Misplaced Pages

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84-651: The Emergency Medicine Journal is a monthly peer-reviewed medical journal that is published by the BMJ Group on behalf of the Royal College of Emergency Medicine of which it is an official journal It is also an official journal of the British Association for Immediate Care and the Faculty of Pre-Hospital Care of the Royal College of Surgeons of Edinburgh . The journal covers developments in

168-529: A monograph or in the proceedings of an academic conference . If the identities of authors are not revealed to each other, the procedure is called dual-anonymous peer review. Medical peer review may be distinguished in four classifications: Additionally, "medical peer review" has been used by the American Medical Association to refer not only to the process of improving quality and safety in health care organizations, but also to

252-451: A novice (known colloquially as a newbie or 'greenhorn') is any person that is new to any science or field of study or activity or social cause and who is undergoing training in order to meet normal requirements of being regarded a mature and equal participant. "Expert" is also being mistakenly interchanged with the term " authority " in new media. An expert can be an authority if through relationships to people and technology, that expert

336-481: A certain threshold, and effective peer review requires a certain level of expertise. For non-professional writers, peer review feedback may be overlooked, thereby affecting its effectiveness. Elizabeth Ellis Miller, Cameron Mozafari, Justin Lohr and Jessica Enoch state, "While peer review is an integral part of writing classrooms, students often struggle to effectively engage in it." The authors illustrate some reasons for

420-456: A critique of the expert systems literature, Dreyfus & Dreyfus suggest: If one asks an expert for the rules he or she is using, one will, in effect, force the expert to regress to the level of a beginner and state the rules learned in school. Thus, instead of using rules he or she no longer remembers, as the knowledge engineers suppose, the expert is forced to remember rules he or she no longer uses. ... No amount of rules and facts can capture

504-446: A discussion by fiat. In other words, the community, rather than single individuals, direct the course of discussion. The production of knowledge, then, as a process of dialogue and argumentation, becomes an inherently rhetorical activity. Hartelius calls attention to two competing norm systems of expertise: “network norms of dialogic collaboration” and “deferential norms of socially sanctioned professionalism”; Misplaced Pages being evidence of

588-467: A function of its knowledge production. Going over the historical development of the encyclopedic project, Hartelius argues that changes in traditional encyclopedias have led to changes in traditional expertise. Misplaced Pages's use of hyperlinks to connect one topic to another depends on, and develops, electronic interactivity meaning that Misplaced Pages's way of knowing is dialogic. Dialogic expertise then, emerges from multiple interactions between utterances within

672-557: A fundamental process in academic and professional writing, serving as a systematic means to ensure the quality, effectiveness, and credibility of scholarly work. However, despite its widespread use, it is one of the most scattered, inconsistent, and ambiguous practices associated with writing instruction. Many scholars questioning its effectiveness and specific methodologies. Critics of peer review in classrooms express concerns about its ineffectiveness due to students' lack of practice in giving constructive criticism or their limited expertise in

756-454: A live event, which is continuously open to new additions and participants. Hartelius acknowledges that knowledge , experience , training , skill , and qualification are important dimensions of expertise but posits that the concept is more complex than sociologists and psychologists suggest. Arguing that expertise is rhetorical, then, Hartelius explains that expertise "is not simply about one person's skills being different from another's. It

840-415: A longitudinal study comparing two groups of students (one majoring in writing and one not) to explore students' perceptions of authority. This research, involving extensive analysis of student texts, concludes that students majoring in non-writing fields tend to undervalue mandatory peer review in class, while those majoring in writing value classmates' comments more. This reflects that peer review feedback has

924-501: A means of critiquing each other's work, peer review is often framed as a way to build connection between students and help develop writers' identity. While widely used in English and composition classrooms, peer review has gained popularity in other disciplines that require writing as part of the curriculum including the social and natural sciences . Peer review in classrooms helps students become more invested in their work, and

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1008-412: A middle grade of understanding is generally known as a technician and often employed to assist experts. A person may well be an expert in one field and a layperson in many other fields. The concepts of experts and expertise are debated within the field of epistemology under the general heading of expert knowledge. In contrast, the opposite of a specialist would be a generalist or polymath . The term

