메뉴 건너뛰기




Volumn 38, Issue 1, 2003, Pages 23-31

The expertise reversal effect

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0037412683     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1207/S15326985EP3801_4     Document Type: Review
Times cited : (1270)

References (61)
  • 1
    • 0004030013 scopus 로고
    • New York: Oxford University Press
    • Baddeley, A. D. (1986). Working memory. New York: Oxford University Press.
    • (1986) Working Memory
    • Baddeley, A.D.1
  • 2
    • 21844506281 scopus 로고
    • Using worked examples as an instructional support in the algebra classroom
    • Carrol, W. (1994). Using worked examples as an instructional support in the algebra classroom. Journal of Educational Psychology, 86, 360-367.
    • (1994) Journal of Educational Psychology , vol.86 , pp. 360-367
    • Carrol, W.1
  • 3
    • 84948512218 scopus 로고
    • Cognitive load theory and the format of instruction
    • Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.
    • (1991) Cognition and Instruction , vol.8 , pp. 293-332
    • Chandler, P.1    Sweller, J.2
  • 4
    • 84982017552 scopus 로고
    • The split-attention effect as a factor in the design of instruction
    • Chandler, P., & Sweller, J. (1992). The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology, 62, 233-246.
    • (1992) British Journal of Educational Psychology , vol.62 , pp. 233-246
    • Chandler, P.1    Sweller, J.2
  • 5
    • 0002261466 scopus 로고    scopus 로고
    • Cognitive load while learning to use a computer program
    • Chandler, P., & Sweller, J. (1996). Cognitive load while learning to use a computer program. Applied Cognitive Psychology, 10, 1-20.
    • (1996) Applied Cognitive Psychology , vol.10 , pp. 1-20
    • Chandler, P.1    Sweller, J.2
  • 6
    • 58149410841 scopus 로고
    • Categorization and representation of physics problems by experts and novices
    • Chi, M. T. H., Feltovich, P., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
    • (1981) Cognitive Science , vol.5 , pp. 121-152
    • Chi, M.T.H.1    Feltovich, P.2    Glaser, R.3
  • 8
    • 0001399281 scopus 로고
    • The effects of schema acquisition and rule automation on mathematical problem-solving transfer
    • Cooper, G., & Sweller, J. (1987). The effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79, 347-362.
    • (1987) Journal of Educational Psychology , vol.79 , pp. 347-362
    • Cooper, G.1    Sweller, J.2
  • 10
    • 0035997836 scopus 로고    scopus 로고
    • Animated pedagogical agents in multimedia educational environments: Effects of agent properties, picture features, and redundancy
    • Craig, S., Gholson, B., & Driscoll, D. (2002). Animated pedagogical agents in multimedia educational environments: Effects of agent properties, picture features, and redundancy. Journal of Educational Psychology, 94, 428-434.
    • (2002) Journal of Educational Psychology , vol.94 , pp. 428-434
    • Craig, S.1    Gholson, B.2    Driscoll, D.3
  • 11
    • 0001537101 scopus 로고    scopus 로고
    • The role of visual indicators in dual sensory mode instruction
    • Jeung, H., Chandler, P., & Sweller, J. (1997). The role of visual indicators in dual sensory mode instruction. Educational Psychology, 17, 329-343.
    • (1997) Educational Psychology , vol.17 , pp. 329-343
    • Jeung, H.1    Chandler, P.2    Sweller, J.3
  • 12
    • 0032032804 scopus 로고    scopus 로고
    • Levels of expertise and instructional design
    • Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1-17.
    • (1998) Human Factors , vol.40 , pp. 1-17
    • Kalyuga, S.1    Chandler, P.2    Sweller, J.3
  • 13
    • 0034144894 scopus 로고    scopus 로고
    • Incorporating learner experience into the design of multimedia instruction
    • Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126-136.
