Bothered by abstraction: The effect of expertise on knowledge transfer and subsequent novice performance
Hinds, Patterson and Pfeffer used an electronic circuit-wiring task. In the first study experts instructing novices used more abstract and advanced statements and fewer concrete ones than beginners did. In the second, novices instructed by beginners did better on the target task and reported fewer problems with the instructions, while novices instructed by experts did better on a different task in the same domain. The authors read the second result as abstract concepts supporting transfer.
Hinds, Patterson and Pfeffer used an electronic circuit-wiring task. In the first study experts instructing novices used more abstract and advanced statements and fewer concrete ones than beginners did. In the second, novices instructed by beginners did better on the target task and reported fewer problems with the instructions, while novices instructed by experts did better on a different task in the same domain. The authors read the second result as abstract concepts supporting transfer.
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Hinds, P. J., Patterson, M., & Pfeffer, J. (2001). Bothered by abstraction: The effect of expertise on knowledge transfer and subsequent novice performance. Journal of Applied Psychology, 86(6), 1232-1243. doi:10.1037/0021-9010.86.6.1232 https://doi.org/10.1037/0021-9010.86.6.1232