Where is the evidence? A meta-analysis on the role of argumentation for the acquisition of domain-specific knowledge in computer-supported collaborative learning

2014 ◽  
Vol 75 ◽  
pp. 218-228 ◽  
Author(s):  
Christof Wecker ◽  
Frank Fischer
Keyword(s):  
Collaborative Learning ◽  
Meta Analysis ◽  
Computer Supported Collaborative Learning ◽  
Specific Knowledge ◽  
Domain Specific ◽  
Domain Specific Knowledge

‘I’m an expert in me and I know what I can cope with’: Patient expertise in rheumatoid arthritis

2014 ◽  
Vol 10 (3) ◽  
pp. 249-261 ◽  
Author(s):  
Tessa Sanderson ◽  
Jo Angouri
Keyword(s):  
Rheumatoid Arthritis ◽  
Meta Analysis ◽  
Healthcare Systems ◽  
Specific Knowledge ◽  
Active Involvement ◽  
Domain Specific ◽  
Access To Health ◽  
Patient Expertise ◽  
Domain Specific Knowledge ◽  
The Uk

The active involvement of patients in decision-making and the focus on patient expertise in managing chronic illness constitutes a priority in many healthcare systems including the NHS in the UK. With easier access to health information, patients are almost expected to be (or present self) as an ‘expert patient’ (Ziebland 2004). This paper draws on the meta-analysis of interview data collected for identifying treatment outcomes important to patients with rheumatoid arthritis (RA). Taking a discourse approach to identity, the discussion focuses on the resources used in the negotiation and co-construction of expert identities, including domain-specific knowledge, access to institutional resources, and ability to self-manage. The analysis shows that expertise is both projected (institutionally sanctioned) and claimed by the patient (self-defined). We close the paper by highlighting the limitations of our pilot study and suggest avenues for further research.

Disentangling the Role of Domain-Specific Knowledge in Student Modeling

2017 ◽  
Vol 49 (3) ◽  
pp. 921-948 ◽  
Author(s):  
John Ruppert ◽  
Ravit Golan Duncan ◽  
Clark A. Chinn
Keyword(s):  
Student Modeling ◽  
Specific Knowledge ◽  
Domain Specific ◽  
Domain Specific Knowledge

A Road Map of the Paradoxical Mind

2017 ◽  
Author(s):  
Josh Keller ◽  
Erica Wen Chen
Keyword(s):  
Specific Knowledge ◽  
Social Conventions ◽  
Domain Specific ◽  
Road Map ◽  
Central Tenet ◽  
Domain Specific Knowledge ◽  
Organizational Paradox ◽  
Paradox Theory ◽  
The Mind

Although cognition has been a central tenet in organizational paradox theory, an understanding of how cognition might influence individuals’ experience with paradoxes has been underexplored. By incorporating insights from cognitive sciences and organizational paradox research, this chapter develops an initial road map to discuss how the mind shapes the experience with paradoxes. It first explores the question of why an individual experiences a paradox by discussing the role of categories—specifically antonymic categories and categorization processes and then explores the question of how individuals experience a paradox by discussing the role of perception, affect, and reasoning. The chapter discusses domain-specific knowledge and metacognitive knowledge to address how an individual can learn to manage paradoxes. Finally, how social conventions influence the experience with paradoxes and how cultural metacognition may be able to alter these effects is discussed. By constructing this initial road map, this chapter contributes to research on organizations and cognition.

Metalinguistic ability and primary linguistic data

1996 ◽  
Vol 19 (4) ◽  
pp. 740-741 ◽  
Author(s):  
M. A. Sharwood Smith
Keyword(s):  
Specific Knowledge ◽  
Linguistic Data ◽  
Domain Specific ◽  
L2 Development ◽  
Domain Specific Knowledge ◽  
Metalinguistic Ability

AbstractThe role of metalinguistic ability in L2 development is seriously underestimated. It may be seen both (1) as a means of initiating or boosting the flow of primary linguistic data and (2) as a generator of substitute knowledge (derived, but epistemologically distinct from domain-specific knowledge) that may compete with or compensate for perceived gaps in the learners current underlying competence. It cannot serve as a simple means of distinguishing the rival theoretical positions.

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