    • (2000) Journal of Educational Psychology , vol.92 , pp. 126-136
    • Kalyuga, S.1    Chandler, P.2    Sweller, J.3
  • 14
    • 85064779867 scopus 로고    scopus 로고
    • Learner experience and efficiency of instructional guidance
    • Kalyuga, S., Chandler, P., & Sweller, J. (2001). Learner experience and efficiency of instructional guidance. Educational Psychology, 21, 5-23.
    • (2001) Educational Psychology , vol.21 , pp. 5-23
    • Kalyuga, S.1    Chandler, P.2    Sweller, J.3
  • 16
    • 0000347046 scopus 로고
    • Why are some problems hard? Evidence from Tower of Hanoi
    • Kotovsky, K., Hayes, J. R., & Simon, H. A. (1985). Why are some problems hard? Evidence from Tower of Hanoi. Cognitive Psychology, 17, 248-294.
    • (1985) Cognitive Psychology , vol.17 , pp. 248-294
    • Kotovsky, K.1    Hayes, J.R.2    Simon, H.A.3
  • 17
    • 0347987823 scopus 로고    scopus 로고
    • Multimedia learning: Are we asking the right questions?
    • Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32, 1-19.
    • (1997) Educational Psychologist , vol.32 , pp. 1-19
    • Mayer, R.E.1
  • 18
    • 84937180269 scopus 로고    scopus 로고
    • Research-based principles for the design of instructional messages: The case of multimedia explanations
    • Mayer, R. E. (1999). Research-based principles for the design of instructional messages: The case of multimedia explanations. Document Design, 1, 7-20.
    • (1999) Document Design , vol.1 , pp. 7-20
    • Mayer, R.E.1
  • 19
    • 0003781450 scopus 로고    scopus 로고
    • New York: Cambridge University Press
    • Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
    • (2001) Multimedia Learning
    • Mayer, R.E.1
  • 20
    • 33845297553 scopus 로고
    • Animations need narrations: An experimental test of a dual-coding hypothesis
    • Mayer, R., & Anderson, R. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484-490.
    • (1991) Journal of Educational Psychology , vol.83 , pp. 484-490
    • Mayer, R.1    Anderson, R.2
  • 21
    • 58149205843 scopus 로고
    • The instructive animation: Helping students build connections between words and pictures in multimedia learning
    • Mayer, R., & Anderson, R. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444-452.
    • (1992) Journal of Educational Psychology , vol.84 , pp. 444-452
    • Mayer, R.1    Anderson, R.2
  • 22
    • 0035354482 scopus 로고    scopus 로고
    • When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages?
    • Mayer, R., & Chandler, P. (2001). When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 93, 390-397.
    • (2001) Journal of Educational Psychology , vol.93 , pp. 390-397
    • Mayer, R.1    Chandler, P.2
  • 23
    • 0000787218 scopus 로고
    • When is an illustration worth ten thousand words?
    • Mayer, R., & Gallini, J. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715-726.
    • (1990) Journal of Educational Psychology , vol.82 , pp. 715-726
    • Mayer, R.1    Gallini, J.2
  • 24
    • 0035582346 scopus 로고    scopus 로고
    • Cognitive constraints on multimedia learning: When presenting more material results in less understanding
    • Mayer, R., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, 187-198.
    • (2001) Journal of Educational Psychology , vol.93 , pp. 187-198
    • Mayer, R.1    Heiser, J.2    Lonn, S.3
  • 25
    • 0032396526 scopus 로고    scopus 로고
    • A split-attention effect in multimedia learning: Evidence for dual-processing systems in working memory
    • Mayer, R., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual-processing systems in working memory. Journal of Educational Psychology, 90, 312-320.
    • (1998) Journal of Educational Psychology , vol.90 , pp. 312-320
    • Mayer, R.1    Moreno, R.2
  • 26
    • 34247361585 scopus 로고
    • A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text
    • Mayer, R. E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 31-43.