1092-471: A model of learning in chess called MAPP (Memory-Aided Pattern Recognizer). Based on simulations, they estimated that about 50,000 chunks (units of memory) are necessary to become an expert, and hence the many years needed to reach this level. More recently, the CHREST model (Chunk Hierarchy and REtrieval STructures) has simulated in detail a number of phenomena in chess expertise (eye movements, performance in

1176-581: A problem, or clarify uncertainties where normally one or more human experts would need to be consulted) typically is grounded on the premise that expertise is based on acquired repertoires of rules and frameworks for decision making which can be elicited as the basis for computer supported judgment and decision-making. However, there is increasing evidence that expertise does not work in this fashion. Rather, experts recognize situations based on experience of many prior situations. They are in consequence able to make rapid decisions in complex and dynamic situations. In

1260-457: A professional or academic qualification for them to be accepted as an expert. In this respect, a shepherd with fifty years of experience tending flocks would be widely recognized as having complete expertise in the use and training of sheep dogs and the care of sheep. Research in this area attempts to understand the relation between expert knowledge, skills and personal characteristics and exceptional performance. Some researchers have investigated

1344-460: A quality of a group rather than an individual. With the information traditionally associated with individual experts now stored within a text produced by a collective, knowing about something is less important than knowing how to find something. As he puts it, "With the internet, the historical power of subject matter expertise is eroded: the archival nature of the Web means that what and how to information

1428-614: A similar token, a fear of experts can arise from fear of an intellectual elite's power. In earlier periods of history, simply being able to read made one part of an intellectual elite. The introduction of the printing press in Europe during the fifteenth century and the diffusion of printed matter contributed to higher literacy rates and wider access to the once-rarefied knowledge of academia. The subsequent spread of education and learning changed society, and initiated an era of widespread education whose elite would now instead be those who produced

1512-540: A specific field, an expert has: Marie-Line Germain developed a psychometric measure of perception of employee expertise called the Generalized Expertise Measure. She defined a behavioral dimension in experts, in addition to the dimensions suggested by Swanson and Holton. Her 16-item scale contains objective expertise items and subjective expertise items. Objective items were named Evidence-Based items. Subjective items (the remaining 11 items from

1596-440: A system, which distinguish experts from novices and less experienced people. In many domains there are objective measures of performance capable of distinguishing experts from novices: expert chess players will almost always win games against recreational chess players; expert medical specialists are more likely to diagnose a disease correctly; etc. The word expertise is used to refer also to expert determination , where an expert

1680-448: A time and given an amount of time to present the topic that they have researched. Each speaker may or may not talk about the same topic but each speaker has something to gain or lose which can foster a competitive atmosphere. This approach allows speakers to present in a more personal tone while trying to appeal to the audience while explaining their topic. Peer seminars may be somewhat similar to what conference speakers do, however, there

1764-433: A variety of memory tasks, development from novice to expert) and in other domains. An important feature of expert performance seems to be the way in which experts are able to rapidly retrieve complex configurations of information from long-term memory. They recognize situations because they have meaning. It is perhaps this central concern with meaning and how it attaches to situations which provides an important link between

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1848-525: Is a type of engineering review. Technical peer reviews are a well defined review process for finding and fixing defects, conducted by a team of peers with assigned roles. Technical peer reviews are carried out by peers representing areas of life cycle affected by material being reviewed (usually limited to 6 or fewer people). Technical peer reviews are held within development phases, between milestone reviews, on completed products or completed portions of products. The European Union has been using peer review in

1932-412: Is allowed to control access to his expertise. However, a person who merely wields authority is not by right an expert. In new media, users are being misled by the term "authority". Many sites and search engines such as Google and Technorati use the term "authority" to denote the link value and traffic to a particular topic. However, this authority only measures populist information. It in no way assures that

2016-503: Is also fundamentally contingent on a struggle for ownership and legitimacy." Effective communication is an inherent element in expertise in the same style as knowledge is. Rather than leaving each other out, substance and communicative style are complementary. Hartelius further suggests that Misplaced Pages's dialogic construction of expertise illustrates both the instrumental and the constitutive dimensions of rhetoric; instrumentally as it challenges traditional encyclopedias and constitutively as

