S0137 · larkin_1980_physics_competence · registry identity

Expert and Novice Physics Performance

Larkin · 1980

study independent3 occurrences across 2 books · load 6

Bears on

Canonical propositions this source was matched as evidence for.

P02 — Understanding a text requires background knowledge that the text does not supply, because writers necessarily leave unstated whatever the…

P03 — Intellectual skill and expertise are domain-specific and transfer poorly across domains; so-called higher-order abilities are relevant kn…

How Hirsch uses it

Every occurrence, grouped by book and chapter, with the claim it was linked to support and (where the extraction regenerated one) the underlying warrant.

1996 · The Schools We Need

Jill Larkin's research showing that experts think about different aspects of problems than novices do.

direct Expert problem solving begins with redescribing problems in terms of the powerful concepts of a specific discipline.

ch 5 · empirical_study · swn:ch5_E20

Warrant (implicit): The primary differentiator between expert and novice performance is the cognitive shift from surface-level observation to the application of domain-specific conceptual frameworks.

could fail ifExperts may simply possess greater brute-force processing speed or larger working memory capacity rather than a superior method of 'redescribing' problems.

Studies identifying characteristic differences between expert and novice problem-solvers in domains like physics.

direct Applying formal techniques to looked-up data is the inept and unreliable problem-solving device used by novices.

ch 5 · empirical_study · swn:ch5_E41

Warrant (implicit): Behaviors that are characteristic of novices in a field are by definition inefficient and unreliable methods for solving problems in that field.

could fail ifNovices may use 'looked-up data' because they lack the specific memory stores of experts, not because the 'technique' of using data is inherently inept.

2016 · Why Knowledge Matters

Cognitive science research demonstrating that novices have difficulty learning from reference materials due to working memory constraints.

direct Novices are hindered in information seeking because the human mind can only assimilate three or four new items before working memory is exhausted.

ch 4 · empirical_study · wkm:ch4_E42

Warrant (implicit): General limitations of the human working memory apply equally to the specific task of looking up information during an inquiry-based learning activity.

could fail ifReference materials like charts or diagrams can act as external cognitive scaffolding that reduces rather than increases the load on internal working memory.

Endnote numbers seen

Raw book:chapter:endnote references collected during endnote backfill.

swn:5:11swn:5:28swn:5:45wkm:4:50

Raw source_reference strings seen

As they appeared before normalization/consolidation into this source identity.

Jill Larkin and others
Jill Larkin et al., 'Expert and Novice Performance in Solving Physics Problems' (1980)
Larkin et al., 'Models of Competence in Solving Physics Problems' (1980)