Intuitive Expertise: Theories and Empirical Evidence

Autor/inn/en	Harteis, Christian; Billett, Stephen
Titel	Intuitive Expertise: Theories and Empirical Evidence
Quelle	In: Educational Research Review, 9 (2013), S.145-157 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-938X
DOI	10.1016/j.edurev.2013.02.001
Schlagwörter	Learning Processes; Socialization; Novices; Intuition; Expertise; Workplace Learning; Learning Theories; Epistemology; Literature Reviews; Research Reports; Social Cognition + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Socialisation; Sozialisation; Expert appraisal; Learning theory; Lerntheorie; Erkenntnistheorie; Research report; Forschungsbericht; Soziale Kognition
Abstract	Intuition has been long seen as an element of effective human performance in demanding tasks (i.e. expertise). But its form, constitutive elements and development remain subject to diverse explanations. This paper discusses these elements and explores theories and empirical evidence about what constitutes intuitive expertise, and offers an account arising from a review of these explanations. Commencing with a consideration of examples of intuition from distinct fields of working life, it uses a cognitive perspective to open up the discussion for theorizing about intuition from an information processing perspective. It evaluates the widely acknowledged theory of two systems of information processing that proposes two parallel operating systems: the rational and intuitive. This theory provides foundations for understanding experts' abilities to act intuitively in high-performance-level activities. Research on expertise, finally, opens an educational perspective on intuition, with the progression from novice to expert being understood as an enduring and long-term learning process that inherently generates intuitive capabilities. The paper concludes by returning to and making connections with the literature on workplace and professional learning to provide insights into how individual and social learning processes support the development of intuitive expertise. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10