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Titolo:
Fictitious academic expertise and processing resources
Autore:
Chambres, P; Versace, R; Auxiette, C;
Indirizzi:
Univ Clermont Ferrand, Clermont Ferrand, France Univ Clermont Ferrand Clermont Ferrand France Clermont Ferrand, France Univ Lyon 2, Lyon, France Univ Lyon 2 Lyon FranceUniv Lyon 2, Lyon, France
Titolo Testata:
CONTEMPORARY EDUCATIONAL PSYCHOLOGY
fascicolo: 4, volume: 26, anno: 2001,
pagine: 507 - 533
SICI:
0361-476X(200110)26:4<507:FAEAPR>2.0.ZU;2-7
Fonte:
ISI
Lingua:
ENG
Soggetto:
COGNITIVE PERFORMANCE; ATTENTION; IDENTIFICATION; REPETITION; KNOWLEDGE; WORDS;
Keywords:
fictitious position of expertise; resource allocation; academic expertise; English as a second language (ESL);
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
57
Recensione:
Indirizzi per estratti:
Indirizzo: Chambres, P CNRS, UMR 6024, Lab Psychol Sociale Cognit, 34 Ave Carnot, F-63037 Clermont Ferrand, France CNRS 34 Ave Carnot Clermont Ferrand France F-63037 nd, France
Citazione:
P. Chambres et al., "Fictitious academic expertise and processing resources", CONT ED PSY, 26(4), 2001, pp. 507-533

Abstract

A previous study showed that pairs of students interacting in a second language produced more words when they were assigned a fictitious expert position in a specific competence dimension than when they were assigned a nonexpert position. It has also been shown that the usual level of expertise hasan impact on the assigned fictitious expertise effect. The present study was designed to determine whether the processing capacity allotted to the current task could partly determine performance. A given position of expertise may demand a large or small attentional capacity. Two experiments were conducted using a dual-task paradigm. As expected, the different expertise positions led to different reaction times on the secondary task. The second experiment showed that the impact of assigning a position of expertise to students depends on their usual academic standing. This study supports the idea that in interactive situations, performance variations as a function of the expertise position can be partially explained by differences in the processing resources allocated to the task. Implications for teaching are discussed. (C) 2001 Academic Press.

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Documento generato il 28/11/20 alle ore 21:56:27