![]() In later chapters we explore what is known about processes of learning that can eventually lead to the development of expertise. We discuss these examples not because all school children are expected to become experts in these or any other areas, but because the study of expertise shows what the results of successful learning look like. This chapter illustrates key scientific findings that have come from the study of people who have developed expertise in areas such as chess, physics, mathematics, electronics, and history. This, in turn, affects their abilities to remember, reason, and solve problems. ![]() Instead, experts have acquired extensive knowledge that affects what they notice and how they organize, represent, and interpret information in their environment. Research shows that it is not simply general abilities, such as memory or intelligence, nor the use of general strategies that differentiate experts from novices. Understanding expertise is important because it provides insights into the nature of thinking and problem solving. ![]() People who have developed expertise in particular areas are, by definition, able to think effectively about problems in those areas. ![]()
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