2100-479: Is common in the field of health care, where it is usually called clinical peer review . Further, since peer review activity is commonly segmented by clinical discipline, there is also physician peer review, nursing peer review, dentistry peer review, etc. Many other professional fields have some level of peer review process: accounting, law, engineering (e.g., software peer review , technical peer review ), aviation, and even forest fire management. Peer review

2184-594: Is incorporated into the California Health and Safety Code Section 57004. Peer review, or student peer assessment, is the method by which editors and writers work together in hopes of helping the author establish and further flesh out and develop their own writing. Peer review is widely used in secondary and post-secondary education as part of the writing process. This collaborative learning tool involves groups of students reviewing each other's work and providing feedback and suggestions for revision. Rather than

2268-521: Is invited to decide a disputed issue. The decision may be binding or advisory, according to the agreement between the parties in dispute. There are two academic approaches to the understanding and study of expertise. The first understands expertise as an emergent property of communities of practice . In this view expertise is socially constructed; tools for thinking and scripts for action are jointly constructed within social groups enabling that group jointly to define and acquire expertise in some domain. In

2352-551: Is more time to present their points, and speakers can be interrupted by audience members to provide questions and feedback upon the topic or how well the speaker did in presenting their topic. Professional peer review focuses on the performance of professionals, with a view to improving quality, upholding standards, or providing certification. Peer review in writing is a pivotal component among various peer review mechanisms, often spearheaded by educators and involving student participation, particularly in academic settings. It constitutes

2436-471: Is no better than that of novices. The first principle of skilled memory, the meaningful encoding principle, states that experts exploit prior knowledge to durably encode information needed to perform a familiar task successfully. Experts form more elaborate and accessible memory representations than novices. The elaborate semantic memory network creates meaningful memory codes that create multiple potential cues and avenues for retrieval. The second principle,

2520-434: Is readily available." The rhetorical authority previously afforded to subject matter expertise, then, is given to those with the procedural knowledge of how to find information called for by a situation. An expert differs from the specialist in that a specialist has to be able to solve a problem and an expert has to know its solution . The opposite of an expert is generally known as a layperson, while someone who occupies

2604-413: Is still a method used in classrooms to help students young and old learn how to revise. With evolving and changing technology, peer review will develop as well. New tools could help alter the process of peer review. Peer seminar is a method that involves a speaker that presents ideas to an audience that also acts as a "contest". To further elaborate, there are multiple speakers that are called out one at

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2688-432: Is that peer review is not just about improving writing but about helping authors achieve their writing vision." Feedback from the majority of non-professional writers during peer review sessions often tends to be superficial, such as simple grammar corrections and questions. This precisely reflects the implication in the conclusion that the focus is only on improving writing skills. Meaningful peer review involves understanding

2772-479: Is the evaluation of work by one or more people with similar competencies as the producers of the work ( peers ). It functions as a form of self-regulation by qualified members of a profession within the relevant field . Peer review methods are used to maintain quality standards, improve performance, and provide credibility. In academia , scholarly peer review is often used to determine an academic paper 's suitability for publication. Peer review can be categorized by

2856-507: Is the only U.S. state to mandate scientific peer review. In 1997, the Governor of California signed into law Senate Bill 1320 (Sher), Chapter 295, statutes of 1997, which mandates that, before any CalEPA Board, Department, or Office adopts a final version of a rule-making, the scientific findings, conclusions, and assumptions on which the proposed rule are based must be submitted for independent external scientific peer review. This requirement

2940-450: Is the process of having a draft version of a researcher's methods and findings reviewed (usually anonymously) by experts (or "peers") in the same field. Peer review is widely used for helping the academic publisher (that is, the editor-in-chief , the editorial board or the program committee ) decide whether the work should be accepted, considered acceptable with revisions, or rejected for official publication in an academic journal ,

3024-399: Is used in education to achieve certain learning objectives, particularly as a tool to reach higher order processes in the affective and cognitive domains as defined by Bloom's taxonomy . This may take a variety of forms, including closely mimicking the scholarly peer review processes used in science and medicine. Scholarly peer review or academic peer review (also known as refereeing)

3108-417: Is widely used informally, with people being described as 'experts' in order to bolster the relative value of their opinion, when no objective criteria for their expertise is available. The term crank is likewise used to disparage opinions. Academic elitism arises when experts become convinced that only their opinion is useful, sometimes on matters beyond their personal expertise. In contrast to an expert,

