, 69, 338-349.
88. Hulin, C. L., Henry, R. A., & Noon, S. L. (1990). Adding a dimension: Time as a factor in the generalizability of predictive relationships. Psychological Bulletin, 107, 328-340.
89. Jackson, P. W. (1985). Private lessons in public schools: Remarks on the limits of adaptive instruction. In M. C. Wang & H. J. Walberg (Eds.), Adapting instruction to individual differences (pp. 66-81). Berkeley, CA: McCutchan.
90. Johnson, P. E. (1983). What kind of expert should a system be? The Journal of Medicine and Philosophy, 8, 77-97.
91. Jonassen, D. H., Tessmer, M., & Hannum, W. H. (1999). Task analysis methods for instructional design. Mahwah, NJ: Lawrence Erlbaum, Associates.
92. Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23-31.
93. Kalyuga, S., & Sweller, J. (2004). Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology, 96(3), 558-568.
94. Kareken, D. A., & Williams, J. M. (1994). Human judgment and estimation of premorbid intellectual function. Psychological Assessment, 6(2), 83-91.
95. Kirschner, P., Sweller, J., & Clark, R. E. (in press). Why unguided learning does not work: An analysis of the failure of discovery learning, problem-based learning, experiential learning and inquiry-based learning. Educational Psychologist.
96. Koedinger, K. R., & Anderson, J. R. (1990). Abstract planning and perceptual chunks: Elements of expertise in geometry. Cognitive Science, 14, 511-550.
97. Kramer, A. F., Strayer, D. L., & Buckley, J. (1990). Development and transfer of automatic processing. Journal of Experimental Psychology: Human Perception and Performance, 16, 505-522.
98. Lamberti, D. M., & Newsome, S. L. (1989). Presenting abstract versus concrete information in expert systems: What is the impact on user performance. International Journal of Man-Machine Studies, 31, 27-45.
99. Larkin, J. H. (1983). The role of problem representation in physics. In D. Centner & A. L. Stevens (Eds.). Mental models (pp. 75-98). Hillsdale, NJ: Lawrence Erlbaum Associates.
100. Larkin, J. H. (1985). Understanding, problem representation, and skill in physics. In S. F. Chipman, J. W. Segal, & R. Glaser (Eds.), Thinking and learning skills (Vol. 2): Research and open questions (pp. 141-160). Hillsdale, NJ: Erlbaum.
101. Larkin, J. H., McDermott, J., Simon, D. P., & Simon, H. A. (1980a). Expert and novice performance in solving physics problems. Science, 208, 1335-1342.
102. Larkin, J. H., McDermott, J., Simon, D. P., & Simon, H. A. (1980b). Models of competence in solving physics problems. Cognitive Science, 4(4), 317-345.
103. Lee, R. L. (2003). Cognitive task analysis: A meta-analysis of comparative studies. Unpublished doctoral dissertation, University of Southern California, Los Angeles, California.
104. Lee, F. J., & Anderson, J. R. (2001). Does learning a complex task have to be complex? A study in learning decomposition. Cognitive Psychology, 42, 267-316.
105. Lehmann, A. C., & McArthur, V. (2002). Sight reading. In R. Parncutt & G. E. McPherson (Eds.), The science and psychology of music performance: Creative strategies for teaching and learning (pp. 135-150). Cambridge: Oxford University Press.
106. Lewicki, P., Hill, T., & Czyzewska, M. (1992). Nonconscious acquisition of information. American Psychologist, 47, 796-801.
107. Ling, C. X., & Marinov, M. (1994). A symbolic model of the nonconscious acquisition of information. Cognitive Science, 18(4), 595-621.
108. Logan, G. (1988). Toward an instance theory of automatization. Psychological Review, 95, 583-598.
109. Logan, G. D., & Cowan, W. (1984). On the ability to inhibit thought, and action: A theory of an act of control. Psychological Review, 91, 295-327.
110. Logan, G. D., Taylor, S. E., & Etherton, J. L. (1996). Attention in the acquisition and expression of automaticity. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22(3), 620-638.
111. Lohman, D. F. (1986). Predicting mathemathantic effects in the teaching of higher-order thinking skills. Educational Psychologist, 21(3), 191-208.
112. Lovett, M. C., & Anderson, J. R. (1996). History of success and current context in problem solving: Combined influences on operator selection. Cognitive Psychology, 31, 168-217.
113. Maier, N. R. F. (1931). Reasoning in humans II: The solution of a problem and its appearance in consciousness. Journal of Comparative Psychology, 12, 181-194.
114. Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14-19.
115. Masunaga, H., & Horn, J. (2000). Characterizing mature human intelligence: Expertise development. Learning and Individual Differences, 12, 5-33.
116. Masunaga, H., & Horn, J. (2001). Expertise and age-related changes in components of intelligence. Psychology and Aging, 16(2), 293-311.
