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Understanding expertise : a multi-disciplinary approach

Author: Fernand Gobet
Publisher: London : Palgrave, [2017?] ©2016
Edition/Format:   eBook : Document : EnglishView all editions and formats
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Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Fernand Gobet
ISBN: 9781137571960 1137571969
OCLC Number: 1055694892
Description: 1 online resource (xx, 306 pages) : illustrations
Contents: Machine generated contents note: 1.1. Preview of Chapter --
1.2. The Dual Meaning of the Term "Expertise" --
1.3. Definitions of Expertise --
1.4. Why Study Expertise? --
1.5. Preview of Book --
1.6. Chapter Summary --
1.7. Further Reading --
2.1. Preview of Chapter --
2.2. De Groot's Seminal Research --
2.3. Medical Expertise --
2.4. Holistic Perception and Anticipatory Schemata, --
2.5. Perception in Sport --
2.6. Perception in Music --
2.6.1. Basic Skill Differences in Perception --
2.6.2. Absolute Pitch --
2.6.3. Laypeople's Implicit Musical Expertise --
2.6.4. Sight-Reading --
2.7. Perceptual Learning, Perceptual Expertise and Categorisation --
2.8. Chapter Summary --
2.9. Further Reading --
3.1. Preview of Chapter --
3.2. Chase and Simon's Research --
3.2.1. The Key Empirical Results --
3.2.2. Chunking Theory --
3.3. Generalisability of Experts' Superiority in Recall Tasks --
3.4. Is Knowledge Structured as Chunks? --
3.5. How Many Chunks Are Stored in LTM? 3.6. Does Randomisation Eliminate Experts' Superiority? --
3.7. Is STM Capacity Limited and Are LTM Encoding Times Slow? --
3.8. The Intermediate Effect in Medicine --
3.9. Memory in Sports --
3.10. Memory in Music --
3.11. Theoretical Accounts --
3.11.1. Chase and Simon's Chunking Theory --
3.11.2. Skilled Memory Theory --
3.11.3. Long-Term Working Memory --
3.11.4. Revisions of Chunking Theory --
3.11.5. Constraint Attunement Theory --
3.12. Chapter Summary --
3.13. Further Reading --
4.1. Preview of Chapter --
4.2. De Groot's Research --
4.3. Phases of Problem Solving --
4.4. Expertise Effects in Progressive Deepening --
4.5. Macrostructure of Search --
4.6. Directionality of Search --
4.7. Planning --
4.8. Evaluation --
4.9. The Role of Pattern Recognition in Problem Solving --
4.10. The Role of Perception in Problem Solving --
4.11. The Role of Schemata and Conceptual Knowledge in Problem Solving --
4.12. The Role of Representations --
4.12.1. Physics --
4.12.2. Economics 4.13. Automatisation and Rigidity of Thought --
4.13.1. Automatisation --
4.13.2. Rigidity of Thought --
4.14. Theories of Problem Solving --
4.14.1. The Selz-de Groot Framework --
4.14.2. Newell and Simon's Problem-Space Theory --
4.14.3. Chunking Theory and Template Theory --
4.14.4. Holding's Theory --
4.14.5.Computer Models of Human Search --
4.15. Chapter Summary --
4.16. Further Reading --
5.1. Preview of Chapter --
5.2. Rationality and Bounded Rationality --
5.3. The Heuristics and Biases Approach --
5.4. Biases in Experts --
5.5. Fast and Frugal Heuristics --
5.6. Naturalistic Decision Making --
5.7. The SOS Effect --
5.8. Shanteau's Framework --
5.9. Decision Making in Sports --
5.9.1. Using Task-Specific Probabilities --
5.9.2. Option Selection --
5.10. Chapter Summary --
5.11. Further Reading --
6.1. Preview of Chapter --
6.2. Expert Intuition --
6.2.1. Simon's Theory --
6.2.2. Dreyfus and Dreyfus's Theory --
6.2.3. Template Theory of Intuition --
6.2.4. Too Much of a Good Thing? --
6.3. Insight 6.4. Creativity --
6.4.1. Are Estimations of Creativity Reliable? --
6.4.2. Tests of Creativity --
6.4.3. Factors Supporting the Development of Creativity --
6.4.4. Theories of Creativity --
6.5. Chapter Summary --
6.6. Further Reading --
7.1. Preview of Chapter --
