Towards the determination of capabilities relevant for expert thinking

U radu se polazi od određenja prirode ekspertskog mišljenja kao složenog kompleksnog mišljenja višeg reda koje obuhvata više mentalne funkcije i kompleksne sposobnosti i koje se zasniva na dubinskim strukturama i modelima znanja. Reč je o domenom određenom i specijalizovanom mišljenju koje se razvija kroz sistematsko obrazovanje. Izdvojeni aspekti sposobnosti, u ovom radu, bitni za sagledavanje prirode i razvoja ekspertskog mišljenja tiču se pre svega, odnosa između sposobnosti i znanja i odnosa opštih i specifičnih sposobnosti. Iz predstavljenih teorija izdvojeni su ključni pojmovi i sposobnosti bitni za sagledavanje kompleksne prirode ekspertskog mišljenja, a posebno su razmatrani: posredovana inteligencija i proces sistemogeneze znanja, Katelovo određenjenje kristalizovane inteligencije, Gardnerovo određenje viševrsnih inteligencija u kontekstu znanja i iskustva i Sternbergova iskustvena subteorija. Kao naročito relevantne sposobnosti za razumevanje ekspertskog mišljenja artikulisane su i razmatrane: sposobnost apstrahovanja i izdvajanja bitnog i domen relevantne specifične sposobnosti. Razvoj ekspertskog mišljenja, apstraktnog, specijalizovanog i domen specifičnog mišljenja ukazuje da se domen specifično izgrađuje i kroz opšte sposobnosti i kroz specifične sposobnosti i kroz interakciju u razvoju ovih sposobnosti.The paper starts from the assumption that expert thinking is a complex manner of thinking of higher order, comprising higher mental functions and complex capabilities based on deep structures and knowledge patterns. It is a domain-determined and specialized thinking developed through systematic education. Particular aspects of ability, selected for this study, primarily concern the relation between abilities and knowledge and the relation between general and specific abilities. Particular emphasis was laid on the key concepts of the theories presented, relevant for the study of the complex nature of expert thinking. Special attention was paid to mediated intelligence and the process of systemogenesis of knowledge, Katel’s definition of crystallized intelligence, Gardener’s work on multiple intelligences in the context of knowledge and experience as well as Sternberg’s two-facet subtheory. The capability for abstract thought and the ability to select what is important as well as the domain of relevant specific capability are assumed to be of special relevance for understanding expert thinking and, as such, they were articulated and examined. Expert thinking-abstract, specialized and domain-specific, seems to be based on general and specific capabilities and their interaction

Giftedness from a personal and social perspective: the well-being of the individual in the community

U radu se razmatra koncept dobrobiti kao okvir za razumevanje darovitosti iz lične i socijalne perspektive. U tom smislu, koncept dobrobiti bi obuhvatao: objektivne mere dobrobiti i uslove potrebne za razvoj i realizaciju darovitosti; subjektivni doživljaj dobrobiti darovitih, njihova iskustva, potrebe, očekivanja, planove i percepciju sopstvenog života; kao i procene i očekivanja relevantnih aktera, roditelja, nastavnika i stručnjaka koji se bave obrazovanjem darovitih, procenama i podrškom njihovog razvoja, i očekivanja zajednice. Posebno se razmatra subjektivni doživljaj dobrobiti koji se, iz pozicija eudemoničkog pristupa, za razliku od hedonističkog, odnosi na ostvarivanje potencijala, funkcionisanje na optimalnom nivou i ostvarivanje autentične prirode i lični prosperitet koji se odvija i za dobrobit zajednice. Koncept dobrobiti ukazuje da je u istraživanjima, praktičnom radu i kreiranju politika neophodno uzeti u obzir i dobrobit pojedinaca i njihov doprinos zajednici.The paper considers the concept of well-being as a framework for understanding giftedness from a personal and social perspective. In this sense, the concept of well-being would include: objective measures of well-being and conditions necessary for the development and realization of giftedness; the subjective experience of the gifted, their experiences, needs, expectations, plans and perceptions of their own lives; as well as the assessments of the various relevant actors and community expectations. Particular consideration is given to the subjective experience of well-being, which, from the standpoint of the eudemonic approach refers to the fulfilling of one’s true potential, functioning at the optimum level and personal prosperity that can also take place for the benefit of the community. The concept of wellbeing indicates that in research, practical work and policymaking, it is necessary to consider both the well-being of the individual and his or her contribution to the community.Saopštenje sa međunarodnog skupa štampano u celin