3192-429: The discourse community . The ongoing dialogue between contributors on Misplaced Pages not only results in the emergence of truth; it also explicates the topics one can be an expert of. As Hartelius explains, "the very act of presenting information about topics that are not included in traditional encyclopedias is a construction of new expertise." While Misplaced Pages insists that contributors must only publish preexisting knowledge,

3276-410: The retrieval structure principle states that experts develop memory mechanisms called retrieval structures to facilitate the retrieval of information stored in long-term memory. These mechanisms operate in a fashion consistent with the meaningful encoding principle to provide cues that can later be regenerated to retrieve the stored information efficiently without a lengthy search. The third principle,

3360-563: The speed up principle states that long-term memory encoding and retrieval operations speed up with practice, so that their speed and accuracy approach the speed and accuracy of short-term memory storage and retrieval. Examples of skilled memory research described in the Ericsson and Stasewski study include: Much of the research regarding expertise involves the studies of how experts and novices differ in solving problems. Mathematics and physics are common domains for these studies. One of

3444-467: The "Open Method of Co-ordination" of policies in the fields of active labour market policy since 1999. In 2004, a program of peer reviews started in social inclusion . Each program sponsors about eight peer review meetings in each year, in which a "host country" lays a given policy or initiative open to examination by half a dozen other countries and the relevant European-level NGOs . These usually meet over two days and include visits to local sites where

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3528-871: The Journal of the Royal Society of Medicine. “That’s boring.” This is also particularly evident in university classrooms, where the most common source of writing feedback during student years often comes from teachers, whose comments are often highly valued. Students may become influenced to provide research in line with the professor’s viewpoints, because of the teacher’s position of high authority. The effectiveness of feedback largely stems from its high authority. Benjamin Keating, in his article "A Good Development Thing: A Longitudinal Analysis of Peer Review and Authority in Undergraduate Writing," conducted

3612-470: The author of that site or blog is an expert. An expert is not to be confused with a professional . A professional is someone who gets paid to do something. An amateur is the opposite of a professional, not the opposite of an expert. Some characteristics of the development of an expert have been found to include Mark Twain defined an expert as "an ordinary fellow from another town". Will Rogers described an expert as "A man fifty miles from home with

3696-429: The author's writing intent, posing valuable questions and perspectives, and guiding the author to achieve their writing goals. Magda Tigchelaar compares peer review with self-assessment through an experiment that divided students into three groups: self-assessment, peer review, and no review. Across four writing projects, she observed changes in each group, with surprisingly results showing significant improvement only in

3780-550: The challenges that projects such as Misplaced Pages pose to how experts have traditionally constructed their authority. In "Misplaced Pages and the Emergence of Dialogic Expertise", she highlights Misplaced Pages as an example of the "dialogic expertise" made possible by collaborative digital spaces. Predicated upon the notion that "truth emerges from dialogue", Misplaced Pages challenges traditional expertise both because anyone can edit it and because no single person, regardless of their credentials, can end

3864-431: The classroom environment at large. Understanding how their work is read by a diverse readership before it is graded by the teacher may also help students clarify ideas and understand how to persuasively reach different audience members via their writing. It also gives students professional experience that they might draw on later when asked to review the work of a colleague prior to publication. The process can also bolster

3948-424: The cognitive structures and processes of experts. The fundamental aim of this research is to describe what it is that experts know and how they use their knowledge to achieve performance that most people assume requires extreme or extraordinary ability. Studies have investigated the factors that enable experts to be fast and accurate. Expertise characteristics, skills and knowledge of a person (that is, expert) or of

4032-426: The confidence of students on both sides of the process. It has been found that students are more positive than negative when reviewing their classmates' writing. Peer review can help students not get discouraged but rather feel determined to improve their writing. Critics of peer review in classrooms say that it can be ineffective due to students' lack of practice giving constructive criticism, or lack of expertise in

4116-454: The deference of the audience's judgment and can appeal to authority where a non-expert cannot. In The Rhetoric of Expertise, E. Johanna Hartelius defines two basic modes of expertise: autonomous and attributed expertise. While an autonomous expert can "possess expert knowledge without recognition from other people," attributed expertise is "a performance that may or may not indicate genuine knowledge." With these two categories, Hartelius isolates

