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Updated: Apr 21, 2026
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Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects
Published on: November 30, 2018
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Summary
This study examines how tacit and explicit knowledge, central to expertise, are displayed in real-world actions. Observations of eye disease grading reveal how expert knowledge becomes recognizable through practice and interaction.
Area of Science:
- Social studies of science and technology
- Expertise studies
Background:
- Tacit and explicit knowledge are crucial concepts in understanding expertise.
- Harry Collins and Robert Evans have significantly shaped thinking on these topics.
Purpose of the Study:
- To analyze the display and recognition of expertise, tacit knowledge, and explicit knowledge.
- To apply these concepts to the practical work of grading eye disease.
Main Methods:
- Observations of individuals grading eye disease.
- Analysis of expert knowledge display within practical activities.
- Connecting observations to theoretical frameworks by Collins and Evans.
Main Results:
- Expertise and knowledge are demonstrated and recognized through actions and interactions.
- The study highlights the practical manifestation of tacit knowledge in expert performance.
- Real-world activities provide a basis for understanding expertise beyond attribution.
Conclusions:
- Expert knowledge, including tacit knowledge, is made recognizable through observable actions and interactions.
- The study reframes the understanding of expertise by focusing on its practical display.
- Recognizing and managing expertise requires understanding its embeddedness in practice.
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