Samoregulacija i razvoj darovitih: tačnost samoprocene ostvarenog rezultata na testu inteligencije

Samoregulacija razvoja darovitih obuhvata niz procesa i aspekata kao što su, na primer: identifikovanje interesovanja darovitih, procena sopstvenih sposobnosti, samoevaluacija tokom procesa učenja, uočavanje slabosti i teškoća pri učenju, planiranje (postupaka) rešavanja problema, procena efekata učenja i postignuća. U ovom radu posebno se razmatra procena sopstvenih sposobnosti darovitih, za nauku zainteresovanih srednjoškolaca, operacionalizovana kroz njihovu samoprocenu u pogledu tačnosti rešavanja testa inteligencije.Tačnost samoprocene sposobnosti može se tretirati kao jedan vid meta-evaluacije koja je od naročitog značaja za razvoj kritičkog odnosa individue, za njeno osvešćeno, refleksivno i odgovorno donošenje odluka važnih za dalje obrazovanje, upravljanje karijerom i ostvarivanje subjektivne psihološke dobrobiti. Samoprocena sposobnosti može biti veoma značajna za stvaranje rezilijentnosti na individualnom i društvenom planu u uslovima velike globalne krize.M 3

Ekspertsko mišljenje u nauci

Monografija donosi značajnu teorijsku inovaciju kroz uvođenje i razradu pojma ekspertsko mišljenje. Taj pojam je razvijan kroz suočavanje sa problemom razvoja sposobnosti posle završetka procesa sazrevanja u adolescenciji, a u sklopu teorije razvoja L. S. Vigotskog. Iako, kod samog Vigotskog termin ekspertsko mišljenje ne postoji, teorija sadrži potencijal za osmišljavanje tog pojma i otvara široke mogućnosti za konceptualizaciju intelektualnog razvoja u zrelom dobu. Osnovno oruđe koje služi intelektualnom razvoju je sistem naučnih znanja, a to nije samo količina znanja nego je u svim domenima ljudskog znanja sadržan i specifičan obrazac mišljenja pa će svako onaj koji kroz dobro osmišljen sistem obrazovanja usvoji sistem znanja u nekoj oblasti samim tim usvojiti i obrazac mišljenja koji je ugrađen u ta znanja. U monografiji se ideja artificijelnog razvoja povezuje sa teorijama kognitivnog razvoja, teorijama sposobnosti i posebno savremenim koncepcijama darovitosti. Na taj način u monografiji je slojevito predstavljen razvoj ekspertskog mišljenja i posebno rani razvoj ekspertskog mišljenja u nauci kao oblik ostvarivanja intelektualne darovitosti

Bases for conceptualisation of the notion of expert thinking

U radu su izloženi oslonci za konceptualizaciju pojma ekspertsko mišljenje: ključni pojmovi iz teorije L.S. Vigotskog, zatim pojmovi iz savremenih teorija darovitosti, kao i empirijski nalazi o razlikama u postignućima darovitih studenata različitih naučnih studijskih grupa. Prvo je prikazano konceptualno jezgro pojma ekspertsko mišljenje, a to je koncept artificijelnog razvoja iz socijalno-kulturno-istorijske teorije Vigotskog. Predstavljeni su oslonci koje čine relevantna teorijska razmatranja i empirijski nalazi o razvoju nadarenosti i ekspertize koji ukazuju da se fenomeni darovitosti i ekspertskog mišljenja mogu razmatrati kao opšti razvojno-psihološki problemi i u kontekstu opšteg kognitivnog razvoja i mišljenja. Poseban deo odnosi se na empirijsku građu koju čine podaci o razlikama u postignućima koje su na psihološkim testovima ostvarili najuspešniji intelektualno daroviti studenti različitih naučnih studijskih grupa. U radu je izložena i radna definicija ekspertskog mišljenja koje je određeno kao viši oblik mišljenja koji se razvija pod uticajem kulture i sistematskog obrazovanja u toku koga se usvajaju dubinske strukture znanja koje omogućavaju izvođenje specifičnih obrazaca misaonih operacija zavisnih od specifične epistemološke prirode pojedinih domena znanja.Institute of Psychology, Faculty of Philosophy, University of Belgrade This paper presents the bases for conceptualisation of the notion of expert thinking: the key concepts from the L.S. Vygotsky's theory and modern theories of giftedness, as well as empirical findings about the differences in achievement of gifted students from different academic study groups. We first present the conceptual core of the notion of expert thinking, i.e. the concept of artificial development from the sociocultural-historical theory of Vygotsky. Then we proceed to the bases which refer to relevant theoretical discussions and empirical findings about the development of giftedness and expertise, indicating that the phenomena of giftedness and expert thinking can be considered as general developmental psychological problems and in the context of general cognitive development and thinking. Special part refers to empirical data about differences in achievement in psychological tests by the most successful intellectually gifted students from various academic study groups. The paper also includes the working definition of expert thinking, which is defined as thinking of higher order, developed under the influence of culture and systematic education, in the course of which deep knowledge structures are acquired, enabling performance of specific patterns of intellectual operations which depend on particular epistemological nature of individual knowledge domains

