Methodologies for Studying Visual Expertise
Main Article Content
Abstract
Visual expertise can be defined as maximal adaptation to the requirements of a vision-intensive task. The process of developing a “good eye” in vision-intensive tasks is proposed, indicated, and elaborated by various measures contingent on diverse methodological arenas, all of which attempt to advance our understanding of what constitutes visual expertise. The aim of this special issue is to provide a reflection on this methodological pluralism and to offer a discussion of the affordances and constraints of some of these methodological approaches. Specifically, grounded on the medical domain, this special issue brings together a selection of nine articles that discuss cognitive-neurosciences, receiver operating characteristics (ROC) analysis, eye tracking, pupillometry, the flash-preview moving window paradigm, the combination of eye tracking data and verbal report data, the use of interviews and verbal protocols, ethnomethodology, and the expert performance approach. Two commentaries conclude the special issue. As an introduction, this article presents a comparative metaphorical mapping of visual expertise research. Metaphors are a useful tool for mirroring in simple terms the often complex paradigms underlying theory and applied research practice. We first identify four metaphors used in the analysis of visual cognition: activation, detection, inference, and practice. These metaphors are described with an empirical example and discussed to elicit (partly tacit) assumptions associated with prototypical method decisions. We then link the proposed metaphorical mapping to the contributions in this special issue.
Article Details
How to Cite
Gegenfurtner, A., & van Merriënboer, J. J. G. (2017). Methodologies for Studying Visual Expertise. Frontline Learning Research, 5(3), 1–13. https://doi.org/10.14786/flr.v5i3.316
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Boucheix, J.-M., Bonnetain, E., Avena, C., & Freysz, M. (2010). Benefits of learning technologies in medical training, from full-scale simulators to virtual reality and multimedia presentations. In J. P. Didier, E. Bigand, & A. Vinter (Eds.), Rethinking physical and rehabilitation medicine (pp. 171-191). New York: Springer.
Boucheix, J.-M., & Lowe, R. (in press). Generative processing of animated partial depictions fosters fish identification skills: Eye tracking evidence. Le Travail Humain.
Bransford, J., Stevens, R., Schwartz, D., Meltzoff, A., Pea, R., Roschelle, J., et al. (2006). Learning theories and education. Toward a decade of synergy. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 209-244). Mahwah, NJ: Erlbaum.
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Damsa, C. I., Froehlich, D. E., & Gegenfurtner, A. (in press). Reflections on empirical and methodological accounts of agency at work. In M. Goller & S. Paloniemi (Eds.), Agency at work: An agentic perspective on professional learning and development. New York: Springer.
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Ericsson, K. A. (2004). Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Academic Medicine, 79, S70-S81. doi:10.1097/00001888-200410001-00022
Fox, S. E., & Faulkner-Jones, B. E. (2017). Eye-tracking in the study of visual expertise: Methodology and approaches in medicine. Frontline Learning Research. doi: doi:10.14786/flr.v5i3.258
Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice Hall.
Gegenfurtner, A. (2013). Transitions of expertise. In J. Seifried & E. Wuttke (Eds.), Transitions in vocational education (pp. 305-319). Opladen: Budrich.
