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- Adaptive expertise is a broad construct that encompasses a range of cognitive, motivational, and personality-related components, as well as and dispositions. Generally, problem-solvers demonstrate adaptive expertise when they are able to efficiently solve previously encountered tasks and generate new procedures for new tasks. This definition can be contrasted with more traditional ideas of expertise popularized by Chi and others, which do not typically consider adaptation to completely novel situations. Its empirical validity has been examined in a number of training and learning contexts. The term was first coined by and , to tease out the variability within groups of experts. Hatano and Inagaki, described two types of expertise: routine expertise, or classic expertise, and adaptive expertise. They defined routine expertise as involving mastering procedures in such a way as to become highly efficient and accurate, whereas developing adaptive expertise requires an individual to develop conceptual understanding that allows the "expert" to invent new solutions to problems and even new procedures for solving problems. To illustrate, imagine two sushi chefs: one who makes every piece perfectly but routinely makes the same few types over and over (routine, or classic, expertise), and one produces new menus frequently (adaptive expertise). To some, this is an unfair comparison, as ones' environment supports behavior. For example, the routine of the classic expert sushi chef may be tied to his restaurant environment, and this chef may be able to break out of the routines easily given a different situation. However, the adaptive expert chef clearly demonstrates flexible knowledge and performance of sushi-making. Learning Scientists are interested in adaptive expertise, in part because they would like to understand the types of learning trajectories that may allow practitioners break free from routines when necessary. There is not, however, a true dichotomy between adaptive and classic expertise. Expertise can be thought of as a continuum of adaptive ability. On one end, practitioners can be classified as "routinely skilled" versus "innovatively competent"; as "artisans" versus "virtuosos"; or as those approaching a task in a routine versus more flexible way. The notion of adaptive expertise suggests that new problems can be viewed as a platform for exploration in a new problem space and not just an opportunity to practice completing a task more efficiently. For example, adaptability enabled the Apollo 13 crew to successfully build an air filter from ill-fitting parts whilst in space, while the TV chef, Jamie Oliver, is able to flamboyantly and creatively produce good food using only simple ingredients. A distinguishing feature of adaptive expertise is the ability to apply knowledge effectively to novel problems or atypical cases in a domain. Holyoak characterized adaptive experts as being capable of drawing on their knowledge to invent new procedures for solving unique or fresh problems, rather than simply applying already mastered procedures. Adaptability allows experts to recognize when highly practiced rules and principles do not apply in certain situations in which other solvers might typically attempt to use a previously learned procedure. Moreover, studies have shown that this flexibility can result in better performance than that of classically defined experts, resulting in, amongst other things, better technical trouble shooting; workplace error avoidance; and more accurate medical diagnosis. John D. Bransford considers this flexible, innovative application of knowledge, in large part, underlies adaptive experts' greater tendency to enrich and refine their understanding on the basis of continuing experience to learn from problem-solving episodes. (en)
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- Adaptive expertise is a broad construct that encompasses a range of cognitive, motivational, and personality-related components, as well as and dispositions. Generally, problem-solvers demonstrate adaptive expertise when they are able to efficiently solve previously encountered tasks and generate new procedures for new tasks. This definition can be contrasted with more traditional ideas of expertise popularized by Chi and others, which do not typically consider adaptation to completely novel situations. Its empirical validity has been examined in a number of training and learning contexts. The term was first coined by and , to tease out the variability within groups of experts. Hatano and Inagaki, described two types of expertise: routine expertise, or classic expertise, and adaptive exp (en)
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