4200-407: The domain of their expertise and thereby circumvent the capacity limitations that typically constrain novice performance. For example, it explains experts' ability to recall large amounts of material displayed for only brief study intervals, provided that the material comes from their domain of expertise. When unfamiliar material (not from their domain of expertise) is presented to experts, their recall

4284-496: The dynamics behind dialogic expertise creates new information nonetheless. Knowledge production is created as a function of dialogue. According to Hartelius, dialogic expertise has emerged on Misplaced Pages not only because of its interactive structure but also because of the site's hortative discourse which is not found in traditional encyclopedias. By Misplaced Pages's hortative discourse, Hartelius means various encouragements to edit certain topics and instructions on how to do so that appear on

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4368-531: The feedback with either positive or negative attitudes towards the text, resulting in selective or biased feedback and review, further impacting their ability to objectively evaluate the article. It implies that subjective emotions may also affect the effectiveness of peer review feedback. Pamela Bedore and Brian O’Sullivan also hold a skeptical view of peer review in most writing contexts. The authors conclude, based on comparing different forms of peer review after systematic training at two universities, that "the crux

4452-629: The field of emergency and critical care medicine in both the hospital and pre-hospital environments. The journal was established in March 1984 as the Archives of Emergency Medicine and was renamed Journal of Accident and Emergency Medicine in 1994, before receiving its current title in March 2000. According to the Journal Citation Reports , the journal has a 2022 impact factor of 3.1. Peer-reviewed Peer review

4536-411: The first. Drawing on a Bakhtinian framework, Hartelius posits that Misplaced Pages is an example of an epistemic network that is driven by the view that individuals' ideas clash with one another so as to generate expertise collaboratively. Hartelius compares Misplaced Pages's methodology of open-ended discussions of topics to that of Bakhtin's theory of speech communication , where genuine dialogue is considered

4620-490: The formalities and analysis methods of their particular area of expertise as a major guiding factor of student instruction and knowledge development, rather than being guided by student learning and developmental needs that are prevalent among novice learners. The blind spot metaphor refers to the physiological blind spot in human vision in which perceptions of surroundings and circumstances are strongly impacted by their expectations. Beginning practicing educators tend to overlook

4704-642: The importance of novice levels of prior knowledge and other factors involved in adjusting and adapting pedagogy for learner understanding. This expert blind spot is in part due to an assumption that novices' cognitive schemata are less elaborate, interconnected, and accessible than experts' and that their pedagogical reasoning skills are less well developed. Essential knowledge of subject matter for practicing educators consists of overlapping knowledge domains: subject matter knowledge and pedagogical content matter. Pedagogical content matter consists of an understanding of how to represent certain concepts in ways appropriate to

4788-465: The individual and social approaches to the development of expertise. Work on "Skilled Memory and Expertise" by Anders Ericsson and James J. Staszewski confronts the paradox of expertise and claims that people not only acquire content knowledge as they practice cognitive skills, they also develop mechanisms that enable them to use a large and familiar knowledge base efficiently. Work on expert systems (computer software designed to provide an answer to

4872-627: The inefficiency of peer review based on research conducted during peer review sessions in university classrooms: This research demonstrates that besides issues related to expertise, numerous objective factors contribute to students' poor performance in peer review sessions, resulting in feedback from peer reviewers that may not effectively assist authors. Additionally, this study highlights the influence of emotions in peer review sessions, suggesting that both peer reviewers and authors cannot completely eliminate emotions when providing and receiving feedback. This can lead to peer reviewers and authors approaching

4956-469: The knowledge an expert has when he or she has stored experience of the actual outcomes of tens of thousands of situations. The role of long-term memory in the skilled memory effect was first articulated by Chase and Simon in their classic studies of chess expertise. They asserted that organized patterns of information stored in long-term memory (chunks) mediated experts' rapid encoding and superior retention. Their study revealed that all subjects retrieved about

5040-519: The layman to disregard the opinion of the experts on account of the unknown. Instead, the complete opposite occurs whereby members of the public believe in and highly value the opinion of medical professionals or of scientific discoveries, despite not understanding it. A number of computational models have been developed in cognitive science to explain the development from novice to expert. In particular, Herbert A. Simon and Kevin Gilmartin proposed