Gegenfurtner, A., Kok, E., Van Geel, K., De Bruin, A., Jarodzka, H., Szulewski, A., & Van Merriënboer, J. J. G. (2017a). The challenges of studying visual expertise in medical image diagnosis. Medical Education, 51, 97-104. doi:10.1111/medu.13205
Gegenfurtner, A., Kok, E. M., Van Geel, K., De Bruin, A. B. H., & Sorger, B. (2017b). Neural correlates of visual perceptual expertise: Evidence from cognitive neuroscience using functional neuroimaging. Frontline Learning Research. doi:10.14786/flr.v5i3.259
Gegenfurtner, A., Lehtinen, E., Jarodzka, H., & Säljö, R. (2017c). Effects of eye movement modeling examples on adaptive expertise in medical image diagnosis. Computers & Education, 113, 212-225. doi:10.1016/j.compedu.2017.06.001
Gegenfurtner, A., Nivala, M., Säljö, R., & Lehtinen, E. (2009). Capturing individual and institutional change: Exploring horizontal versus vertical transitions in technology-rich environments. In U. Cress, V. Dimitrova, & M. Specht (Eds.), Learning in the synergy of multiple disciplines. Lecture Notes in Computer Science (pp. 676-681). Berlin: Springer. doi:10.1007/978-3-642-04636-0_67
Gegenfurtner, A., & Seppänen M. (2013). Transfer of expertise: An eye-tracking and think-aloud study using dynamic medical visualizations. Computers & Education, 63, 393-403. doi:10.1016/j.compedu.2012.12.021
Gegenfurtner, A., Siewiorek, A., Lehtinen, E., & Säljö, R. (2013). Assessing the quality of expertise differences in the comprehension of medical visualizations. Vocations and Learning, 6, 37-54. doi:10.1007/s12186-012-9088-7
Gegenfurtner, A., & Szulewski, A. (2016). Visual expertise and the Quiet Eye in sports - comment on Vickers. Current Issues in Sport Science, 1, 108. doi:10.15203/CISS_2016.108
Gegenfurtner, A., Vauras, M., Gruber, H., & Festner, D. (2010). Motivation to transfer revisited. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the disciplines: ICLS2010 proceedings (Vol. 1, pp. 452-459). Chicago, IL: International Society of the Learning Sciences.
Gibson, J. J. (1979). The ecological approach to visual perception. Boston, MA: Houghton.
Goodwin, C. (1994). Professional vision. American Anthropologist, 96, 606-633. doi:10.1525/aa.1994.96.3.02a00100
Goodwin, C. (2000). Practices of seeing: Visual analysis: An ethnomethodological approach. In T. van Leeuwen & C. Jewitt (Eds.), Handbook of visual analysis (pp. 157-182). London: Sage.
Greeno, J. A. (2006). Learning in activity. In R. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 79-96). Cambridge, MA: Cambridge University Press.
Gruber, H., & Degner, S. (2016). Expertise und Kompetenz [Expertise and competence]. In M. Dick, W. Marotzki, & H. Mieg (Eds.), Handbuch Professionsentwicklung (pp. 173-180). Bad Heilbrunn: Klinkhardt.
Hakkarainen, K., Palonen, T., Paavola, S., & Lehtinen, E. (2004). Communities of networked expertise: Professional and educational perspectives. Amsterdam: Elsevier.
Haller, S., & Radue, E. W. (2005). What is different about a radiologist’s brain? Radiology, 236, 983-989. doi:10.1148/radiol.2363041370
Helle, L. (2017). Prospects and pitfalls in combining eye-tracking data and verbal reports. Frontline Learning Research. doi:10.14786/flr.v5i3.254
Helle, L., Nivala, M., Kronqvist, P., Gegenfurtner, A., Björk, P., & Säljö, R. (2011). Traditional microscopy instruction versus process-oriented virtual microscopy instruction: A naturalistic experiment with control group. Diagnostic Pathology, 6, S81-S89. doi:10.1186/1746-1596-6-S1-S8
Ivarsson, J. (2017). Visual expertise as embodied practice. Frontline Learning Research. doi:10.14786/flr.v5i3.253
Jarodzka, H., & Boshuizen, H. P. A. (2017). Unboxing the black box of visual expertise in medicine. Frontline Learning Research.
Jarodzka, H., Scheiter, K., Gerjets, P., & Van Gog, T. (2010). In the eyes of the beholder: How experts and novices interpret dynamic stimuli. Learning and Instruction, 20, 146-154. doi:10.1016/j.learninstruc.2009.02.019
Johansson, E., Lindwall, O., & Rystedt, H. (2017). Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation defbriefings. International Journal of Computer-Supported Collaborative Learning, 12, 91-112. doi:10.1007/s11412-017-9252-z
Knogler, M., Gegenfurtner, A., & Quesada Pallarès, C. (2013). Social design in digital simulations: Effects of single versus multi-player simulations on efficacy beliefs and transfer. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time, and scale (Vol. 2, pp. 293-294). Madison, WI: International Society of the Learning Sciences.
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Kolodner, J. L. (1983). Towards an understanding of the role of experience in the evolution from novice to expert. International Journal of Man-Machine Systems, 19, 497-518. doi:S0020-7373(83)80068-6
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