7.2. Talent Approaches Based on Intelligence --
7.2.1.A Brief Overview of Early Intelligence Research --
7.2.2. Two Classic Studies on Intelligence and Talent --
7.2.3. Gardner's Approach --
7.2.4. IQas Predictor of Expert Performance --
7.2.5.Components of Intelligence --
7.2.6. Intelligence: Discussion --
7.3. Talent Approaches Not Based on Intelligence --
7.3.1. Talent in Chess --
7.3.2. Talent in Music --
7.3.3. Talent in Sports --
7.4. Personality --
7.4.1. Creativity --
7.4.2. Other Domains of Expertise --
7.5. Psychopathology --
7.6. Gender Differences --
7.6.1. General Explanations --
7.6.2. Explanations Based on Intelligence --
7.7. Chapter Summary --
7.8. Further Reading --
8.1. Preview of Chapter --
8.2. Approaches Based on Talent --
8.3. Approaches Based on Practice --
8.3.1. Identifying Strategies --
8.3.2. Chunking Theory --
8.3.3. Template Theory --
8.3.4. ACT-R and Intelligent Tutoring Systems --
8.3.5. Deliberate Practice --
8.3.6. Discussion: Talent vs. Practice Revisited --
8.4. The Question of Transfer --
8.4.1. Differential Predictions of the Talent and Practice Approaches --
8.4.2. Early Specialisation vs. Diversification in Sports --
8.5. Expert Teachers and Learners --
8.5.1. Expert Teachers --
8.5.2. Expert Learners --
8.6. Chapter Summary --
8.7. Further Reading --
9.1. Preview of Chapter --
9.2. Expertise and Development --
9.2.1. Domain-General Mechanisms --
9.2.2. Domain-Specific Mechanisms --
9.2.3. The Role of Strategies --
9.2.4. Gifted Children --
9.2.5. Savants --
9.3. Expertise and Ageing --
9.3.1. Effects of Age --
9.3.2.A Paradox --
9.3.3. Expertise as a Moderating Variable --
9.3.4. Theories --
9.3.5. The Careers of Great Creators as a Function of Age --
9.4. Chapter Summary 9.5. Further Reading --
10.1. Preview of Chapter --
10.2. Skill Acquisition in Novices --
10.3. Typical Data in Neuro-Expertise --
10.3.1. Mental Calculation --
10.3.2. Memory Champions --
10.3.3. Chess --
10.3.4. Music --
10.3.5. Taxi Drivers --
10.3.6. Sports --
10.4. Proposed Mechanisms --
10.4.1. The Fixed Localisation vs. Perceptual Expertise Debate --
10.4.2. Mechanisms Linked to Intelligence --
10.4.3. Functional Reorganisation of the Brain: The Role of Retrieval Structures and Templates --
10.4.4. Geschwind and Galaburda's (1987) Theory --
10.5. Gender Differences --
10.6. Smart Drugs --
10.7. Chapter Summary --
10.8. Further Reading --
11.1. Preview of Chapter --
11.2. The Difficulty of Making Correct Predictions --
11.3.A Miscarriage of Justice --
11.4. When Experts Fail --
11.4.1. Difficulties with Scientific Research --
11.4.2. Predictions in Political Science --
11.5. The Role of Media --
11.6. Fraud and Cheating in Science --
11.7. The Internet --
11.8. Group Phenomena 11.9. Why Do We Believe Experts? --
11.10. Situated Action --
11.11. Chapter Summary --
11.12. Further Reading --
12.1. Preview of Chapter --
12.2. The Sociology of Professions --
12.2.1. Early Work --
12.2.2. Abbott's Seminal Work --
12.2.3. Experts as Heuristics --
12.3.Communication and Expertise --
12.4. Experts in Court --
12.5. Classification of Experts --
12.5.1. Mieg's Classification --
12.5.2. Collins and Evans's (2007) Periodic Table of Expertises --
12.5.3. Classifications of Expertise: Evaluation --
12.6. Chapter Summary --
12.7. Further Reading --
13.1. Preview of Chapter --
13.2. Ancient Greek Philosophy --
13.3. Knowing-How and Tacit Knowledge: Ryle and Polanyi --
13.4. Disagreement between Experts --
13.5. Identification of Experts --
13.6. Dreyfus's Critique of Expert Systems --
13.7. Rationality and Expertise --
13.8. Philosophy and Expertise: Applications --
13.9. Chapter Summary --
13.10. Further Reading --
14.1. Preview of Chapter --
14.2. Knowledge Representation --
14.3. Expert Systems 14.4. Knowledge Elicitation Techniques --
