Novices face a problem when it comes to forming true beliefs about controversial issues that they cannot assess themselves: Who are the trustworthy experts? Elizabeth Anderson offers a set of criteria intended to allow novices to form reliable assessments of expert trustworthiness. All they need to assess experts is a high-school education and access to the internet. In this paper, I argue that novices face a much harder time using her criteria effectively than we would expect or (...) hope. This problem is amplified when novices hold the wrong opinions. Such novices need her criteria the most and are the least likely to use them correctly. Such novices lack knowledge necessary for using the criteria accurately, and are likely to resist correction of their wrong opinions due to cognitive biases. After providing reasons to be skeptical of the effectiveness of her criteria, I propose some supplemental criteria to increase their effectiveness: metacognitive reliability conditions aimed at getting novices to assess themselves in the way that they assess experts. Although these additional criteria show promise, we should be reserved in our optimism. (shrink)

This book adopted a qualitative research methodology to explore novice teachers' professional development (TPD) under the background of the New Curriculum Reform in mainland China. With a purposeful sampling strategy, in-depth semi-structured interviews were employed to collect data from twelve novice primary school teachers. As the specific design of the qualitative method and research procedures have been demonstrated, this book could be the reading material for the courses such as Qualitative Research Methodology. Undergraduate and postgraduate students who would learn qualitative (...) research could be targeted as the audiences. Additionally, this book provides suggestions for pre-service and novice teachers. The study found that although TPD programs and better welfare are desirable, collegial support from seniors, internet resources and online courses, and self-reflection were more direct and effective in enhancing professional growth and reducing negative emotions developed from challenges in classroom management, workload, and accountability. This book also suggests three directions for the future development of TPD to school leaders and policymakers. First, more training on classroom management and time management is helpful as poor classroom management and excessive workload were the causes of teacher burnout. Second, more school-level mentoring is wanted because it is considered more effective than the state and individual-level opportunities of TPD. More development opportunities for teachers in rural areas are required to improve their professional competence and narrow their gap with their urban counterparts. (shrink)

The goal of the current study was to examine novice researchers’ views about online ethics education and to identify the instructional design components that may foster ethical practice. Applying the mixed methods approach, data were collected via a survey and semi-structured interviews among M.Sc. and Ph.D. students in science and engineering. The findings point to the need for rethinking the way conventional online ethics courses are developed and delivered; encouraging students to build confidence in learning from distance, engaging them in (...) online active and interactive experiences, and providing them with personalized support and adaptive guidance. The novice researchers identified the synergistic integration of collaborative, case-based, and contextual learning, as the instructional design components that may foster not only ethical knowledge but also ethical practice in a fully online course. (shrink)

Building upon Thornton's (1991) work on teachers as “curricular-instructional gatekeepers,” the author explores what guided the curricular decision-making for one novice teacher concerning controversial issues that center on race, social class, and lesbian, gay, bisexual, and transgender (LGBT) issues. Qualitative case study revealed context, student demographics, and teacher positionality as influencing this teacher's choices regarding these themes in her curriculum. Findings indicated that this teacher was willing and able to challenge racist views in her classroom when she was a student (...) teacher and her students more closely mirrored her own race and social class. When she was a full-time teacher of students who were of a different racial and class background, she was unable to similarly challenge their homophobic beliefs. Implications for teacher education are discussed. (shrink)

This research presents a computer model called EUREKA that begins with novice‐like strategies and knowledge organizations for solving physics word problems and acquires features of knowledge organizations and basic approaches that characterize experts in this domain. EUREKA learns a highly interrelated network of problem‐type schemas with associated solution methodologies. Initially, superficial features of the problem statement form the basis for both the problem‐type schemas and the discriminating features that organize them in the P‐MOP (Problem Memory Organization Packet) network. As EUREKA (...) solves more problems, the content of the schemas and the discriminating features change to reflect more fundamental physics principles. This changing network allows EUREKA to shift from a novicelike means‐ends strategy to a more expertlike “knowledge development” strategy in which the presence of abstract concepts are triggered by problem features. In this model, the strategy shift emerges as a natural consequence of the evolving expertlike organization of problem‐type schemos. EUREKA captures many of the descriptive models of novice expert differences, and also suggests a number of empirically testable assumptions regarding problem‐solving strategies and the representation of problem‐solving knowledge. (shrink)

