Hinds P J, Patterson M, Pfeffer J
Department of Management Science and Engineering, Stanford University, California 94305-4026, USA.
J Appl Psychol. 2001 Dec;86(6):1232-43. doi: 10.1037/0021-9010.86.6.1232.
Although experts should be well positioned to convey their superior knowledge and skill to novices, the organization of that knowledge, and particularly its level of abstraction, may make it difficult for them to do so. Using an electronic circuit-wiring task, the authors found that experts as compared with beginners used more abstract and advanced statements and fewer concrete statements when providing task instructions to novices. In a 2nd study, the authors found that beginner-instructed novices performed better than expert-instructed novices and reported fewer problems with the instructions when performing the same task. In Study 2, the authors found that although novices performed better on the target task when instructed by beginners, they did better on a different task within the same domain when instructed by experts. The evidence suggests that the abstract, advanced concepts conveyed by experts facilitated the transfer of learning between the different tasks.
尽管专家理应能够很好地将其卓越的知识和技能传授给新手，但这些知识的组织方式，尤其是其抽象程度，可能会使他们难以做到这一点。通过一项电子电路布线任务，作者发现，与新手相比，专家在向新手提供任务指导时，使用的抽象和高级表述更多，具体表述更少。在第二项研究中，作者发现，由新手指导的新手在执行相同任务时，比由专家指导的新手表现更好，并且在指令方面遇到的问题更少。在研究2中，作者发现，虽然新手在由新手指导时在目标任务上表现更好，但在同一领域的另一项任务上，由专家指导时他们表现得更好。证据表明，专家传达的抽象、高级概念促进了不同任务之间的学习迁移。
