Schmidt H G, Boshuizen H P
Department of Educational Development and Research, University of Limburg, Maastricht, The Netherlands.
Mem Cognit. 1993 May;21(3):338-51. doi: 10.3758/bf03208266.
In two experiments, the effects of level of medical expertise and study time on free recall of a clinical case were assessed. In Experiment 1, a nonmonotonic relationship between level of expertise and recall was found: Subjects of intermediate levels of expertise remembered more information from the case than both experts and novices. This "intermediate effect" disappeared, however, when study time was restricted. Analysis of post hoc acquired protocols of pathophysiological knowledge active during case processing suggested that this phenomenon could be attributed to the nature of the pathophysiological knowledge mobilized to comprehend the case. In Experiment 2, this assumption was directly tested by priming relevant pathophysiological knowledge for either a short or a longer period, before enabling subjects to study the case briefly. Free-recall data confirmed and extended the results of Experiment 1. Again, an intermediate effect was found; this time, however, it was generated experimentally. The findings were interpreted in terms of qualitative differences in the nature of the knowledge structures underlying performance between novices, advanced students, and medical experts: Experts use knowledge in an encapsulated mode while comprehending a case, whereas students use elaborated knowledge.
在两项实验中，评估了医学专业水平和学习时间对临床病例自由回忆的影响。在实验1中，发现专业水平与回忆之间存在非单调关系：中等专业水平的受试者比专家和新手记住了更多来自病例的信息。然而，当学习时间受到限制时，这种“中等效应”消失了。对病例处理过程中激活的病理生理知识的事后获取协议的分析表明，这种现象可能归因于为理解病例而调动的病理生理知识的性质。在实验2中，通过在让受试者简要研究病例之前，对相关病理生理知识进行短期或长期的启动，直接检验了这一假设。自由回忆数据证实并扩展了实验1的结果。再次发现了中等效应；然而，这次是通过实验产生的。研究结果根据新手、高年级学生和医学专家在表现背后的知识结构性质的质的差异进行了解释：专家在理解病例时以封装模式使用知识，而学生使用详细阐述的知识。
