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For other uses, see Expert disambiguation. Wisdom of the crowd. This section does not cite any sources. Please help improve this section by adding citations to reliable sources.
Unsourced material may be challenged and removed. The Basic Works of Aristotle. The Rhetoric of Expertise. Wikipedia and the Emergence of Dialogic Expertise.
Southern Communication Journal, Vol. On Wikipedia and Invention. A Journal of Knowledge, Culture, and Policy Retrieved 13 February Borko, Hilda; Livingston, Carol American Educational Research Journal.
Expertise in problem solving. Cambridge handbook on expertise and expert performance. Harvard Business Review July—August Skilled Memory and Expertise: Mechanisms of Exceptional Performance".
In David Klahr and Kenneth Kotovsky. The Impact of Herbert A. Uses editors parameter link Gibbons, M.. Necessary but not sufficient".
Retrieved June 16, Journal of Biosocial Science. The psychology of board games. Presentation time in expert memory". Knowledge in a Social World.
The social psychology of expertise. How to decide if someone is an expert or not". European Journal of Operational Research. Foundations of Human Resource Development.
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International Journal of Educational Research. Icon Books Collins, R. The Credential Society Dewey, J. The Public and its Problems Nathan, M.
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Some researchers have investigated the cognitive structures and processes of experts. The fundamental aim of this research is to describe what it is that experts know and how they use their knowledge to achieve performance that most people assume requires extreme or extraordinary ability.
Studies have investigated the factors that enable experts to be fast and accurate. Expertise characteristics, skills and knowledge of a person that is, expert or of a system, which distinguish experts from novices and less experienced people.
In many domains there are objective measures of performance capable of distinguishing experts from novices: The word expertise is used to refer also to Expert Determination, where an expert is invited to decide a disputed issue.
The decision may be binding or advisory, according to the agreement between the parties in dispute. There are two academic approaches to the understanding and study of expertise.
The first understands expertise as an emergent property of communities of practice. In this view expertise is socially constructed; tools for thinking and scripts for action are jointly constructed within social groups enabling that group jointly to define and acquire expertise in some domain.
In the second view expertise is a characteristic of individuals and is a consequence of the human capacity for extensive adaptation to physical and social environments.
Many accounts of the development of expertise emphasize that it comes about through long periods of deliberate practice. Recent research on expertise emphasizes the nurture side of the nature and nurture argument.
In the field of education there is a potential "expert blind spot" see also Dunning—Kruger effect in newly practicing educators who are experts in their content area.
This is based on the "expert blind spot hypothesis" researched by Mitchell Nathan and Andrew Petrosino Newly practicing educators with advanced subject-area expertise of an educational content area tend to use the formalities and analysis methods of their particular area of expertise as a major guiding factor of student instruction and knowledge development, rather than being guided by student learning and developmental needs that are prevalent among novice learners.
The blind spot metaphor refers to the physiological blind spot in human vision in which perceptions of surroundings and circumstances are strongly impacted by their expectations.
Beginning practicing educators tend to overlook the importance of novice levels of prior knowledge and other factors involved in adjusting and adapting pedagogy for learner understanding.
Essential knowledge of subject matter for practicing educators consists of overlapping knowledge domains: Pedagogical content matter consists of an understanding of how to represent certain concepts in ways appropriate to the learner contexts, including abilities and interests.
In line with the socially constructed view of expertise, expertise can also be understood as a form of power ; that is, experts have the ability to influence others as a result of their defined social status.
In earlier periods of history, simply being able to read made one part of an intellectual elite. The introduction of the printing press in Europe during the fifteenth century and the diffusion of printed matter contributed to higher literacy rates and wider access to the once-rarefied knowledge of academia.
The subsequent spread of education and learning changed society, and initiated an era of widespread education whose elite would now instead be those who produced the written content itself for consumption, in education and all other spheres.
Therefore, the idea was born that only the elite should know the truth in its complete form and the rulers, Plato said, must tell the people of the city "the noble lie" to keep them passive and content, without the risk of upheaval and unrest.
In contemporary society, doctors and scientists, for example, are considered to be experts in that they hold a body of dominant knowledge that is, on the whole, inaccessible to the layman.
Instead, the complete opposite occurs whereby members of the public believe in and highly value the opinion of medical professionals or of scientific discoveries  , despite not understanding it.
A number of computational models have been developed in cognitive science to explain the development from novice to expert.
In particular, Herbert A. More recently, the CHREST model Chunk Hierarchy and REtrieval STructures has simulated in detail a number of phenomena in chess expertise eye movements, performance in a variety of memory tasks, development from novice to expert and in other domains.
An important feature of expert performance seems to be the way in which experts are able to rapidly retrieve complex configurations of information from long-term memory.
