1. Copyright  2001 by Dr. Ling Rothrock, Wright State University Dr. Ling Rothrock Department of Biomedical, Human Factors, & Industrial Engineering 1 Expertise

2. Copyright  2001 by Dr. Ling Rothrock, Wright State University Dr. Ling Rothrock Department of Biomedical, Human Factors, & Industrial Engineering 2 Expertise What is expertise? How is it acquired? What are some characteristics of expert behavior? How can expert behavior be distinguished from non-expert behavior?

3. Copyright  2001 by Dr. Ling Rothrock, Wright State University Dr. Ling Rothrock Department of Biomedical, Human Factors, & Industrial Engineering 3 Qualitative Model of Expertise Stage 1 - Novice Stage 2 - Beginner Stage 3 - Competence Stage 4 - Proficient Stage 5 - Expertise

4. Copyright  2001 by Dr. Ling Rothrock, Wright State University Dr. Ling Rothrock Department of Biomedical, Human Factors, & Industrial Engineering 4 Qualitative Model Stage 1 - Novice The instructor decomposes the task environment into context- free features the beginner can recognize without benefit of experience in the task domain. The beginner is given rules for determining actions on the basis of these features – much like a computer program.

5. Copyright  2001 by Dr. Ling Rothrock, Wright State University Dr. Ling Rothrock Department of Biomedical, Human Factors, & Industrial Engineering 5 Qualitative Model Stage 2 - Advanced Beginner After seeing a sufficient number of examples, students learn to recognize them. Instructional maxims now can refer to these new situational aspects, recognized on the basis of experience. For example, in chess, players begin to recognize such situational aspects as weakened king’s side.

6. Copyright  2001 by Dr. Ling Rothrock, Wright State University Dr. Ling Rothrock Department of Biomedical, Human Factors, & Industrial Engineering 6 Qualitative Model Stage 3 - Competence With more experience, the number of potentially relevant elements of a real-world situation becomes overwhelming. Competent performers have to decide for themselves what plan to choose without being sure that it will be appropriate in the particular situation. Successful plans induce euphoria, whereas mistakes are felt in the pit of the stomach.

7. Copyright  2001 by Dr. Ling Rothrock, Wright State University Dr. Ling Rothrock Department of Biomedical, Human Factors, & Industrial Engineering 7 Qualitative Model Stage 4 - Proficient Intuitive behavior gradually replaces reasoned responses as experience is assimilated and the performer’s theories are gradually replaced by associated responses. Proficient performers simply have not had enough experience with the wide possibility of responses to have rendered the best response automatic. Therefore, proficient performers, seeing the goal and the important features of the situation, must still decide what to do. To do so, they fall back on rule-based strategies.

8. Copyright  2001 by Dr. Ling Rothrock, Wright State University Dr. Ling Rothrock Department of Biomedical, Human Factors, & Industrial Engineering 8 Qualitative Model Stage 5 - Expertise The expert not only knows what needs to be achieved, based on mature and practiced situational discrimination, but also knows how to achieve the goal. Expert chess players can play at the rate of 5 to 10 seconds a move and even faster without any serious degradation in performance.

9. Copyright  2001 by Dr. Ling Rothrock, Wright State University Dr. Ling Rothrock Department of Biomedical, Human Factors, & Industrial Engineering 9 Influence of Irrelevant Information Why use soil judgment (Gaeth and Shanteau) as the context to study expertise and the use of irrelevant information? Based on the study, do experts always perform optimally? What is the impact of irrelevant information and how does training influence it? What is the role of perception in the this study? What do you suppose is an appropriate accuracy standard in applied research studies?

10. Copyright  2001 by Dr. Ling Rothrock, Wright State University Dr. Ling Rothrock Department of Biomedical, Human Factors, & Industrial Engineering 10 Hodgkin Biopsy Slides (Einhorn) Why are intra- & inter- judge reliability important? How is this demonstrated in the medical pathologist study? Why is convergent validity important? How is this demonstrated by the study? Why is discriminant validity important? How is this demonstrated by the study? Why is judgmental bias important? How is this demonstrated? How is accuracy demonstrated?

11. Copyright  2001 by Dr. Ling Rothrock, Wright State University Dr. Ling Rothrock Department of Biomedical, Human Factors, & Industrial Engineering 11 Interpreting X-Ray Images (Lesgold et al) What distinguishes expert performance? 1.The expert spends proportionally more time building up a basic representation of the problem before searching for a solution. 2.A schema with high probability of being at least in the right problem space is invoked very rapidly by the expert. Experts are able to tune their schemata to the specifics of the case. What is significant about the study? How does the findings and conclusions of this study compare with the Recognition-Primed Decisions model developed by Klein, 1993?

12. Copyright  2001 by Dr. Ling Rothrock, Wright State University Dr. Ling Rothrock Department of Biomedical, Human Factors, & Industrial Engineering 12 References Dreyfus, H.L. (1997). Intuitive, Deliberative, and Calculative Models of Expert Performance. In C.E. Zsambok and G. Klein (Ed.), Naturalistic Decision Making (pp. 17-28). Mahwah, NJ: Lawrence Erlbaum Assoc. Einhorn, H.J. (1974). Expert Judgment: Some Necessary Conditions and an Example. Journal of Applied Psychology- 59(5), 562-571. Kirlik, A., Walker, N., Fisk, A.D., and Nagel, K. (1996). Supporting Perception in the Service of Dynamic Decision Making. Human Factors-38(2), 288-299. Klein, G.A. (1993). A Recognition-Primed Decision (RPD) Model of Rapid Decision Making. In G.A. Klein, J. Orasanu, R. Calderwood, and C.E. Zsambok (Ed.), Decision Making in Action: Models and Methods (pp. 138-147). Norwood, NJ: Ablex. Lesgold, A., Rubinson, H., Feltovich, P., Glaser, R., Klopfer, D., and Wang, Y. (1988). Expertise in a Complex Skill: Diagnosing X-Ray Pictures. In M.T.H. Chi, R. Glaser, and M.J. Farr (Ed.), The Nature of Expertise. Hillsdale, NJ: Erlbaum.