Inflexibility of experts - Reality or myth? Quantifying the Einstellung effect in chess masters
Inflexibility of experts - Reality or myth? Quantifying the Einstellung effect in chess masters
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DOI：
10.1016/j.cogpsych.2007.02.001
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发表时间：
2008-03-01
影响因子：
2.6
通讯作者：
Gobet, Fernand
中科院分区：
文献类型：
--
作者：
Bilalic, Merim;McLeod, Peter;Gobet, Fernand
在需要不同寻常的处理方法的情况下，专家的知识如何影响他们的行为？一种可能源于对创造力和技能获取的研究，即由于程序自动化，专业知识的增加可能导致思维的僵化。基于专业知识研究的另一种可能性是，专家的知识导致思维的灵活性。我们在一系列实验中使用Einstellung（集合）效应范式来检验这两种可能性。棋手试图解决的问题既有熟悉但非最优的解决方案，也有更好但不太熟悉的解决方案。更熟悉的解甚至在专家中也引起了埃斯特隆效应，使他们无法找到最优解。非最优解的存在使专家的问题解决能力降低到比其技能水平低3个标准差的水平。专家表现出由先验知识引起的思维不灵活性（即熟悉解决方案的阻塞效应），但越专业的专家越不容易受到这种效应的影响。专家的僵化既是现实又是神话。但专业水平越高，它就越像一个神话。(C) 2007爱思唯尔公司版权所有。
How does the knowledge of experts affect their behaviour in situations that require unusual methods of dealing? One possibility, loosely originating in research on creativity and skill acquisition, is that an increase in expertise can lead to inflexibility of thought due to automation of procedures. Yet another possibility, based on expertise research, is that experts' knowledge leads to flexibility of thought. We tested these two possibilities in a series of experiments using the Einstellung (set) effect paradigm. Chess players tried to solve problems that had both a familiar but non-optimal solution and a better but less familiar one. The more familiar solution induced the Einstellung (set) effect even in experts, preventing them from finding the optimal solution. The presence of the non-optimal solution reduced experts' problem solving ability was reduced to about that of players three standard deviations lower in skill level by the presence of the non-optimal solution. Inflexibility of thought induced by prior knowledge (i.e., the blocking effect of the familiar solution) was shown by experts but the more expert they were, the less prone they were to the effect. Inflexibility of experts is both reality and myth. But the greater the level of expertise, the more of a myth it becomes. (C) 2007 Elsevier Inc. All rights reserved.