In the eyes of the beholder: How experts and novices interpret dynamic stimuli
By Halszka Jarodzka, Katharina Scheiter, Peter Gerjets, Tamara van Gog. 2010
405 citations recorded by the source corpus.
Jarodzka, H., Scheiter, K., Gerjets, P., & Van Gog, T. (2010). In the eyes of the beholder: How experts and novices interpret dynamic stimuli. Learning and Instruction, 20, 146-154. doi:10.1016/j.learninstruc.2009.02.019
Subfields: Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/207cdb954d9b0520c57597291e566ffcb4afd5c7
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Tamara van Gog
- Erno Lehtinen
- Katharina Scheiter
- Andreas Gegenfurtner
- Roger Säljö
- Fred Paas
- Mari Murtonen
- John Sweller
In Experimental and Cognitive Psychology
- Tamara van Gog
- Katharina Scheiter
- Erno Lehtinen
- Andreas Gegenfurtner
- Roger Säljö
- Fred Paas
- John Sweller
- Mary Hegarty
Citations in the corpus
- Eye tracking as a tool to study and enhance multimedia learning (2010, background): “The findings that experts and novices allocate their attention differently (see Canham & Hegarty, 2010; Jarodzka et al., 2010) might also imply that when an expert demonstrates a problem-solving procedure to a novice (as in a modelling example), the expert model and the novice learner may not…”
- Visual attention for solving multiple-choice science problem: An eye-tracking analysis (2012, neutral): “A recent study (Jarodzka et al., 2010) further showed that the experts attended more to relevant aspects of dynamic multimedia stimuli compared to the novices.”
- Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains (2011, methodology): “In addition, assumptions of the information-reduction hypothesis were corroborated with different stimuli, including textual (Haider and Frensch 1999) and pictorial (Jarodzka et al. 2010) material.”
- The Signaling (or Cueing) Principle in Multimedia Learning (2014, neutral): “…a variety of domains, for instance when comparing experts and novices in chess (Charness, Reingold, Pomplun, & Stampe, 2001), driving (Underwood, Chapman, Brocklehurst, Underwood, & Crundall, 2003), and classi fi cation of movement patterns in biology (Jarodzka, Scheiter, Gerjets, & van Gog, 2010).”