117. Maupin, F. (2003). Comparing cognitive task analysis to behavior task analysis in training first year interns to place central venous catheters. Unpublished doctoral dissertation, University of Southern California, Los Angeles, California.
118. McAdams, D. P. (2001). The psychology of life stories. Review of General Psychology, 5, 100-22.
119. McAllister, H. A. (1996). Self-serving bias in the classroom: Who shows it? Who knows it? Journal of Educational Psychology, 88(1), 123-131.
120. Merrill, M. D. (2002). A pebble-in-the-pond model for instructional design. Performance Improvement, 41(7), 39-44.
121. Miller, G. A., Galanter, E., & Pribram, K. H. (1960). Plans and the structure of behavior. New York: Holt.
122. Mullin, T. M. (1989). Experts' estimation of uncertain quantities and its implications for knowledge acquisition. IEEE Transactions on Systems, Man, and Cybernetics, 19, 616-625.
123. Nisbett, R. E., & Wilson, T. D. (1977). Telling more than we can know: Verbal reports on mental processes. Psychological Review, 84, 231-259.
124. Nørretranders, T. (1998). The user illusion. New York: Viking.
125. O'Hare, D. O., Wiggins, M., Williams, A., & Wong, W. (1998). Cognitive task analyses for decision-centred design and training. Ergonomics, 41(11), 1698-1718.
126. Phillips, L. H., Wynn, V. E., McPherson, S., & Gilhooly, K. J. (2001). Mental planning and the Tower of London task. The Quarterly Journal of Experimental Psychology, A54(2), 579-597.
127. Radziszewska, B., & Rogoff, B. (1988). Influence of adult and peer collaborators on children's planning skills. Developmental Psychology, 24(6), 840-848.
128. Radziszewska, B., & Rogoff, B. (1991). Children's guided participation in planning imaginary errands with skilled adult or peer partners. Developmental Psychology, 27(3), 381-389.
129. Reber, A. S., Kassim, S. M., Lewis, S., & Cantor, S. (1980). On the relationship between implicit and explicit modes of learning a complex rule structure. Journal of Experimental Psychology: Human Learning and Performance, 6(5), 492-502.
130. Reder, L. M., & Schunn, C. D. (1996). Metacognition does not imply awareness: Strategy choice is governed by implicit learning and memory. In L. M. Reder (Ed.), Implicit memory and metacognition (pp. 45-77). Mahwah, NJ: Lawrence Erlbaum Associates.
131. Schaafstal, A., Schraagen, J. M., & van Berlo, M. (2000). Cognitive task analysis and innovation of training: The case of the structured troubleshooting. Human Factors, 42(1), 75-86.
132. Schneider, W., & Fisk, A. D. (1984). Automatic category search and its transfer. Journal of Experimental Psychology: Learning Memory, and Cognition, 10, 1-15.
133. Schneider, W., & Shiffrin, R. M. (1977). Controlled and automatic human information processing: I. Detection, search, and attention. Psychological Review, 84(1), 1-66.
134. Schraagen, J. M., Chipman, S. F., & Shute, V. J. (2000). State-of-the-art review of cognitive task analysis techniques. In J. M. Schraagen, S. F. Chipman, & V. L. Shalin (Eds.), Cognitive Task Analysis (pp. 467-468). Mahwah, NJ: Lawrence Erlbaum Associates.
135. Schunn, C. D., Reder, L. M., Nhouyvanisvong, A., Richards, D. R., & Stroffolino, P. J. (1997). To calculate or not to calculate: A source activation confusion model of problem-familiarity's role in strategy selection. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(1), 3-29.
136. Schwartz, D., & Bransford, J. D. (1998). A time for telling. Cognition and Instruction, 16(4), 475-522.
137. Seamster, T. L., Redding, R. E., & Kaempf, G. L. (2000). A skill-based cognitive task analysis framework. In J. M. C. Schraagen, S. F. Chipman, & V. L. Shalin (Eds.), Cognitive Task Analysis (pp. 135-146). Mahwah, NJ: Lawrence Erlbaum Associates.
138. Shiffrin, R. M., & Dumais, S. T. (1981). The development of automatism. In J. R. Anderson (Ed.), Cognitive Skills and Their Acquisition (pp. 111-140). Hillsdale, NJ: Erlbaum.
139. Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic human information processing: II. Perceptual learning, automatic attending, and a general theory. Psychological Review, 84, 127-190.
140. Simon, H. A., & Chase, W. G. (1973). Skill in chess. American Scientist, 61, 393-403.
141. Simonton, D. K. (1999). Talent and its development: An emergenic and epigenetic mode. Psychological Review, 106, 435-457.
142. Singley, M. K., & Anderson, J. R. (1989). Transfer of cognitive skill. Cambridge, MA: Harvard University Press.
143. Sloutsky, V. M., & Yarlas, A. (2000). Problem representation in experts and novices: Part 2. Underlying processing mechanisms. Proceedings of the XXII Annual Conference of the Cognitive Science Society (pp. 475-480). Mahwah, NJ: Erlbaum.
