The Nature of Expertise
Abstract
Due largely to developments made in artificial intelligence and cognitive psychology during the past two decades, expertise has become an important subject for scholarly investigations. The Nature of Expertise displays the variety of domains and human activities to which the study of expertise has been applied, and reflects growing attention on learning and the acquisition of expertise. Applying approaches influenced by such disciplines as cognitive psychology, artificial intelligence, and cognitive science, the contributors discuss those conditions that enhance and those that limit the development of high levels of cognitive skill.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Skillful pattern recognition is a sign of expertise, according to research from the past 20 years.
“Skillful pattern recognition is a sign of expertise, according to research from the past 20 years.”
From Artificial Intelligence in the Military: An Overview of the Capabilities, Applications, and Challenges (2023) · cites this paper as [31]
Expert programmers can replicate important patterns of program code more effectively than code that does not adhere to acknowledged programming conventions.
“Expert programmers, for instance, can replicate important patterns of program code more efectively than code that does not adhere to acknowledged programming conventions [31].”
From Artificial Intelligence in the Military: An Overview of the Capabilities, Applications, and Challenges (2023) · cites this paper as [31]
Cited by
Sorted by citations
The role of deliberate practice in the acquisition of expert performance
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993) · Psychological Review · doi:10.1037/0033-295x.100.3.363 · Cited by 9,564 · see citing works
Ericsson, K. A., & Kintsch, W. (1995) · Psychological Review · doi:10.1037/0033-295x.102.2.211 · Cited by 3,498 · see citing works
Self-explanations: How students study and use examples in learning to solve problems
Chi, M. (1989) · Cognitive Science · doi:10.1016/0364-0213(89)90002-5 · Cited by 2,287 · see citing works
Expert performance: its structure and acquisition.
Ericsson, K. A., & Charness, N. (1994) · American Psychologist · doi:10.1037/0003-066x.49.8.725 · Cited by 2,072 · see citing works
When and where do we apply what we learn?: A taxonomy for far transfer
Barnett, S. M., & Ceci, S. J. (2002) · Psychological Bulletin · doi:10.1037/0033-2909.128.4.612 · Cited by 2,076 · see citing works
Kraiger, K., Ford, J. K., & Salas, E. (1993) · Journal of Applied Psychology · doi:10.1037/0021-9010.78.2.311 · Cited by 1,831 · see citing works
Ericsson, K. A. (2006) · The Cambridge Handbook of Expertise and Expert Performance · doi:10.1017/cbo9780511816796.038 · Cited by 1,629 · see citing works
On the fragility of skilled performance: What governs choking under pressure?
Beilock, S. L., & Carr, T. H. (2001) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.130.4.701 · Cited by 1,201 · see citing works
Pea, R. D. (2004) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1303_6 · Cited by 1,047 · see citing works
The expert learner: Strategic, self-regulated, and reflective
Ertmer, P. A., & Newby, T. J. (1996) · Instructional Science · doi:10.1007/bf00156001 · Cited by 716 · see citing works
The Development of Expertise: The Journey From Acclimation to Proficiency
Alexander, P. A. (2003) · Educational Researcher · doi:10.3102/0013189x032008010 · Cited by 700 · see citing works
Designing for Productive Failure
Kapur, M., & Bielaczyc, K. (2012) · Journal of the Learning Sciences · doi:10.1080/10508406.2011.591717 · Cited by 674 · see citing works
Maintaining excellence: Deliberate practice and elite performance in young and older pianists.
Krampe, R. T., & Ericsson, K. A. (1996) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.125.4.331 · Cited by 540 · see citing works
Kapur, M. (2016) · Educational Psychologist · doi:10.1080/00461520.2016.1155457 · Cited by 523 · see citing works
Influence of metacognitive knowledge and aptitude on problem solving.
Swanson, H. L. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.2.306 · Cited by 508 · see citing works
A metacognitive view of individual differences in self-regulated learning
Winne, P. H. (1996) · Learning and Individual Differences · doi:10.1016/s1041-6080(96)90022-9 · Cited by 486 · see citing works
Toward a Workplace Pedagogy: Guidance, Participation, and Engagement
Billett, S. (2002) · Adult Education Quarterly · doi:10.1177/074171302237202 · Cited by 416 · see citing works
Interactivity in multimedia learning: An integrated model
Domagk, S., Schwartz, R. N., & Plass, J. L. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.03.003 · Cited by 331 · see citing works
Formative assessment: a key to deep learning?
Rushton, A. (2005) · Medical Teacher · doi:10.1080/01421590500129159 · Cited by 291 · see citing works
The Effects of Goal Instructions and Text on the Generation of Counterarguments During Writing.
Nussbaum, E. M., & Kardash, C. M. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.2.157 · Cited by 279 · see citing works
Wittwer, J., & Renkl, A. (2008) · Educational Psychologist · doi:10.1080/00461520701756420 · Cited by 277 · see citing works
Nietfeld, J. L., Cao, L., & Osborne, J. W. (2006) · Metacognition and Learning · doi:10.1007/s10409-006-9595-6 · Cited by 260 · see citing works
Measuring team knowledge: A window to the cognitive underpinnings of team performance.
Cooke, N. J., Kiekel, P. A., Salas, E., Stout, R., Bowers, C., & Cannon-Bowers, J. (2003) · Group Dynamics: Theory, Research, and Practice · doi:10.1037/1089-2699.7.3.179 · Cited by 228 · see citing works
Moving from cognition to behavior: What the research says.
