Enhancing expertise in informal reasoning
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
Canadian Journal of Experimental Psychology 58:142--152 (2004)
People generally develop some degree of competence in general informal reasoning and argument skills, but how do they go beyond this to attain higher expertise? Ericsson has proposed that high-level expertise in a variety of domains is cultivated through a specific type of practice, referred to as ‘deliberate practice’. Applying this framework yields the empirical hypothesis that high-level expertise in informal reasoning is the outcome of extensive deliberate practice. This paper reports results from two studies evaluating the hypothesis. University student participants completed 12 weeks of deliberate practice in informal reasoning. Quantity of practice was recorded by computer, and additionally assessed via self report. The hypothesis was supported: students in both studies showed a large improvement, and practice as measured by computer, was related to amount of improvement in informal reasoning. These findings support adopting a deliberate practice approach when attempting to teach or learn expertise in informal reasoning.
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
Michael Hoffmann & Jason Borenstein (2014). Understanding Ill-Structured Engineering Ethics Problems Through a Collaborative Learning and Argument Visualization Approach. Science and Engineering Ethics 20 (1):261-276.
Maralee Harrell (2011). Understanding, Evaluating, and Producing Arguments: Training is Necessary for Reasoning Skills. Behavioral and Brain Sciences 34 (2):80-81.
W. Martin Davies (2007). Cognitive Contours: Recent Work on Cross-Cultural Psychology and its Relevance for Education. Studies in Philosophy and Education 26 (1):13-42.
Similar books and articles
Zoltan P. Majdik & William M. Keith (2011). The Problem of Pluralistic Expertise: A Wittgensteinian Approach to the Rhetorical Basis of Expertise. Social Epistemology 25 (3):275 - 290.
Albert W. Musschenga (2009). Moral Intuitions, Moral Expertise and Moral Reasoning. Journal of Philosophy of Education 43 (4):597-613.
Wolfgang Schneider (1998). Innate Talent or Deliberate Practice as Determinants of Exceptional Performance: Are We Asking the Right Question? Behavioral and Brain Sciences 21 (3):423-424.
Brian Lightbody & Berman Michael (2010). The Metaphoric Fallacy to a Deductive Inference. Informal Logic: Reasoning and Argumentation in Theory and Practice 30 (2):185-193.
Ian J. Dove (2009). Towards a Theory of Mathematical Argument. Foundations of Science 14 (1-2):136-152.
Marianna Antonutti Marfori (2010). Informal Proofs and Mathematical Rigour. Studia Logica 96 (2):261-272.
Victoria F. Shaw (1996). The Cognitive Processes in Informal Reasoning. Thinking and Reasoning 2 (1):51 – 80.
Ricca Edmondson, Jane Pearce & Markus H. Woerner (2009). Wisdom in Clinical Reasoning and Medical Practice. Theoretical Medicine and Bioethics 30 (3):231-247.
Sorry, there are not enough data points to plot this chart.
Added to index2009-01-28
Recent downloads (6 months)0
How can I increase my downloads?