There is a large gap between the specialized knowledge of scientists and laypeople’s understanding of the sciences. The novice-expert problem arises when non-experts are confronted with (real or apparent) scientific disagreement, and when they don’t know whom to trust. Because they are not able to gauge the content of expert testimony, they rely on imperfect heuristics to evaluate the trustworthiness of scientists. This paper investigates why some bodies of scientific knowledge become polarized along political fault lines. Laypeople navigate conflicting epistemic (...) and social demands in their acceptance of scientific testimony; this might explain their deference to scientific fringe theories, which often goes together with denying established scientific theories. I evaluate three approaches to mitigate denialism: improving the message, improving the messenger, and improving the environment in which the message is conveyed. (shrink)

The novice/expert problem is the problem of knowing which apparent expert to trust. Following Alvin Goldman’s lead, a number of philosophers have developed criteria that novices can use to distinguish more from less trustworthy experts. While the criteria the philosophers have identified are indeed useful in guiding expert choice, I argue, they can’t do the work that Goldman and his successors want from them: avoid a kind of testimonial scepticism. We can’t deploy them in the way needed to avoid (...) such scepticism, because it would take genuine expertise to do so. I argue that attempts to deploy them in this sort of deep way involve a kind of transgression akin to, and at least as unreliable as, epistemic trespassing. We should give up trying to solve the novice/expert problem and instead promote better epistemic trust. (shrink)

Domain experts regularly teach novice students how to perform a task. This often requires them to adjust their behavior to the less knowledgeable audience and, hence, to behave in a more didactic manner. Eye movement modeling examples (EMMEs) are a contemporary educational tool for displaying experts’ (natural or didactic) problem‐solving behavior as well as their eye movements to learners. While research on expert‐novice communication mainly focused on experts’ changes in explicit, verbal communication behavior, it is as yet unclear whether and (...) how exactly experts adjust their nonverbal behavior. This study first investigated whether and how experts change their eye movements and mouse clicks (that are displayed in EMMEs) when they perform a task naturally versus teach a task didactically. Programming experts and novices initially debugged short computer codes in a natural manner. We first characterized experts’ natural problem‐solving behavior by contrasting it with that of novices. Then, we explored the changes in experts’ behavior when being subsequently instructed to model their task solution didactically. Experts became more similar to novices on measures associated with experts’ automatized processes (i.e., shorter fixation durations, fewer transitions between code and output per click on the run button when behaving didactically). This adaptation might make it easier for novices to follow or imitate the expert behavior. In contrast, experts became less similar to novices for measures associated with more strategic behavior (i.e., code reading linearity, clicks on run button) when behaving didactically. (shrink)

This interdisciplinary study of novice, American–English speakers found two major discrepancies between their conceptualizations of external human anatomy, and the expert opinion of the scientific and medical community. In contrast to the experts, (1) more than 90% of the novices exhibit polysemy when identifying human limbs and (2) about 50% exhibit partonomic disagreement, about whether ‘thumbs’ are ‘fingers’, and ears are ‘parts of’ the face. Both verbal and visual test modalities were adopted in (2). No significant differences were found (...) by modality in either case. Overall, the results about this cognitive domain support the frequent finding that, when compared to experts, novices tend to under-differentiate, making fewer specific distinctions, and use different taxonomic structures. A novel linguistic paradigm for explaining the specific findings is presented, as is their practical significance for health communications in general. (shrink)