Johnson, R. E., Chang, C.-H., & Lord, R. G. (2006) · Psychological Bulletin · doi:10.1037/0033-2909.132.3.381 · Cited by 193 · see citing works
Effects of skill training on working memory capacity.
Lee, Y.-S., Lu, M.-J., & Ko, H.-P. (2007) · Learning and Instruction · doi:10.1016/j.learninstruc.2007.02.010 · Cited by 191 · see citing works
Transforming holistic assessment and grading into a vehicle for complex learning
Sadler, D. R. (2009) · Assessment, Learning and Judgement in Higher Education · doi:10.1007/978-1-4020-8905-3_4 · Cited by 162 · see citing works
Rashid, A. B., Kausik, A. K., Al Hassan Sunny, A., & Bappy, M. H. (2023) · International Journal of Intelligent Systems · doi:10.1155/2023/8676366 · Cited by 143 · see citing works
Henry, W. P., Schacht, T. E., Strupp, H. H., Butler, S. F., & Binder, J. L. (1993) · Journal of Consulting and Clinical Psychology · doi:10.1037/0022-006x.61.3.441 · Cited by 204 · see citing works
A deliberate practice account of typing proficiency in everyday typists.
Keith, N., & Ericsson, K. A. (2007) · Journal of Experimental Psychology: Applied · doi:10.1037/1076-898x.13.3.135 · Cited by 101 · see citing works
DreamCoder: bootstrapping inductive program synthesis with wake-sleep library learning
Ellis, K., Wong, C., Nye, M., Sablé-Meyer, M., Morales, L., Hewitt, L., Cary, L., Solar-Lezama, A., & Tenenbaum, J. B. (2021) · Proceedings of the 42nd ACM SIGPLAN International Conference on Programming Language Design and Implementation · doi:10.1145/3453483.3454080 · Cited by 103 · see citing works
An intelligent tutoring system for visual classification problem solving
Crowley, R. S., & Medvedeva, O. (2006) · Artificial Intelligence in Medicine · doi:10.1016/j.artmed.2005.01.005 · Cited by 98 · see citing works
AI in medical education—another grand challenge for medical informatics
Lillehaug, S.-I., & Lajoie, S. P. (1998) · Artificial Intelligence in Medicine · doi:10.1016/s0933-3657(97)00054-7 · Cited by 78 · see citing works
Self-regulated learning about university teaching: an exploratory study.
Kreber, C., Castleden, H., Erfani, N., & Wright, T. (2005) · Teaching in Higher Education · doi:10.1080/1356251052000305543 · Cited by 68 · see citing works
Regulative processes in individual, 3D and computer supported cooperative learning contexts
de Jong, F., Kollöffel, B., van der Meijden, H., Staarman, J. K., & Janssen, J. (2005) · Computers in Human Behavior · doi:10.1016/j.chb.2004.10.023 · Cited by 60 · see citing works
Dong, X., & Hayes, C. C. (2012) · Journal of Cognitive Engineering and Decision Making · doi:10.1177/1555343411432338 · Cited by 36 · see citing works
de Croock, M. B. M., & van Merriënboer, J. J. G. (2007) · Computers in Human Behavior · doi:10.1016/j.chb.2005.10.003 · Cited by 33 · see citing works
Insights on biology student motivations and challenges when reading and analyzing primary literature
Howard, K. N., Stapleton, E. K., Nelms, A. A., Ryan, K. C., & Segura-Totten, M. (2021) · PLOS ONE · doi:10.1371/journal.pone.0251275 · Cited by 23 · see citing works
The thrill of victory: women and sport shopping.
O’Donnell, K. A., Strebel, J., & Mortimer, G. (2016) · Journal of Retailing and Consumer Services · doi:10.1016/j.jretconser.2015.10.005 · Cited by 19 · see citing works
Examining Agency, Expertise, and Roles of AI Systems in AI-Mediated Communication
Mieczkowski, H., & Hancock, J. (2022) · doi:10.31219/osf.io/asnv4 · Cited by 16 · see citing works
AI-Mediated Creative Agency: A Framework for Creative Self-Efficacy in Human-AI Collaboration
Habib, S. (2026) · Possibility Studies & Society · doi:10.1177/27538699261458933
The Metacognitive Paradox of AI-Assisted Creativity: A Theoretical Extension
Westover, J. H. (2026) · Innovation: The Journal of Knowledge Work, Creativity, and Organizational Advancement · doi:10.70175/innovationjournal.2026.1.1.1
- Authors
- Michelene, T. H., Glaser, R. A., & Farr, M. J.
- Venue
- Psychology Press eBooks
- Publisher
- Psychology Press
- Published
- 2014-01-02
- OpenAlex
- W1950644452
- Cited by
- 2,174
- References
- 0
- Citations by year
- 2026: 8 · 2025: 32 · 2024: 10 · 2023: 13 · 2022: 16 · 2021: 19 · 2020: 37 · 2019: 30 · 2018: 28 · 2017: 34 · 2016: 36 · 2015: 55 · 2014: 73 · 2013: 66 · 2012: 91
- FWCI
- 38.93
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Psychology Press eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- expertise, skill acquisition, cognitive skill development, learning, cognitive psychology, artificial intelligence, cognitive science, expert performance
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review