04245nam 2200589 450 991013720300332120230621140747.09782889195206(ebook)(CKB)3710000000526096(WaSeSS)IndRDA00057694(oapen)https://directory.doabooks.org/handle/20.500.12854/57316(EXLCZ)99371000000052609620160615h20152015 fy 0engur||#||||||||txtrdacontentcrdamediacrrdacarrierPsychological perspectives on expertise /topic editors, Guillermo Campitelli, Michael H. Connors, Merim Bilalić and David Zachary HambrickFrontiers Media SA2015[Lausanne, Switzerland] :Frontiers Media SA,2015.©20151 online resource (240 pages) illustrations (colour); digital file(s)Frontiers Research Topics,1664-8714"Published in: Frontiers in Psychology" -- front cover.Print version: 2889195201 Includes bibliographical references.Experts are persons who are very knowledgeable about or skillful in a particular area. The aim of this Research Topic is to advance knowledge in the understanding of the phenomenon of expertise by putting together different lines of research that directly or indirectly study expertise. Herbert Simon's expertise studies initiated two lines of research. One is interested in elucidating the cognitive processes underlying expertise, and the other investigates how expertise develops. These lines of research started with studies comparing experts and novices in chess, and then they extended to numerous areas of expertise such as music, medical diagnosis, sports, arts and sciences. In the field of judgment and decision making researchers investigate the quality of judgments and decisions of experts in different professions (e.g., clinical psychologists, medical practitioners, judges, meteorologists, stock brokers). Those lines of research explicitly investigate the topic of expertise, but there are other research areas that make a substantial contribution to understanding expertise. Scholars in language acquisition and in face perception, for example, investigate cognitive processes and development of expertise in areas in which almost everyone becomes an expert. Furthermore, skill acquisition research informs in detail about short term cognitive changes that may be important to understand how expertise develops. We are interested in original research that advances knowledge in the understanding of decision making, cognitive processes and development of expertise in sports, intellectual games, arts, scientific disciplines and professions, as well as expertise in cognitive abilities such as perception, memory, attention, language and imagery. We are also interested in theoretical articles in any of these areas, articles that describe computational or mathematical models of expertise, and articles offering a framework that would guide expertise research. Articles that offer integrative approaches of some of the areas described above are strongly encouraged. The goal of this Research Topic is to produce a hallmark piece of work in the field of expertise, which complements and does not overlap with the "Neural implementations of expertise" Research Topic in Frontiers in Human Neuroscience.Frontiers research topics.PsychologyExpertiseexpert performanceskill acquisitionexpert cognitive processesdeliberate practicetrainingSkill transferExpertisePsychology.Expertise.David Zachary Hambrickauth1365745Campitelli GuillermoConnors Michael H.Bilalić MerimHambrick David ZWaSeSSWaSeSSUkMaJRUBOOK9910137203003321Psychological perspectives on expertise3387919UNINA04027nam 22005895 450 991054729660332120251113194821.09783030949808303094980X10.1007/978-3-030-94980-8(MiAaPQ)EBC6891951(Au-PeEL)EBL6891951(CKB)21250676200041(DE-He213)978-3-030-94980-8(EXLCZ)992125067620004120220217d2022 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierEpistemologies and Ethics in Adult Education and Lifelong Learning /by Richard G. Bagnall, Steven Hodge1st ed. 2022.Cham :Springer International Publishing :Imprint: Palgrave Macmillan,2022.1 online resource (346 pages)Palgrave Studies in Adult Education and Lifelong Learning,2524-6321Print version: Bagnall, Richard G. Epistemologies and Ethics in Adult Education and Lifelong Learning Cham : Springer International Publishing AG,c2022 9783030949792 Includes bibliographical references and index.Chapter 1: Introduction and Overview -- Chapter 2: Adult Education and Lifelong Learning -- Chapter 3: Epistemology and Ethics in Adult Education and Lifelong Learning -- Chapter 4: Disciplinary Epistemology -- Chapter 5: Ethics within a Disciplinary Epistemology -- Chapter 6: Constructivist Epistemology -- Chapter 7: Ethics within a Constructivist Epistemology -- Chapter 8: Emancipatory Epistemology -- Chapter 9: Ethics within an Emancipatory Epistemology -- Chapter 10: Instrumental Epistemology -- Chapter 11: Ethics within Instrumental Epistemology -- Chapter 12: Situational Epistemology -- Chapter 13: Ethics within Situational Epistemology -- Chapter 14: A Critique of Instrumental Adult Education and Lifelong Learning -- Chapter 15: Codes of Conduct as a Response to the Limitations of Instrumental Ethical Frameworks -- Chapter 16: The Place of Authenticity and Lifelong Learning in a Situational Future.This book presents and advocates for a framework of competing epistemologies and conceptions of ethics as a way of understanding modernist lifelong learning. These epistemologies are grounded in a recognition of the normative nature of knowledge that informs lifelong learning; each being framed by a different account of the sort of knowledge that is most valued and therefore foregrounded in lifelong learning policy, provision and engagement informed by the epistemology. Each epistemology is also characterised by its constituent conception of ethics. Four such epistemologies and conceptions of ethics are here recognised as having been important in the lifelong learning movement to date: disciplinary, developmental, emancipatory, and design. The authors argue that assumptions about knowledge and moral positions constitute a powerful but not well-understood feature of such arguments: awareness of these assumptions and positions could serve to powerfully advance the overall understanding of what is at stake in lifelong learning and adult education at all levels.Palgrave Studies in Adult Education and Lifelong Learning,2524-6321EducationPhilosophyEducationEducational PhilosophyPhilosophy of EducationEducationEducationPhilosophy.Education.Educational Philosophy.Philosophy of Education.Education.374.001374.001Bagnall R. G(Richard Gordon),1946-1260617Hodge StevenMiAaPQMiAaPQMiAaPQBOOK9910547296603321Epistemologies and ethics in adult education and lifelong learning2921615UNINA