5124-417: The learner contexts, including abilities and interests. The expert blind spot is a pedagogical phenomenon that is typically overcome through educators' experience with instructing learners over time. In line with the socially constructed view of expertise, expertise can also be understood as a form of power ; that is, experts have the ability to influence others as a result of their defined social status. By

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5208-428: The main physics principle used to solve the problem). Their findings also suggest that while the schemas of both novices and experts are activated by the same features of a problem statement, the experts' schemas contain more procedural knowledge which aid in determining which principle to apply, and novices' schemas contain mostly declarative knowledge which do not aid in determining methods for solution. Relative to

5292-411: The measure below) were named Self-Enhancement items because of their behavioral component. Scholars in rhetoric have also turned their attention to the concept of the expert. Considered an appeal to ethos or "the personal character of the speaker", established expertise allows a speaker to make statements regarding special topics of which the audience may be ignorant. In other words, the expert enjoys

5376-453: The most cited works in this area examines how experts (PhD students in physics) and novices (undergraduate students that completed one semester of mechanics) categorize and represent physics problems. They found that novices sort problems into categories based upon surface features (e.g., keywords in the problem statement or visual configurations of the objects depicted). Experts, however, categorize problems based upon their deep structures (i.e.,

5460-586: The nurture side of the nature and nurture argument. Some factors not fitting the nature-nurture dichotomy are biological but not genetic, such as starting age, handedness, and season of birth. In the field of education there is a potential "expert blind spot" (see also Dunning–Kruger effect ) in newly practicing educators who are experts in their content area. This is based on the "expert blind spot hypothesis" researched by Mitchell Nathan and Andrew Petrosino. Newly practicing educators with advanced subject-area expertise of an educational content area tend to use

5544-424: The peer review process can be segmented into groups, where students present the papers to be reviewed, while other group members take notes and analyze them. Then, the review scope can be expanded to the entire class. This widens the review sources and further enhances the level of professionalism. With evolving and changing technology, peer review is also expected to evolve. New tools have the potential to transform

5628-441: The peer review process. Mimi Li discusses the effectiveness and feedback of an online peer review software used in their freshman writing class. Unlike traditional peer review methods commonly used in classrooms, the online peer review software offers a plethora of tools for editing articles, along with comprehensive guidance. For instance, it lists numerous questions peer reviewers can ask and allows for various comments to be added to

5712-471: The policy can be seen in operation. The meeting is preceded by the compilation of an expert report on which participating "peer countries" submit comments. The results are published on the web. The United Nations Economic Commission for Europe , through UNECE Environmental Performance Reviews , uses peer review, referred to as "peer learning", to evaluate progress made by its member countries in improving their environmental policies. The State of California

5796-462: The process of rating clinical behavior or compliance with professional society membership standards. The clinical network believes it to be the most ideal method of guaranteeing that distributed exploration is dependable and that any clinical medicines that it advocates are protected and viable for individuals. Thus, the terminology has poor standardization and specificity, particularly as a database search term. In engineering , technical peer review

5880-516: The rhetorical problems faced by experts: just as someone with autonomous expertise may not possess the skill to persuade people to hold their points of view, someone with merely attributed expertise may be persuasive but lack the actual knowledge pertaining to a given subject. The problem faced by audiences follows from the problem facing experts: when faced with competing claims of expertise, what resources do non-experts have to evaluate claims put before them? Hartelius and other scholars have also noted

5964-435: The rulers, Plato said, must tell the people of the city "the noble lie" to keep them passive and content, without the risk of upheaval and unrest. In contemporary society, doctors and scientists, for example, are considered to be experts in that they hold a body of dominant knowledge that is, on the whole, inaccessible to the layman. However, this inaccessibility and perhaps even mystery that surrounds expertise does not cause

6048-428: The same number of chunks, but the size of the chunks varied with subjects' prior experience. Experts' chunks contained more individual pieces than those of novices. This research did not investigate how experts find, distinguish, and retrieve the right chunks from the vast number they hold without a lengthy search of long-term memory. Skilled memory enables experts to rapidly encode, store, and retrieve information within