Scholars and practitioners have long viewed learners as works-in-progress and as somewhat empty vessels to be filled with appropriate knowledge and skills to become future expert practitioners. However, based on an ethnography of two engineering laboratories, I found that laboratory members regularly swap the roles of learner and instructor, regardless of their status as an undergraduate student, a graduate student, or a faculty member. Furthermore, undergraduate students make crucial contributions to their research communities in the form of knowledge, creativity, and (...) opportunities for other members to learn and build relationships through teaching. What, then, do the identities of “novice” and “expert” mean in practice? I argue that it is more productive to define the identity of a community based on mutual learning and epistemic exchange rather than on expertise. (shrink)

Complex systems are pervasive in the world around us. Making sense of a complex system should require that a person construct a network of concepts and principles about some domain that represents key (often dynamic) phenomena and their interrelationships. This raises the question of how expert understanding of complex systems differs from novice understanding. In this study we examined individuals' representations of an aquatic system from the perspective of structural (elements of a system), behavioral (mechanisms), and functional aspects of a (...) system. Structure–Behavior–Function (SBF) theory was used as a framework for analysis. The study included participants from middle school children to preservice teachers to aquarium experts. Individual interviews were conducted to elicit participants' mental models of aquaria. Their verbal responses and pictorial representations were analyzed using an SBF‐based coding scheme. The results indicated that representations ranged from focusing on structures with minimal understanding of behaviors and functions to representations that included behaviors and functions. Novices' representations focused on perceptually available, static components of the system, whereas experts integrated structural, functional, and behavioral elements. This study suggests that the SBF framework can be one useful formalism for understanding complex systems. (shrink)

In a famous study of expert problem solving, de Groot (1946/1978) examined how chess players found the best move. He reported that there was little difference in the way that the best players (Grand Masters) and very good players (Candidate Masters) searched the board. Although this result has been regularly cited in studies of expertise, it is frequently misquoted. It is often claimed that de Groot found no difference in the way that experts and novices investigate a problem. Comparison (...) of expert and novice chess players on de Groot's problem shows that there are clear differences in their search patterns. We discuss the troublesome theoretical and practical consequences of incorrectly reporting de Groot's findings. (shrink)

Philosophers have proposed many accounts of biological function. A coarse-grained distinction can be made between backward-looking views, which emphasise historical contributions to fitness, and forward-looking views, which emphasise the current contribution to fitness or role of a biological component within some larger system. These two views are often framed as being incompatible and conflicting with one another. The emerging field of synthetic biology, which involves applying engineering principles to the design and construction of biological systems, complicates things further by adding (...) intentional design as a source of function. In the current study we explored how biology experts and novices think about function in the context of single-celled, multi-celled, and synthetic organisms. We also explored the extent to which each group were function pluralists, and if they were function pluralists, which accounts of function tended to be endorsed together. The results showed a surprising degree of similarity between experts and novices in most contexts, although certain differences were apparent. Most surprisingly, we found evidence not only of function pluralism in both groups, but pluralism between backward-looking and forward-looking accounts. We discuss these findings in the context of the philosophical debate on function and consider the practical implications for public acceptance of synthetic biology. First, we argue that philosophers of biology should re-examine the purported incompatibility between accounts of function. Second, we argue that due to the introduction of an intentional aetiology in synthetic biology, there may be an inherent conflict between the views of experts and novices when thinking about synthetic biology. (shrink)

The representation of physics problems in relation to the organization of physics knowledge is investigated in experts and novices. Four experiments examine the existence of problem categories as a basis for representation; differences in the categories used by experts and novices; differences in the knowledge associated with the categories; and features in the problems that contribute to problem categorization and representation. Results from sorting tasks and protocols reveal that experts and novices begin their problem representations with specifiably (...) different problem categories, and completion of the representations depends on the knowledge associated with the categories. For, the experts initially abstract physics principles to approach and solve a problem representation, whereas novices base their representation and approaches on the problem's literal features. (shrink)

