*#REDIRECT {{annotated link|[[Curse of knowledge }}]]▼
{{short description|Psychological concept where the intervention of experts may be counterproductive to acquiring new skills}}
{{refimprove|date=July 2017}}
{{mergeto|curse of knowledge|discuss=Talk:curse of knowledge#Merger proposal|date=February 2020}}
{{R from merge}}
'''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|url-access=registration|url=https://archive.org/details/chokewhatsecrets0000beil}}</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.
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>
==Etymology==
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]].
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.
==History==
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>
==Remedy==
[[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>
* [[Abstract and concrete|abstract language]] unrelated to reality;
* [[Transition (linguistics)|clumsy transitions]] between related topics;
* [[Dynamic and formal equivalence|inept interpretations]] of external sources;
* Using [[cliché]]s and [[catchphrase]]s whose true meaning is obscure;
* creating "[[Nominalization|zombie nouns]]", from verbs or adjectives (e.g. “verb+ization”);
* compulsive "[[Hedge (linguistics)|hedging]]" by use of expressions such as "somewhat", "comparatively", and "to a certain degree".
==Prevention==
[[Quality assurance]] (QA) is a way of circumventing the curse of experience by applying comprehensive [[quality management]] techniques.
===Professionals===
[[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]].''
===Academics===
[[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.]]''
===Amateurs===
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]].
* '''[[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.]]''
*'''[[:Wikt:botch#Verb|Botchers]]''' 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.
==See also==
▲* {{annotated link|Curse of knowledge}}
* {{annotated link|Human error assessment and reduction technique}}
* {{annotated link|Threat and error management}}
* {{annotated link|Expert witnesses in English law}}
* {{annotated link|Winner's curse}}
* {{annotated link|Sports Illustrated cover jinx}}
==References==
{{reflist}}
{{DEFAULTSORT:Curse of expertise}}
[[Category:Occupations]]
[[Category:Professional studies]]
|