Castejón Juan L, Gilar Raquel, Pérez Antonio M
Department of Sociology II, University of Alicante, 03080 Alicante, Spain.
Psicothema. 2006 Nov;18(4):679-85.
This work presents the main theories and models formulated with the purpose of offering a global overview on the acquisition of knowledge and skills involved in the initial development of expert competence. Setting from this background, we developed an empirical work whose main purpose is to define those factors in a complex learning situation such as chapter-sized in a knowledge-rich domain. The results obtained in a sample of Master students reveal that the several variables intervening, such as the qualitative organization of knowledge, intellectual ability, motivation, the deliberate use of strategies, and a rich learning environment, contribute in an independent way to provide an explanation for the acquired knowledge.
这项工作介绍了主要的理论和模型，其目的是对专家能力初步发展过程中涉及的知识和技能获取提供一个全局概述。基于此背景，我们开展了一项实证研究，其主要目的是在诸如知识丰富领域中章节规模的复杂学习情境中确定这些因素。在一组硕士生样本中获得的结果表明，几个干预变量，如知识的定性组织、智力能力、动机、策略的刻意运用以及丰富的学习环境，以独立的方式为所获取的知识提供了解释。