Stichter’s The Skillfulness of Virtue provides an original and contemporary discussion of virtue-acquisition from an interdisciplinary standpoint. By equating virtues to skills, he offers an empirically informed progression towards virtue expertise. With the focus on gaining proficiency, there is little room to analyse the status of the virtue-novice, who is equated to a novice in any other skill: an agent consciously following simple rules, gaining experience in order to respond to normatively-laden situations with more automaticity in the following stages of (...) skill-acquisition. This paper argues for a disanalogy between the virtue novice and novices in other skills, resulting from the understanding that follows from learning virtue words such as ‘kindness’ and ‘honesty’. Our brains are structured to find and subsequently use patterns to skilfully move around in our environment. These patterns can be represented in what Stichter calls ‘schemas’ or mental models of categorisations. Virtue words refer to patterns that would be difficult to categorise without linguistic labels, as instances of these categories are highly divergent. Virtue words are thus learned through examples of virtuous behaviour. Moreover, as virtue words are thick ethical concepts, they contain a normative load. I argue that due to these characteristics, novices who use virtue vocabulary are in a more advanced position than novices in other skills. So, a kindness novice who understands the word ‘kind’ has a better idea of how to act kindly than the chess novice has an idea of how to play chess by understanding the word ‘chess’. (shrink)

Conducting effective classroom dialog is an important foundation for high-quality classrooms. This study investigates the characteristics of effective classroom dialog from the perspective of Chinese mathematics classrooms. Classroom videotapes from 40 expert and 33 novice teachers were selected from a national project and analyzed through a developed coding framework. Results showed that the dominant types of dialog in expert teachers’ classrooms were related to Basic Knowledge, Construction, Analysis, and Personal Information. Compared to novice teachers, expert teachers’ classrooms have a significantly (...) lower proportion of dialog on Basic Knowledge and significantly higher proportions of dialog on Personal Information and Speculation. Based on expert teachers’ classrooms, the characteristics of effective classroom dialog in the Chinese context were discussed. The analytical framework for classroom dialog developed in this study could be a powerful tool for subsequent research. Suggestions are provided on increasing the effectiveness of classroom dialog. (shrink)

According to a recent account of epistemic authority proposed by Linda Zagzebski (2012), it is rational for laypersons to believe on authority when they conscientiously judge that the authority is more likely to form true beliefs and avoid false ones than they are in some domain. Christoph Jäger (2016) has recently raised several objections to her view. By contrast, I argue that both theories fail to adequately capture what epistemic authority is, and I offer an alternative account grounded in the (...) abilities that different kinds of authorities are required to possess. (shrink)

Domain experts regularly teach novice students how to perform a task. This often requires them to adjust their behavior to the less knowledgeable audience and, hence, to behave in a more didactic manner. Eye movement modeling examples (EMMEs) are a contemporary educational tool for displaying experts’ (natural or didactic) problem‐solving behavior as well as their eye movements to learners. While research on expert‐novice communication mainly focused on experts’ changes in explicit, verbal communication behavior, it is as yet unclear whether and (...) how exactly experts adjust their nonverbal behavior. This study first investigated whether and how experts change their eye movements and mouse clicks (that are displayed in EMMEs) when they perform a task naturally versus teach a task didactically. Programming experts and novices initially debugged short computer codes in a natural manner. We first characterized experts’ natural problem‐solving behavior by contrasting it with that of novices. Then, we explored the changes in experts’ behavior when being subsequently instructed to model their task solution didactically. Experts became more similar to novices on measures associated with experts’ automatized processes (i.e., shorter fixation durations, fewer transitions between code and output per click on the run button when behaving didactically). This adaptation might make it easier for novices to follow or imitate the expert behavior. In contrast, experts became less similar to novices for measures associated with more strategic behavior (i.e., code reading linearity, clicks on run button) when behaving didactically. (shrink)