The contribution of research on expertise to understanding of expert thinking

Ekspertiza se određuje na osnovu visokog nivoa ovladanosti znanjima i veštinama u različitim oblastima ljudskih dealtnosti (nauke, umetnosti, sporta i drugim manje formalnim domenima). Ovaj rad bavi se razmatranjem doprinosa empirijskih istraživanja ekspertize razumevanju prirode ekspertskog mišljenja. S tom svrhom sačinjen je pregled i analiza nalaza relevantnih istraživanja ekspertize različitih pristupa i paradigmi. Obuhvaćena su istraživanja koja se odnose na izučavanja eksperata, izdvojenih na osnovu njihovih izuzetnih postignuća u različitim domenima (apsolutna ekspertiza) i istraživanja koja se zasnivaju na poređenju eksperata i početnka (relativna ekspertiza). Razmatrana su istraživanja različitih paradigmi: psihometrijske i kognitivističke paradigme, kao i novog izdanka - paradigme koja se zasniva na određenju darovitosti kao ekspertize koja se razvija. Rezultati istraživanja pružaju empirijski utemeljena saznanja o karakteristikama mišljenja eksperata i usaglašeno ukazuju na to da znanje čini srž ekspertize. Odlike ekspertskog znanja iskazuju se preko količine i organizacije znanja, vladanja dubinskim sadržajima i sistemima znanja, što omogućava prepoznavanje pravila, modela i setova informacija, korišćenje znanja u daljem učenju, u prepoznavanju i rešavanju različitih problema. Možemo zaključiti da nalazi istraživanja ekspertize čine jedan od oslonaca u konceptualizaciji pojma ekspertskog mišljenja. Oni značajno doprinose sagledavanju načina na koje znanje oblikuje mišljenje i razumevanju mehanizama ispoljavanja znanja u mentalnim procesima eksperata.Expertise is determined based on the high level of mastery of knowledge and skills in different areas of human activities (science, art, sports and other less formal domains). This paper explores the contribution of empirical research on expertise to understanding of the nature of expert thinking. For that purpose we have compiled an overview and performed an analysis of the findings of relevant research on expertise based on different approaches and paradigms. We have included the studies that researched experts singled out based on their exceptional performances in different domains (absolute expertise) and the studies based on comparing experts with novices (relative expertise). We have analyzed the studies using different paradigms: psychometric and cognitive paradigms, as well as the new offshoot, the paradigm based on viewing giftedness as developing expertise. Research results provide empirically grounded findings on the characteristics of expert thinking and consistently point to the fact that knowledge is the core of expertise. The characteristics of expert knowledge are operationalized via the quantity and organization of knowledge and the mastery of deep contents and knowledge systems, which enables the recognition of rules, models and information sets, as well as the use of knowledge in further studying, detecting and solving different problems. It can be concluded that research findings on expertise are one of the foundations in the conceptualization of expert thinking. They significantly contribute to obtaining an insight into the way in which knowledge shapes thought and into understanding the mechanisms of demonstrating knowledge in the mental processes of experts

