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{{refimprove|date=July 2017}} |
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'''The curse of expertise''' is a psychological concept<ref>{{cite book|title=Choke: What the Secrets of the Brain Reveal About Getting It Right When You Have To|author= Sian beilock |isbn=978-1416596189|date=2011-09-09|publisher=Atria Publishing Group/Simon & Schuster}}</ref><ref>[https://www.psychologytoday.com/blog/choke/201103/the-curse-expertise The curse of Expertise]</ref> where the intervention of experts may be counterproductive for [[Learning|learners]] acquiring new skills. |
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This is important because the predictions of experts can influence [[educational equity]] and [[training]] as well as the [[personal development]] of [[young people]], not to mention the allocation of time and resources to scientific research and crucial design decisions.<ref>{{cite journal|publisher=Journal of Experimental & applied Psychology,1999, Vol. 5, No. 2,205-221|title=The Curse of Expertise: The Effects of Expertise and Debiasing Methods on Predictions of Novice Performance|author=Pamela J. Hinds, Stanford University|date=1999}}</ref> |
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==Etymology== |
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A [[curse]] (from the Latin ''cursos'') in this case means a [[habit]] formed by practices that were once successful [[tactic (method)|tactic]]s that have become [[Social intuitionism|socially intuitive]] in reality are [[counterproductive norms]]. |
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Effective teachers must predict the issues and misconceptions that people will face when [[learning]] a complex new [[skill]] or understanding an unfamiliar [[concept]]. This should also encompass the teachers’ recognizing their own or each other's [[bias blind spot]]s. |
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==History== |
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The difficulty experienced people may encounter is exemplified fictionally by [[Dr Watson]] in discourses with the [[insight]]ful detective [[Sherlock Holmes|Sherlock Holmes.]]<ref>[http://www.bbc.com/future/story/20160107-what-sherlock-holmes-tells-us-about-the-mind BBC Future:What Sherlock Holmes can teach us about the mind]</ref> |
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==Remedy== |
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[[Steven Pinker]] a Canadian-born American cognitive scientist, psychologist, speaking at [[Harvard University]] tried to identify exactly what was wrong with so much academic English:<ref>[http://news.harvard.edu/gazette/story/2012/11/exorcising-the-curse-of-knowledge/ Harvard Gazette, 2012-11-08 Exorcising the curse of knowledge]</ref> |
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* [[Abstract and concrete|abstract language]] unrelated to reality; |
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* [[Transitions (linguistics)|clumsy transitions]] between related topics; |
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* [[Dynamic and formal equivalence|inept interpretations]] of external sources; |
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* Using [[cliché]]s and [[catchphrase]]s whose true meaning is obscure; |
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* creating "[[Nominalization|zombie nouns]]", from verbs or adjectives (e.g. “verb+ization”); |
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* compulsive "[[Hedge (linguistics)|hedging]]" by use of expressions such as "somewhat", "comparatively", and "to a certain degree". |
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==Prevention== |
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[[Quality assurance]] (QA) is a way of circumventing the curse of experience by applying comprehensive [[quality management]] techniques. |
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===Professionals=== |
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[[Professional]]s by definition get paid for technically well defined work so that [[quality control]] procedures may be required which encompass the processes employed, the training of the expert and the [[Action (philosophy)|ethos]] of the trade or profession of the expert. Some experts (lawyers, physicians, etc.) require a licence which may include a requirement to undertake ongoing [[professional development]] (i.e. obtain OPD credits issued by [[collegiate university|collegiate universities]] or [[professional association]]s – see also ''[[Safety#Normative_safety|normative safety]].'' |
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===Academics=== |
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[[Faculty (academic staff)|Academics]] are usually employed in [[research and development ]] activities that are less well understood than those of professionals, and therefore submit themselves to [[peer review]] assessment by other appropriately qualified individuals. See also ''[[Safety#Perceived_safety|perceived safety.]]'' |
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===Amateurs=== |
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Amateurs work for love of their craft and therefore the [[safety]] and reliability of an amateur intervention lacks any external reference and must therefore rely on the individual’s [[moral responsibility]]. |
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* '''[[Bodging|Bodgers]]''' are very often either [[Autodidacticism|self-taught]] or former professionals who are competent to [[Improvisation|improvise]] or [[Innovation|innovate]] in a way that is ''[[Safety#Substantive_safety|substantially safe.]]'' |
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*'''[[:Wikt:botch#Verb|Botshers]]''' or '''[[:Wikt:blunder|blunder]]ers''' are persons who are '''''not yet competent''''' and whose interventions may therefore be [[hazard]]ous. Often people driven by economic reasons to try to copy professionals but who lack the essential technical understanding. For example a great many [[structure fire]]s are caused by [[electrical wiring]] modified [[Competence (human resources)|incompetently]] by [[household]]ers who are not trained [[electrician]]s. |
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==See also== |
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* [[Human error assessment and reduction technique]] |
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* [[Threat and error management]] |
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* [[Expert witnesses in English law]] |
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* [[Winner's curse]] |
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* [[Sports Illustrated cover jinx]] |
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==References== |
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{{reflist}} |
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{{DEFAULTSORT:Curse of expertise}} |
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[[Category:Occupations]] |
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