Abstract
This chapter draws on a study of the transition from competence to expertise in architectural design to examine key features of the process and how they are represented. The approach taken is based in cognitive psychology and, in particular, the psychology of problem solving. The study is useful for the purposes of this book given there is evidence that the work of designers (in this case architects) displays evidence of near and far transfer, and of creativity.
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Middleton, H. (2013). Representation in the Transition from Novice to Expert Architect. In: Middleton, H.E., Baartman, L.K.J. (eds) Transfer, Transitions and Transformations of Learning. International Technology Education Studies. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-437-6_8
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DOI: https://doi.org/10.1007/978-94-6209-437-6_8
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