144. Sohn, Y. W., & Doane, S. M. (2003). Memory processes of flight situation awareness: Interactive roles of working memory capacity, long-term working memory, and expertise. Human Factors, 46(3), 461-476.
145. Sperling, G. (1960). The information available in brief visual presentations. Psychological Monographs, 74, 498.
146. Squire, L. R., Knowlton, B., & Musen, G. (1993). The structure and organization of memory. Annual Review of Psychology, 44, 453-495.
147. Starkes, J. L., Deakin, J. M., Allard, F., Hodges, N. J., & Hayes, A. (1996). Deliberate practice in sports: What is it anyway? In K. A. Ericsson (Ed.), The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games (pp. 81-106). Mahwah, NJ: Lawrence Erlbaum Associates.
148. Sternberg, R. J. (1997). Cognitive conceptions of expertise. In P. J. Feltovich, K. M. Ford, & R. R. Hoffman (Eds.), Expertise in Context (pp. 149-162). Menlo Park, CA: American Association for Artificial Intelligence Press.
149. Sternberg, R. J., & Horvath, J. A. (1998). Cognitive conceptions of expertise and their relations to giftedness. In R. C. Friedman & K. B. Rogers (Eds.), Talent in Context (pp. 177-191). Washington, DC: American Psychological Association.
150. Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990). Cognitive load as a factor in the structuring of technical material. Journal of Experimental Psychology: General, 119(2), 176-192.
151. Taylor, K. L., & Dionne, J. P. (2000). Accessing problem solving strategy knowledge: The complementary use of concurrent verbal protocols and retrospective debriefing. Journal of Educational Psychology, 92(3), 413-425.
152. Thompson, S. C., Kyle, D., Osgood, A., Quist, R. M., Phillips, D. J., & McClure, M. (2004). Illusory control and motives for control: The role of connection and intentionality. Motivation and Emotion, 28(4), 315-330.
153. Thorley, N., & Stafflet, R. (1996). Representation of the conceptual change model in science teacher education. Science Education, 80, 317-339.
154. Tuovinen, J. E., & Sweller, J. (1999). A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91(2), 334-341.
155. Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science, 185, 1124-1131.
156. Velmahos, G., Toutouzas, K., Sillin, L., Chan, L., Clark, R. E., Theodorou, D., Maupin, F. (2004). Cognitive task analysis for teaching technical skills in an animate surgical skills laboratory. The American Journal of Surgery, 187, 114-119.
157. Vicente, K. J. (2000). Revisiting the constraint attunement hypothesis: Reply to Ericsson, Patel, and Kintsch (2000) and Simon and Gobet. Psychological Review, 107(3), 601-608.
158. Vicente, K. J., & Wang, J. H. (1998). An ecological theory of expertise effects in memory recall. Psychological Review, 105, 33-57.
159. Wegner, D. M. (2002). The Illusion of Conscious Will. Cambridge, MA: MIT Press.
160. Wheatley, T., & Wegner, D. M. (2001). Automaticity of action, Psychology. In N. J. Smelser & P. B. Baltes (Eds.), International Encyclopedia of the Social and Behavioral Sciences, (pp. 991-993). Oxford, IK: Elsevier Science Limited.
161. Wickens, C. D. (2002). Situation awareness and workload in aviation. Current Directions in Psychological Science, 11(4), 128-133.
162. Wigboldus, D. H. J., Dijksterhuis, A., & van Knippenberg, A. (2003). When stereotypes get in the way: Stereotypes obstruct stereotype-inconsistent trait inferences. Journal of Personality and Social Psychology, 84, 470-484.
163. Wilson, T. D., & Dunn, E. W. (2004). Self-knowledge: Its limits, value, and potential for improvement. Annual Review of Psychology, 55, 493-518.
164. Wilson, T. D., & Nisbett, R. E. (1978). The accuracy of verbal reports about the effects of stimuli on evaluations and behavior. Social Psychology, 41(2), 118-131.
165. Wineburg, S. (1998). Reading Abraham Lincoln: An expert/expert study in the interpretation of historical texts. Cognitive Science, 22(3), 269-388.
166. Yarlas, A., & Sloutsky, V.M. (2000). Problem representation in experts and novices: Part 1. Differences in the content of representation. Proceedings of the XXII Annual Conference of the Cognitive Science Society (pp. 1006-1011). Mahwah, NJ: Erlbaum.
167. Zeitz, C. M. (1997). Some concrete advantages of abstraction: How experts' representations facilitate reasoning. In P. J. Feltovich, K. M. Ford, & R. R. Hoffman (Eds.), Expertise in Context (pp. 43-65). Menlo Park, CA: American Association for Artificial Intelligence.