The Cambridge Handbook of Expertise and Expert Performance: Tacit Knowledge, Practical Intelligence, and Expertise

By A. Cianciolo, Cynthia T. Matthew, Robert J. Sternberg, R. Wagner. 2006

107 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

How entrepreneurs acquire the capacity to excel: insights from research on expert performance (2010, background): “…and extract from it useful guides to decisions and actions, experts—as a result of their prolonged participation in deliberate practice—can draw on large stores of tacit knowledge effectively (Cianciolo et al., 2006), and so move ahead with decisions and judgments in a seemingly effortless way.”
The COACTIV Model of Teachers’ Professional Competence (2013, background): “Given the lack of previous research explicitly examining the types and forms of representation of teachers’ professional knowledge, we instead draw on generic expertise research and its application to the professions (Bromme 2001, 2004; Cianciolo et al. 2006; Schmidt and Boshuizen 1992; Sternberg an”
The Socially Skilled Teacher and the Development of Tacit Knowledge. (2011, methodology): “…(e.g. Argyris, 1993; Wenger, 1998; Sternberg et al., 2000) have argued that because expertise is acquired as a result of experience, its development is likely to be facilitated by approaches that encourage thought, reflection and discussion about what one is doing and why (Cianciolo et al., 2006).”