Potencijal hobija za pozitivan razvoj i dobrobit mladih

The paper studies the potential of pursuing a hobby in leisure time for a positive youth development and well-being. A hobby refers to voluntary, intrinsically motivated, mainly individual activities pursued in leisure time. These activities differ in their capacity for mental activation; they can be more or less creative, private or public. They are activities that an individual chooses in accordance with their interest, abilities,knowledge and resources and pursues them continually, thereby investing time and energy. A hobby can fulfill different functions: relaxation and entertainment, research and interest, ability, talent or skill development, knowledge acquisition, identity building, self-expression, personality development and so on. A hobby can be an introduction and preparation for formal studies and practices, and it can be formalized, structured and led to a certain degree. Nevertheless, hobby is a neglected research topic despite all the developmentally motivating characteristics for children and youth (and adults too); even when it is studied, specific hobbies are selected and observed in isolated manner disconnected from other variables. Empiric studies tell us that a small number of young people in Serbia have a hobby and that they devote very little time to them. This paper studies the findings related to the connection of hobbies pursued by young people in Serbia with: typical patterns of young people’s behaviour in their leisure time, idol type preferences, problems that concern them, risk behaviors and in particular life satisfaction and their experience of well-being.Predavanje po pozivu sa međunarodnog skupa "Kompleksnost fenomena darovitosti i kreativnosti – izazovi pojedinac i društvo”, 28. jun 2019. godine, Vršac štampano u celin

Expert cognition: Cognition based on the system of knowledge

Pojam ekspertskog mišljenja novi je pojam u savremenoj psihologiji, a u ovom radu razmatra se u kontekstu viših mentalnih funkcija čiji se razvoj odvija kroz obrazovanje. Teorijski je utemeljen i povezan sa opštom teorijom intelektualnog razvoja, a naročito sa socijalno-kulturno-istorijskom teorijom intelektualnog razvoja L. S. Vigotskog i sa savremenim saznanjima o razvoju darovitosti i ekspertize. Na ovaj način, koncept ekspertskog mišljenja izrasta u sklopu razmatranja artificijelnog razvoja mišljenja i viših mentalnih funkcija i uz konceptualizaciju razvoja darovitosti koji se odvija kroz obrazovanje. Struktura i sistem znanja čine srž ekspertize i ekspertskog mišljenja. U osnovi ekspertskog mišljenja u nauci jesu sistemi naučnih znanja. Ono se razvija i oblikuje kroz dugotrajnu obuku i praksu, kroz obrazovanje, sistematsko učenje i izučavanje određene naučne discipline i bavljenje njome u profesionalnom radu. Na ovaj način "formatira" se mentalno funkcionisanje pojedinca, a formativni učinci odvijaju se u skladu sa najdubljim slojevima određene nauke, sa sistemom pojmova, sa strukturalnim znanjima i "mišljenjem" te nauke. . PR Projekat Ministarstva nauke Republike Srbije, br. 179018: Identifikacija, merenje i razvoj kognitivnih i emocionalnih kompetencija važnih društvu orijentisanom na evropske integracije.The term of expert cognition is a new term in contemporary psychology, and in this paper it is being discussed in the context of higher mental functions which development is being realised through education. It is theoretically founded and it is connected with the general theory of intellectual development, and particularly with social cultural-historical theory of intellectual development of L.S. Vygotsky and contemporary knowledge on development of the giftedness and expertise. In this way the concept of expert cognition grows in the context of discussing artificial development of cognition and higher mental functions and with conceptualisation of the development of the gifted which is being developed through education. Structure and system of knowledge are the focus of expertise and expert cognition. In the basis of expert cognition in science, there is the system of scientific knowledge. It is being developed and formed through long training and praxis, through education, systematic learning and studying certain scientific discipline and work in it in professional work. In this way mental functioning of the individual is being "formatted" and formative results are realised in accordance with the deepest layers of the certain science, the term system, structural knowledge and "cognition" of that science

The contribution of research on expertise to understanding of expert thinking

Expertise is determined based on the high level of mastery of knowledge and skills in different areas of human activities (science, art, sports and other less formal domains). This paper explores the contribution of empirical research on expertise to understanding of the nature of expert thinking. For that purpose we have compiled an overview and performed an analysis of the findings of relevant research on expertise based on different approaches and paradigms. We have included the studies that researched experts singled out based on their exceptional performances in different domains (absolute expertise) and the studies based on comparing experts with novices (relative expertise). We have analyzed the studies using different paradigms: psychometric and cognitive paradigms, as well as the new offshoot, the paradigm based on viewing giftedness as developing expertise. Research results provide empirically grounded findings on the characteristics of expert thinking and consistently point to the fact that knowledge is the core of expertise. The characteristics of expert knowledge are operationalized via the quantity and organization of knowledge and the mastery of deep contents and knowledge systems, which enables the recognition of rules, models and information sets, as well as the use of knowledge in further studying, detecting and solving different problems. It can be concluded that research findings on expertise are one of the foundations in the conceptualization of expert thinking. They significantly contribute to obtaining an insight into the way in which knowledge shapes thought and into understanding the mechanisms of demonstrating knowledge in the mental processes of experts