This study explores questions posed by students in response to live video broadcasts of dental treatments. The aim of the study is to show and discuss the reflexive relationship between the questions, what they were occasioned by and how they are responded to. Procedures and anatomical features, that for the seminar leader are unproblematically seen in endodontic terms, repeatedly present problems for the students. Visible but unrecognized shifts in the dentist’s work, for instance, provide occasions for questions of the form (...) ‘What is he doing now?’. In the midst of an ongoing procedure, questions tend to be formulated as noticings that elicit instruction either about some detail of the dentist’s actions or about what a generic ‘one should’ or ‘should not do’, what ‘frequently’ happens and so on. It is shown, however, that the movement between specific here-and-now features on the one hand and more general issues on the other characterizes the entire scope of the relevant material, particularly because the seminar leaders’ answers tend to place even minute details within more general endodontic considerations. (shrink)

Undertaking research involving vulnerable groups, such as those requiring resuscitation involves careful analysis during the ethical review process. When a person lacks the capacity to make an informed choice about their participation in a research study, a waiver of consent offers an alternative. This paper is based on a doctoral research study using ethnography to explore the resuscitative practices and experiences of rural nurses through observation and interviews. This paper aims to explore the ethical issues raised by the Human Research (...) Ethics Committee relating to consent of vulnerable patients requiring resuscitation within a rural context. In particular, the challenges of addressing risk (privacy) vs benefit (public) associated with a waiver of consent. This paper will consider why the rural context should be championed during the ethical review process, when decisions about public benefit are being deliberated. Utilising a communitarianism approach that advocates for greater rural representation during the ethical review processes will ensure that rural research involving vulnerable groups can be addressed safely and benefit not only the experiences and practices of rural nurses but also the wider rural communities they serve. (shrink)

Prior research supports the learnability of the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition Alternative Model of Personality Disorders. However, researchers have yet to compare novice ratings on the AMPD’s Level of Personality Functioning Scale and the 25 pathological personality traits with expert ratings. Furthermore, the AMPD has yet to be examined with the idiographic Shedler-Westen Assessment Procedure. We compared the aggregated AMPD clinical profile of a group of psychology doctoral students who learned the AMPD to high levels (...) of reliability to that of an expert rater using the crucible of the classical case of “Madeline G.” Examination of AMPD and SWAP ratings of “Madeline G.” revealed excellent overall concordance but suggests that novice raters tend to perceive lower levels of personality impairment. (shrink)

Engineers and other technical professionals are increasingly challenged by the impacts of globalization. Further, engineering educators, technical managers, and human resources staff have demonstrated great interest in selecting and training engineers who are capable of working competently, professionally, and ethically in global context. However, working across countries and cultures brings considerable challenges to global engineers, including as related to understanding and navigating local and regional differences in what counts as professional ethics and integrity. In this study, we focus on written (...) responses to 27 assessment scenarios that involve micro- and/or macro-ethical considerations in six national/cultural contexts. More specifically, we analyze responses to open-ended versions of the scenarios. Our participants consisted of both experts and novices. Comparing and contrasting how experts and novices responded to these ethical problems sheds light on differences in their ethical strategies and approaches. This analysis also allows us to discern what specific cultural knowledge and sensitivity were employed by experts in solving cross-cultural ethical problems, but were largely lacking among novices. Finally, we analyze and discuss challenges faced by experts and novices in responding to cross-cultural ethical situations. (shrink)

As one approach to examining the way ethical decisions are made, we asked experts and novices to review a set of scenarios that depict some important ethical tensions in research. The method employed was “protocol analysis,” a talk-aloud technique pioneered by cognitive scientists for the analysis of expert performance. The participants were asked to verbalize their normally unexpressed thought processes as they responded to the scenarios, and to make recommendations for courses of action. We found that experts spent more (...) time working through the decision-making process than novices and also raised substantially more concerns than novices. Differences also exist among the three groups of experts. (shrink)