They recognize situations because they have meaning. It is perhaps this central concern with meaning and how it attaches to situations which provides an important link between the individual and social approaches to the development of expertise.
Staszewski confronts the paradox of expertise and claims that people not only acquire content knowledge as they practice cognitive skills, they also develop mechanisms that enable them to use a large and familiar knowledge base efficiently.
Work on expert systems computer software designed to provide an answer to a problem, or clarify uncertainties where normally one or more human experts would need to be consulted typically is grounded on the premise that expertise is based on acquired repertoires of rules and frameworks for decision making which can be elicited as the basis for computer supported judgment and decision-making.
However, there is increasing evidence that expertise does not work in this fashion. Rather, experts recognize situations based on experience of many prior situations.
They are in consequence able to make rapid decisions in complex and dynamic situations. If one asks an expert for the rules he or she is using, one will, in effect, force the expert to regress to the level of a beginner and state the rules learned in school.
Thus, instead of using rules they no longer remember, as knowledge engineers suppose, the expert is forced to remember rules they no longer use.
This research did not investigate how experts find, distinguish, and retrieve the right chunks from the vast number they hold without a lengthy search of long term memory.
Skilled memory enables experts to rapidly encode, store, and retrieve information within the domain of their expertise and thereby circumvent the capacity limitations that typically constrain novice performance.
When unfamiliar material not from their domain of expertise is presented to experts, their recall is no better than that of novices.
The first principle of skilled memory, the meaningful encoding principle, states that experts exploit prior knowledge to durably encode information needed to perform a familiar task successfully.
Experts form more elaborate and accessible memory representations than novices. The elaborate semantic memory network creates meaningful memory codes that create multiple potential cues and avenues for retrieval.
The second principle, the retrieval structure principle states that experts develop memory mechanisms called retrieval structures to facilitate the retrieval of information stored in long term memory.
These mechanisms operate in a fashion consistent with the meaningful encoding principle to provide cues that can later be regenerated to retrieve the stored information efficiently without a lengthy search.
The third principle, the speed up principle states that long term memory encoding and retrieval operations speed up with practice, so that their speed and accuracy approach the speed and accuracy of short term memory storage and retrieval.
Much of the research regarding expertise involves the studies of how experts and novices differ in solving problems Chi, M. One of the most cited works in this area, Chi et al.
They found that novices sort problems into categories based upon surface features e. Experts, however, categorize problems based upon their deep structures i.
She defined a behavioral dimension in experts, in addition to the dimensions suggested by Swanson and Holton Her item scale contains objective expertise items and subjective expertise items.
Objective items were named Evidence-Based items. Subjective items the remaining 11 items from the measure below were named Self-Enhancement items because of their behavioral component.
Scholars in rhetoric have also turned their attention to the concept of the expert. Considered an appeal to ethos or "the personal character of the speaker",  established expertise allows a speaker to make statements regarding special topics of which the audience may be ignorant.
In The Rhetoric of Expertise, E. Johanna Hartelius defines two basic modes of expertise: While an autonomous expert can "possess expert knowledge without recognition from other people," attributed expertise is "a performance that may or may not indicate genuine knowledge.
The problem faced by audiences follows from the problem facing experts: Hartelius and other scholars have also noted the challenges that projects such as Wikipedia pose to how experts have traditionally constructed their authority.
In "Wikipedia and the Emergence of Dialogic Expertise", she highlights Wikipedia as an example of the "dialogic expertise" made possible by collaborative digital spaces.
Predicated upon the notion that "truth emerges from dialogue", Wikipedia challenges traditional expertise both because anyone can edit it and because no single person, regardless of their credentials, can end a discussion by fiat.
In other words, the community, rather than single individuals, direct the course of discussion. The production of knowledge, then, as a process of dialogue and argumentation, becomes an inherently rhetorical activity.
Hartelius calls attention to two competing norm systems of expertise: It is also fundamentally contingent on a struggle for ownership and legitimacy.
Rather than leaving each other out, substance and communicative style are complementary. Knowledge production is created as a function of dialogue.
Building on Hartelius, Damien Pfister developed the concept of "networked expertise". Noting that Wikipedia employs a "many to many" rather than a "one to one" model of communication, he notes how expertise likewise shifts to become a quality of a group rather than an individual.
With the information traditionally associated with individual experts now stored within a text produced by a collective, knowing about something is less important than knowing how to find something.
As he puts it, "With the internet, the historical power of subject matter expertise is eroded: An expert differs from the specialist in that a specialist has to be able to solve a problem and an expert has to know its solution.
The opposite of an expert is generally known as a layperson , while someone who occupies a middle grade of understanding is generally known as a technician and often employed to assist experts.
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