14.5. Decline of Expert Systems Research --
14.6. Contributions of Expert Systems Research --
14.7. Chapter Summary --
14.8. Further Reading --
15.1. Preview of Chapter --
15.2. Good and Bad News --
15.3. Transversal Themes --
15.3.1. Definition and Identification --
15.3.2. Rationality --
15.3.3. Knowledge --
15.3.4. Search --
15.3.5. Generativity --
15.3.6. Diachronicity --
15.3.7. Nature vs. Nurture --
15.3.8. Environment and Society --
15.4. Methods and Theories --
15.5. Four Tensions (Almost) Resolved --
15.6. Practical Implications --
15.7. How to Become an Expert --
15.7.1. Performance-based Expertise --
15.7.2. Reputation-based Expertise --
15.8. Conclusion: Toward an Integration of Research on Expertise? --
15.9. Chapter Summary --
15.10. Further Reading.
Responsibility: Fernand Gobet.

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Further Reading -- 10.1. Preview of Chapter -- 10.2. Skill Acquisition in Novices -- 10.3. Typical Data in Neuro-Expertise -- 10.3.1. Mental Calculation -- 10.3.2. Memory Champions -- 10.3.3. Chess -- 10.3.4. Music -- 10.3.5. Taxi Drivers -- 10.3.6. Sports -- 10.4. Proposed Mechanisms -- 10.4.1. The Fixed Localisation vs. Perceptual Expertise Debate -- 10.4.2. Mechanisms Linked to Intelligence -- 10.4.3. Functional Reorganisation of the Brain: The Role of Retrieval Structures and Templates -- 10.4.4. Geschwind and Galaburda\'s (1987) Theory -- 10.5. Gender Differences -- 10.6. Smart Drugs -- 10.7. Chapter Summary -- 10.8. Further Reading -- 11.1. Preview of Chapter -- 11.2. The Difficulty of Making Correct Predictions -- 11.3.A Miscarriage of Justice -- 11.4. When Experts Fail -- 11.4.1. Difficulties with Scientific Research -- 11.4.2. Predictions in Political Science -- 11.5. The Role of Media -- 11.6. Fraud and Cheating in Science -- 11.7. The Internet -- 11.8. Group Phenomena<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\nschema:description<\/a> \"3.6. Does Randomisation Eliminate Experts\' Superiority? -- 3.7. Is STM Capacity Limited and Are LTM Encoding Times Slow? -- 3.8. The Intermediate Effect in Medicine -- 3.9. Memory in Sports -- 3.10. Memory in Music -- 3.11. Theoretical Accounts -- 3.11.1. Chase and Simon\'s Chunking Theory -- 3.11.2. Skilled Memory Theory -- 3.11.3. Long-Term Working Memory -- 3.11.4. Revisions of Chunking Theory -- 3.11.5. Constraint Attunement Theory -- 3.12. Chapter Summary -- 3.13. Further Reading -- 4.1. Preview of Chapter -- 4.2. De Groot\'s Research -- 4.3. Phases of Problem Solving -- 4.4. Expertise Effects in Progressive Deepening -- 4.5. Macrostructure of Search -- 4.6. Directionality of Search -- 4.7. Planning -- 4.8. Evaluation -- 4.9. The Role of Pattern Recognition in Problem Solving -- 4.10. The Role of Perception in Problem Solving -- 4.11. The Role of Schemata and Conceptual Knowledge in Problem Solving -- 4.12. The Role of Representations -- 4.12.1. Physics -- 4.12.2. Economics<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\nschema:description<\/a> \"6.4. Creativity -- 6.4.1. Are Estimations of Creativity Reliable? -- 6.4.2. Tests of Creativity -- 6.4.3. Factors Supporting the Development of Creativity -- 6.4.4. Theories of Creativity -- 6.5. Chapter Summary -- 6.6. Further Reading -- 7.1. Preview of Chapter -- 7.2. Talent Approaches Based on Intelligence -- 7.2.1.A Brief Overview of Early Intelligence Research -- 7.2.2. Two Classic Studies on Intelligence and Talent -- 7.2.3. Gardner\'s Approach -- 7.2.4. IQas Predictor of Expert Performance -- 7.2.5.Components of Intelligence -- 7.2.6. Intelligence: Discussion -- 7.3. Talent Approaches Not Based on Intelligence -- 7.3.1. Talent in Chess -- 7.3.2. Talent in Music -- 7.3.3. Talent in Sports -- 7.4. Personality -- 7.4.1. Creativity -- 7.4.2. Other