Cognitive Flexibility Theory: Advanced Knowledge Acquisition in Ill-structured Domains

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University of Illinois at Urbana-Champaign. Center for the Study of Reading, 1988 - Cognitive learning - 12 pages
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Advanced knowledge acquisition in a subject area is different in many important ways from introductory learning (and from expertise). This paper discusses some of the special characteristics of advanced learning of complex conceptual material. The authors note how these characteristics are often at odds with the goals and tactics of introductory instruction and with psychological biases in learning. They allude to their research in biomedical cognition that has revealed a substantial incidence of misconception attributable to various forms of over simplication, and outline the factors that contribute to suboptimal learning at the advanced stage. They then sketch a theoretical orientation for more successful advanced knowledge acquisition in ill-structured domains, Cognitive Flexibility Theory. Keywords: Artificial intelligence. (KR).

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