6132-423: The second view, expertise is a characteristic of individuals and is a consequence of the human capacity for extensive adaptation to physical and social environments. Many accounts of the development of expertise emphasize that it comes about through long periods of deliberate practice. In many domains of expertise estimates of 10 years' experience deliberate practice are common. Recent research on expertise emphasizes

6216-432: The selected text. Based on observations over the course of a semester, students showed varying degrees of improvement in their writing skills and grades after using the online peer review software. Additionally, they highly praised the technology of online peer review. Expert In specific fields, the definition of expert is well established by consensus and therefore it is not always necessary for individuals to have

6300-579: The self-assessment group. The author's analysis suggests that self-assessment allows individuals to clearly understand the revision goals at each stage, as the author is the most familiar with their own writing. Thus, self-checking naturally follows a systematic and planned approach to revision. In contrast, the effectiveness of peer review is often limited due to the lack of structured feedback, characterized by scattered, meaningless summaries and evaluations that fail to meet author's expectations for revising their work. Stephanie Conner and Jennifer Gray highlight

6384-426: The site. One further reason to the emergence of dialogic expertise on Misplaced Pages is the site's community pages , which function as a techne ; explicating Misplaced Pages's expert methodology. Building on Hartelius, Damien Pfister developed the concept of "networked expertise". Noting that Misplaced Pages employs a "many to many" rather than a "one to one" model of communication, he notes how expertise likewise shifts to become

6468-473: The type of activity and by the field or profession in which the activity occurs, e.g., medical peer review . It can also be used as a teaching tool to help students improve writing assignments. Henry Oldenburg (1619–1677) was a German-born British philosopher who is seen as the 'father' of modern scientific peer review. It developed over the following centuries with, for example, the journal Nature making it standard practice in 1973. The term "peer review"

6552-442: The value of most students' feedback during peer review. They argue that many peer review sessions fail to meet students' expectations, as students, even as reviewers themselves, feel uncertain about providing constructive feedback due to their lack of confidence in their own writing. The authors further offer numerous improvement strategies across various dimensions, such as course content and specific implementation steps. For instance,

6636-505: The writer or the editor to get much out of the activity. As a response to these concerns, instructors may provide examples, model peer review with the class, or focus on specific areas of feedback during the peer review process. Instructors may also experiment with in-class peer review vs. peer review as homework, or peer review using technologies afforded by learning management systems online. Students that are older can give better feedback to their peers, getting more out of peer review, but it

6720-616: The writing craft at large. Peer review can be problematic for developmental writers, particularly if students view their writing as inferior to others in the class as they may be unwilling to offer suggestions or ask other writers for help. Peer review can impact a student's opinion of themselves as well as others as sometimes students feel a personal connection to the work they have produced, which can also make them feel reluctant to receive or offer criticism. Teachers using peer review as an assignment can lead to rushed-through feedback by peers, using incorrect praise or criticism, thus not allowing

6804-488: The writing craft overall. Academic peer review has faced considerable criticism, with many studies highlighting inherent issues in the peer review process. The editorial peer review process has been found to be strongly biased against ‘negative studies,’ i.e. studies that do not work. This then biases the information base of medicine. Journals become biased against negative studies when values come into play. “Who wants to read something that doesn’t work?” asks Richard Smith in

6888-403: The written content itself for consumption, in education and all other spheres. Plato's " Noble Lie ", concerns expertise. Plato did not believe most people were clever enough to look after their own and society's best interest, so the few clever people of the world needed to lead the rest of the flock. Therefore, the idea was born that only the elite should know the truth in its complete form and

6972-538: Was first used in the early 1970s. Since 2017 a monument to peer review is at the Higher School of Economics in Moscow. Professional peer review focuses on the performance of professionals, with a view to improving quality, upholding standards, or providing certification. In academia, peer review is used to inform decisions related to faculty advancement and tenure. A prototype professional peer review process

7056-556: Was recommended in the Ethics of the Physician written by Ishāq ibn ʻAlī al-Ruhāwī (854–931). He stated that a visiting physician had to make duplicate notes of a patient's condition on every visit. When the patient was cured or had died, the notes of the physician were examined by a local medical council of other physicians, who would decide whether the treatment had met the required standards of medical care. Professional peer review

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