Domains of Expertise -- 7.5. Psychopathology -- 7.6. Gender Differences -- 7.6.1. General Explanations -- 7.6.2. Explanations Based on Intelligence -- 7.7. Chapter Summary -- 7.8. Further Reading -- 8.1. Preview of Chapter -- 8.2. Approaches<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\nschema:description<\/a> \"14.4. Knowledge Elicitation Techniques -- 14.5. Decline of Expert Systems Research -- 14.6. Contributions of Expert Systems Research -- 14.7. Chapter Summary -- 14.8. Further Reading -- 15.1. Preview of Chapter -- 15.2. Good and Bad News -- 15.3. Transversal Themes -- 15.3.1. Definition and Identification -- 15.3.2. Rationality -- 15.3.3. Knowledge -- 15.3.4. Search -- 15.3.5. Generativity -- 15.3.6. Diachronicity -- 15.3.7. Nature vs. Nurture -- 15.3.8. Environment and Society -- 15.4. Methods and Theories -- 15.5. Four Tensions (Almost) Resolved -- 15.6. Practical Implications -- 15.7. How to Become an Expert -- 15.7.1. Performance-based Expertise -- 15.7.2. Reputation-based Expertise -- 15.8. Conclusion: Toward an Integration of Research on Expertise? -- 15.9. Chapter Summary -- 15.10. Further Reading.<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\nschema:description<\/a> \"Machine generated contents note: 1.1. Preview of Chapter -- 1.2. The Dual Meaning of the Term \"Expertise\" -- 1.3. Definitions of Expertise -- 1.4. Why Study Expertise? -- 1.5. Preview of Book -- 1.6. Chapter Summary -- 1.7. Further Reading -- 2.1. Preview of Chapter -- 2.2. De Groot\'s Seminal Research -- 2.3. Medical Expertise -- 2.4. Holistic Perception and Anticipatory Schemata, -- 2.5. Perception in Sport -- 2.6. Perception in Music -- 2.6.1. Basic Skill Differences in Perception -- 2.6.2. Absolute Pitch -- 2.6.3. Laypeople\'s Implicit Musical Expertise -- 2.6.4. Sight-Reading -- 2.7. Perceptual Learning, Perceptual Expertise and Categorisation -- 2.8. Chapter Summary -- 2.9. Further Reading -- 3.1. Preview of Chapter -- 3.2. Chase and Simon\'s Research -- 3.2.1. The Key Empirical Results -- 3.2.2. Chunking Theory -- 3.3. Generalisability of Experts\' Superiority in Recall Tasks -- 3.4. Is Knowledge Structured as Chunks? -- 3.5. How Many Chunks Are Stored in LTM?<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\nschema:description<\/a> \"11.9. Why Do We Believe Experts? -- 11.10. Situated Action -- 11.11. Chapter Summary -- 11.12. Further Reading -- 12.1. Preview of Chapter -- 12.2. The Sociology of Professions -- 12.2.1. Early Work -- 12.2.2. Abbott\'s Seminal Work -- 12.2.3. Experts as Heuristics -- 12.3.Communication and Expertise -- 12.4. Experts in Court -- 12.5. Classification of Experts -- 12.5.1. Mieg\'s Classification -- 12.5.2. Collins and Evans\'s (2007) Periodic Table of Expertises -- 12.5.3. Classifications of Expertise: Evaluation -- 12.6. Chapter Summary -- 12.7. Further Reading -- 13.1. Preview of Chapter -- 13.2. Ancient Greek Philosophy -- 13.3. Knowing-How and Tacit Knowledge: Ryle and Polanyi -- 13.4. Disagreement between Experts -- 13.5. Identification of Experts -- 13.6. Dreyfus\'s Critique of Expert Systems -- 13.7. Rationality and Expertise -- 13.8. Philosophy and Expertise: Applications -- 13.9. Chapter Summary -- 13.10. Further Reading -- 14.1. Preview of Chapter -- 14.2. Knowledge Representation -- 14.3. Expert Systems<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\nschema:description<\/a> \"4.13. Automatisation and Rigidity of Thought -- 4.13.1. Automatisation -- 4.13.2. Rigidity of Thought -- 4.14. Theories of Problem Solving -- 4.14.1. The Selz-de Groot Framework -- 4.14.2. Newell and Simon\'s Problem-Space Theory -- 4.14.3. Chunking Theory and Template Theory -- 4.14.4. Holding\'s Theory -- 4.14.5.Computer Models of Human Search -- 4.15. Chapter Summary -- 