Finding Your Ethical Research Self introduces novice researchers to the need for ethical reflection in practice and gives them the confidence to use their knowledge and skill when, later as researchers, they are confronted by big ethical moments in the field. -/- The 12 chapters build on each other, but not in a linear way. Core ethical concepts like consent and confidentiality once established in the early chapters are later challenged. The new focus becomes how to address qualitative research ethics (...) when confidentiality and consent take on a limited form. This approach helps students understand that the application of concepts always requires thoughtful adaptation in different contexts and the book provides guidance on how to do this. Classroom/workbook exercises develop alternative solutions to create process consent, internal confidentiality, and engage reference groups, as examples. The first eight chapters allow students to develop their ethical research self before thinking through how they might address formal ethics review. Formal ethics review is deliberately not introduced until Chapter 9. Chapter 10 offers practical help to elements of review, before Chapter 11 emphasises the key message by providing examples of researchers' dilemmas in the field using vignettes and discussion. By providing these examples, students become aware that these can arise, explore how they might arise, and recognise how they might deal with them in the moment when they are unavoidable. -/- With numerous examples of ethical dilemmas and issues and questions and exercises to encourage self-reflection, this reflexive, learn-by-doing model of research ethics will be highly useful to the novice researcher, undergraduate, and postgraduate research student. (shrink)

Will robots ever be able to learn like humans? To answer that question, one first needs to ask: what is learning? Hubert and Stuart Dreyfus had a point when they claimed that computers and robots would never be able to learn like humans because human learning, after an initial phase of rule-based learning, is uncertain, context sensitive and intuitive under contract F49620-C-0063 with the University of California) Berkeley, February 1980.. Washington, DC: Storming Media. https://www.stormingmedia.us/15/1554/A155480.html. Accessed 10 Oct 2017, 1980). I (...) would add that learning also builds on prior learning, and that from the outset, human learning is a socio-cultural materially grounded collective epistemology. This posthuman acknowledgement shifts the focus from the individual learner to learning within collective phenomena. Dreyfus and Dreyfus do not seem to emphasise the essentially social and cultural nature of the human condition. Learning theory, new materialism and postphenomenology have emphasised in different ways the materially based socio-cultural nature of human learning. They thereby point towards a ‘posthuman’ learning that is far from the machine-like or enhanced creature envisioned by singularists. Until robots are essentially social and ground their epistemologies in socio-cultural materiality, I suggest that human-like AI is not possible. (shrink)

We investigated the understanding of causal systems categories—categories defined by common causal structure rather than by common domain content—among college students. We asked students who were either novices or experts in the physical sciences to sort descriptions of real-world phenomena that varied in their causal structure (e.g., negative feedback vs. causal chain) and in their content domain (e.g., economics vs. biology). Our hypothesis was that there would be a shift from domain-based sorting to causal sorting with increasing expertise in (...) the relevant domains. This prediction was borne out: The novice groups sorted primarily by domain and the expert group sorted by causal category. These results suggest that science training facilitates insight about causal structures. (shrink)

The book introduces young researchers to phenomenology and the two primary philosophical approaches along with the vocabulary of phenomenology including how to set up the research design and execute the study to include data collection, data analysis, and presentation of findings.

This paper presents an applied approach to conversation analysis in a setting comprising student dietitians and patients attending an outpatient clinic for heart disease and related disorders. In the first phase of the study interactions involving students deemed competent by supervisors were closely examined for distinctive configurations which could be attributed to satisfactory entry level practice. Reference was made to studies in similar settings and a particular emphasis was placed on the narrative structure for producing the diet history account. In (...) the second phase a different group of students were taught history taking skills using findings and materials from the initial analysis. This focused on how to introduce the history and how to support its progression to achieve the outcomes required by the professional. In the final phase, interactions involving this second group of students were studied in detail to determine whether the interactional patterns taught were displayed in subsequent interactions. A further application of conversation analysis demonstrated that the second group of students co-constructed history phases which befitted the preferred narrative structure. These findings displayed the way in which conversation analysis could be applied in the teaching setting, bearing in mind that there is no escape from the situated order of professional interaction (nor indeed of the teaching context). The perspective presented of the interaction was one of 'professional medicine', that is it exposed issues of accountability and practical circumstances, when, in this case, novice dietitians 'do' nutrition counselling. (shrink)

