ИСТИНА

The paper focuses on the change in the methods of problem solving with the development of professional experience or the experience of solving professional problems. The cognitive architecture of problem solving by experts and novices is considered. The results of two experiments are analyzed. In the first one, experts and beginners in the field of chemistry had to fill in the gaps in the schematic representations of chemical processes. It was demonstrated that experts rather use a cognitive strategy, relying on the mental representations of the chemical process stored in working memory, while novices use a perceptual strategy, referring to the information presented on the slide again and again. Experts and novices in the field of a foreign language learning took part in the second study. They had to read a rather complicated special text in English and define the meanings of unfamiliar words. It turned out, as in the previous case, that experts and novices use different strategies meaning identification. Beginning learners mainly sought to extract the new meaning from the surrounding context, referring several times to the words that surrounded the unfamiliar lexeme. Experts, on contrary, in order to establish a new meaning of the word, turned to their mental lexicon, the knowledge stored in long-term memory