4.16. Further Reading -- 5.1. Preview of Chapter -- 5.2. Rationality and Bounded Rationality -- 5.3. The Heuristics and Biases Approach -- 5.4. Biases in Experts -- 5.5. Fast and Frugal Heuristics -- 5.6. Naturalistic Decision Making -- 5.7. The SOS Effect -- 5.8. Shanteau\'s Framework -- 5.9. Decision Making in Sports -- 5.9.1. Using Task-Specific Probabilities -- 5.9.2. Option Selection -- 5.10. Chapter Summary -- 5.11. Further Reading -- 6.1. Preview of Chapter -- 6.2. Expert Intuition -- 6.2.1. Simon\'s Theory -- 6.2.2. Dreyfus and Dreyfus\'s Theory -- 6.2.3. Template Theory of Intuition -- 6.2.4. Too Much of a Good Thing? -- 6.3. Insight<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\nschema:description<\/a> \"Based on Talent -- 8.3. Approaches Based on Practice -- 8.3.1. Identifying Strategies -- 8.3.2. Chunking Theory -- 8.3.3. Template Theory -- 8.3.4. ACT-R and Intelligent Tutoring Systems -- 8.3.5. Deliberate Practice -- 8.3.6. Discussion: Talent vs. Practice Revisited -- 8.4. The Question of Transfer -- 8.4.1. Differential Predictions of the Talent and Practice Approaches -- 8.4.2. Early Specialisation vs. Diversification in Sports -- 8.5. Expert Teachers and Learners -- 8.5.1. Expert Teachers -- 8.5.2. Expert Learners -- 8.6. Chapter Summary -- 8.7. Further Reading -- 9.1. Preview of Chapter -- 9.2. Expertise and Development -- 9.2.1. Domain-General Mechanisms -- 9.2.2. Domain-Specific Mechanisms -- 9.2.3. The Role of Strategies -- 9.2.4. Gifted Children -- 9.2.5. Savants -- 9.3. Expertise and Ageing -- 9.3.1. Effects of Age -- 9.3.2.A Paradox -- 9.3.3. Expertise as a Moderating Variable -- 9.3.4. Theories -- 9.3.5. The Careers of Great Creators as a Function of Age -- 9.4. 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<http:\/\/experiment.worldcat.org\/entity\/work\/data\/3105271002#Topic\/ability<\/a>> # Ability<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Ability<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/3105271002#Topic\/applied_psychology<\/a>> # Applied Psychology<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Applied Psychology<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/3105271002#Topic\/cognition_&_cognitive_psychology<\/a>> # Cognition & cognitive psychology<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Cognition & cognitive psychology<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/3105271002#Topic\/consciousness<\/a>> # Consciousness<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Consciousness<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/3105271002#Topic\/creative_ability<\/a>> # Creative Ability<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Creative Ability<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/3105271002#Topic\/expertise<\/a>> # Expertise<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Expertise<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/3105271002#Topic\/psychology<\/a>> # Psychology<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Psychology<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/3105271002#Topic\/psychology_cognitive_psychology<\/a>> # Psychology--Cognitive Psychology<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Psychology--Cognitive Psychology<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/id.loc.gov\/vocabulary\/countries\/enk<\/a>>\u00A0\u00A0\u00A0\u00A0a \nschema:Place<\/a> ;\u00A0\u00A0\u00A0\ndcterms:identifier<\/a> \"enk<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/worldcat.org\/isbn\/9781137571960<\/a>>\u00A0\u00A0\u00A0\u00A0a \nschema:ProductModel<\/a> ;\u00A0\u00A0\u00A0\nschema:isbn<\/a> \"1137571969<\/span>\" ;\u00A0\u00A0\u00A0\nschema:isbn<\/a> \"9781137571960<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n