This paper aims to defend the Expertise Defense by addressing the problem of disanalogy, which represents one of the two main critiques against this argument. The Expertise Defense is an argument which defends the notion that philosophers’ judgments are more reliable than those of novices by making analogies between philosophy and other fields in which experts’ judgments are given a privileged position. Conventionally, this line of argumentation has aimed to demonstrate that philosophers' intuitions about thought experiments or metaphysical questions (...) are not as susceptible to being distorted by unrelated factors as those of novices. However, this paper reinterprets the Expertise Defense, proposing that it claims that philosophers' intuitions are considerably more reliable than novices, even if they are still susceptible to distorting factors. By adopting this interpretation, the current paper effectively counters the empirical objection that philosophers' intuitions are subject to distortion. Furthermore, I respond to the disanalogy problem, which contends that there is no meaningful analogy between philosophy and other domains because philosophical experience does not contribute significantly to philosophical intuitions. In response to this, I present a new model of philosophical expertise. According to this model, philosophical training plays a vital role in shaping philosophical intuitions by enabling expert philosophers to comprehend philosophical problems accurately and form well-grounded intuitions about them. Additionally, I provide empirical evidence supporting this model, particularly in the context of the debates about free-will. While the extent to which this model can be generalized remains an empirical question, it seems reasonable to think that it could plausibly be extended to other debates. (shrink)

Inquiry-based history instruction is rare in most school settings, but particularly in classes of students who are perceived to be “low achieving.” Students with low reading abilities or test scores typically receive instruction focused on rote recall of historical information. Teachers and students face great obstacles in inquiry based learning, so often teachers fail to attempt complex instruction with students they perceive will struggle. This paper explores a collaborative community of practice involving classroom teachers and teacher educators, working to implement (...) problem based historical inquiry with a class of students perceived to be “low-achieving”. Though not generalizable, this paper suggests effective collaboration may encourage the development of professional teaching knowledge that motivates and supports novice teachers in providing all students opportunities to engage in issues-centered history instruction. (shrink)

Ethics training is an important integrative theme in the American Psychological Association guidelines for the psychology undergraduate major. Similarly, preparation for ethical research and clinical practice are central to training health service psychologists. With the move toward competence-based education, skill-based assessment and training are needed to extend the usual didactic instruction in ethics. In this study, we examined the use of deliberate practice as a form of competence-based education in comparison to control groups for the training of 63 novice undergraduates (...) to handle basic ethical situations in therapy. We found that students’ ability to respond to simulated therapy clients improved in the deliberate practice group, but not in the case discussion or motivational interviewing control groups. Findings suggest that basic and focused applied ethics’ skill training can be effectively used early in a student’s training. (shrink)

Constitution d’un grand corpus d’écrits émergents et novices : principes et méthodes Cette contribution propose une réflexion sur la construction d’un vaste corpus d’écrits qui permet d’approfondir notre compréhension des processus en jeu dans l’accès à la littératie dans sa diversité, au travers de la pluralité des genres et des types discursifs qui la constituent et chez des apprenants de profils divers : enfants/adultes, langue 1 / langue 2, entendants/sourds. La réflexion sur la mise en place de ce corpus (...) s’inscrit dans une perspective fonctionnaliste et énonciative et fait fond sur deux ensembles théoriques complémentaires. Du point de vue de l’acquisition des langues, nous souscrivons à la conception selon laquelle les productions d’apprenants ne constituent pas une déviance par rapport à la norme mais sont des manifestations (idiolectales) de systèmes linguistiques per se dont il s’agit de dégager les normes propres. Du point de vue de la littératie, nous nous inscrivons dans la tradition des travaux, d’inspiration bakhtinienne, qui considèrent l’hétérogénéité comme constitutive de toute production verbale. Ainsi, nous expliquons et justifions nos choix en matière de profils d’apprenants et de tâches rédactionnelles, en relation avec la perspective théorique adoptée, ainsi que les options retenues en matière d’outillage du corpus. (shrink)