Characterizing Expert-Novice Differences on a Repeating Pattern Task

• Published in: Journal of applied developmental psychology 2024-05, Vol.92, p.101656, Article 101656
• Main Authors: Borriello, Giulia A., Fyfe, Emily R.
• Format: Article
• Language: English
• Subjects: Attention to Structure; Cognition; Development; Gesture; Patterning; Speech
• ISSN: 0193-3973; 1873-7900
• DOI: 10.1016/j.appdev.2024.101656

Patterning is often considered important for cognitive development because it offers opportunities for detecting rules and structure. However, it is not clear what distinguishes experts and novices in this domain. In this study, 95 adults (Mage = 19.5 years) and 90 children (Mage = 5.4 years) completed a repeating pattern abstraction task and explained their response after each item. We hypothesized that two strategies present in their speech and gesture—Unit Identification and Mapping—were reliable indicators of expertise. Multiple metrics supported this hypothesis: Adults used these strategies more than children; expert children used some of these strategies more than novice children; frequency of using these strategies predicted task accuracy; and success rates were high when these strategies were aligned in speech and gesture. Findings have important implications for characterizing expertise in patterning and for the precise operationalization of attention to structure. •Children rarely used Unit Identification and Mapping strategies on a repeating pattern task.•Unit Identification and Mapping strategies were more common in experts than novices.•Unit Identification and Mapping strategies positively related to task accuracy.•Success rates on the repeating pattern task were high when speech and gesture aligned.