In the Eyes of the Beholder: How Experts and Novices Interpret Dynamic Stimuli

Autor/inn/en	Jarodzka, Halszka; Scheiter, Katharina; Gerjets, Peter; van Gog, Tamara
Titel	In the Eyes of the Beholder: How Experts and Novices Interpret Dynamic Stimuli
Quelle	In: Learning and Instruction, 20 (2010) 2, S.146-154 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2009.02.019
Schlagwörter	Instructional Design; Visual Stimuli; Eye Movements; Language Tests; Task Analysis; Expertise; Comparative Analysis; Perception; Data Analysis; Cognitive Processes; Learning Processes + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Augenbewegung; Language test; Sprachtest; Aufgabenanalyse; Expert appraisal; Wahrnehmung; Auswertung; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess
Abstract	Tasks with a complex, dynamic visual component require not only the acquisition of conceptual/procedural but also of perceptual/attentional skills. This study examined expertise differences in perceiving and interpreting complex, dynamic visual stimuli on a performance and on a process level, including perceptual and conceptual strategies. Performance, eye movement, and verbal report data were obtained from seven experts and 14 novices. Results show that experts compared to novices attend more to relevant aspects of the stimulus, use more heterogeneous task approaches, and use knowledge-based shortcuts. Implications for instructional design for the acquisition of perceptual skills are discussed. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10