The phrase "elaborate knowledge" is correct and usable in written English.
It is typically used to describe an in-depth understanding of a subject or topic. For example, "Her years of study have given her an elaborate knowledge of ancient Egyptian hieroglyphs."
That Aboriginal societies maintained elaborate knowledge systems in ingenious ways is a matter of importance to researchers and academics who work in Australia now.
Thanks to credit scores, lenders had elaborate knowledge about any given individual's likely ability to repay a loan; the game was not to just lend to those who could repay, but to price loans sufficiently high to cover the costs of those who were expected to default.
And then the third question is when we look at all of these cases in which we develop new knowledge systems or even cases where we just elaborate knowledge systems that have been around for a long time, it looks like we organize our knowledge around strikingly abstract concepts.
We suggest that elite referees have developed specific and elaborate knowledge structures, which can be used to make appropriate decisions in a dynamic time-constrained environment (LTWM; Ericsson & Kintsch, 1995).
Thus, intrinsically motivated persons have been found to harbor a deep intellectual curiosity and to elaborate knowledge structures, which they keep in mind for longer periods (Lewalter et al. 2001).
Future research should elaborate knowledge and attitudes of family physicians and pediatricians about safety seat utilization.
Recent work by researchers has focused on synthesizing and elaborating knowledge of students' thinking on particular concepts as core progressions called learning trajectories.
This promotes having a more elaborated knowledge and having more memory retrieval cues.
This academic learning typically occurred through self-monitoring of comprehension, integrating new knowledge with prior knowledge, and in constructing and elaborating knowledge (Roscoe & Chi 2007).
A board game involves the active participation of students in the construction of knowledge, which is different from simple reconstruction of previously elaborated knowledge provided by the teacher or by the textbook ( Gil-Pérez et al.2002).2002
Proponents of the Core Cognition view restrict their Nativism to a few domains, and therefore leave work for learning mechanisms, which (together with maturation) takes the infant from a limited 'core' conceptual repertoire to the broad and highly elaborated knowledge of the world that adults have.
