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Cultivating expertise in informal reasoning
Tim van Gelder1, Melanie Bissett, Geoff Cumming
1Department of Philosophy, University of Melbourne, Parkville, VIC, Australia. tgelder@unimelb.edu.au
Summary
High-level expertise in informal reasoning skills develops through dedicated, structured practice. Extensive deliberate practice significantly improved students' reasoning abilities, supporting its effectiveness for skill acquisition.
Area of Science:
- Cognitive Psychology
- Skill Acquisition
Background:
- Most individuals achieve basic informal reasoning skills.
- Expertise requires moving beyond general competence.
- Deliberate practice is a proposed mechanism for high-level skill development.
Purpose of the Study:
- To empirically test if deliberate practice enhances informal reasoning expertise.
- To investigate the relationship between practice quantity and skill improvement.
Main Methods:
- University students engaged in 12 weeks of deliberate practice in informal reasoning.
- Practice duration was objectively tracked via computer and subjectively via self-report.
Main Results:
- Significant improvements in informal reasoning were observed in both studies.
- Computer-measured practice quantity correlated positively with the degree of improvement.
Conclusions:
- The findings support the deliberate practice hypothesis for informal reasoning expertise.
- A deliberate practice framework is recommended for teaching and learning advanced reasoning skills.