    • (1995) Educational Technology Research and Development , vol.43 , pp. 31-43
    • Mayer, R.E.1    Steinhoff, K.2    Bower, G.3    Mars, R.4
  • 27
    • 0000579178 scopus 로고
    • Acquisition of understanding and skill in relation to subjects' preparation and meaningfulness of instruction
    • Mayer, R., Stiehl, C., & Greeno, J. (1975). Acquisition of understanding and skill in relation to subjects' preparation and meaningfulness of instruction. Journal of Educational Psychology, 67, 331-350.
    • (1975) Journal of Educational Psychology , vol.67 , pp. 331-350
    • Mayer, R.1    Stiehl, C.2    Greeno, J.3
  • 28
    • 0002834054 scopus 로고    scopus 로고
    • Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text
    • McNamara, D., Kintsch, E., Songer, N. B., & Kintsch, W. (1996). Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14, 1-43.
    • (1996) Cognition and Instruction , vol.14 , pp. 1-43
    • McNamara, D.1    Kintsch, E.2    Songer, N.B.3    Kintsch, W.4
  • 29
    • 39749093168 scopus 로고
    • The magical number seven, plus or minus two: Some limits on our capacity for processing information
    • Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.
    • (1956) Psychological Review , vol.63 , pp. 81-97
    • Miller, G.A.1
  • 30
    • 33845616537 scopus 로고
    • Reducing cognitive load by mixing auditory and visual presentation modes
    • Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87, 319-334.
    • (1995) Journal of Educational Psychology , vol.87 , pp. 319-334
    • Mousavi, S.Y.1    Low, R.2    Sweller, J.3
  • 31
    • 33846059680 scopus 로고
    • Training strategies for attaining transfer of problem solving skill in statistics: A cognitive load approach
    • Paas, F. (1992). Training strategies for attaining transfer of problem solving skill in statistics: A cognitive load approach. Journal of Educational Psychology, 84, 429-434.
    • (1992) Journal of Educational Psychology , vol.84 , pp. 429-434
    • Paas, F.1
  • 32
    • 33846580222 scopus 로고
    • Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach
    • Paas, F., & van Merriënboer, J. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86, 122-133.
    • (1994) Journal of Educational Psychology , vol.86 , pp. 122-133
    • Paas, F.1    Van Merriënboer, J.2
  • 34
    • 0024694013 scopus 로고
    • Modality effects and the structure of short term verbal memory
    • Penney, C.G. (1989). Modality effects and the structure of short term verbal memory. Memory and Cognition, 17, 398-422.
    • (1989) Memory and Cognition , vol.17 , pp. 398-422
    • Penney, C.G.1
  • 36
    • 0030550769 scopus 로고    scopus 로고
    • Role of examples in how students learn to categorize statistics word problems
    • Quilici, J. L., & Mayer, R. E. (1996). Role of examples in how students learn to categorize statistics word problems. Journal of Educational Psychology, 88, 144-161.
    • (1996) Journal of Educational Psychology , vol.88 , pp. 144-161
    • Quilici, J.L.1    Mayer, R.E.2
  • 37
    • 0001701905 scopus 로고
    • Human expertise
    • K. J. Gilhooly (Ed.), New York: Plenum
    • Reimann, P., & Chi, M. T. H. (1989). Human expertise. In K. J. Gilhooly (Ed.), Human and machine problem solving (pp. 161-191). New York: Plenum.
    • (1989) Human and Machine Problem Solving , pp. 161-191
    • Reimann, P.1    Chi, M.T.H.2
  • 38
    • 0030640252 scopus 로고    scopus 로고
    • Learning from worked-out examples: A study on individual differences
    • Renkl, A. (1997). Learning from worked-out examples: A study on individual differences. Cognitive Science, 21, 1-29.
    • (1997) Cognitive Science , vol.21 , pp. 1-29
    • Renkl, A.1
  • 39
    • 0037412702 scopus 로고    scopus 로고
    • Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective
    • Renkl, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective. Educational Psychologist, 38, 15-22.
    • (2003) Educational Psychologist , vol.38 , pp. 15-22
    • Renkl, A.1    Atkinson, R.K.2
  • 40
    • 0002690976 scopus 로고    scopus 로고
    • From studying examples to solving problems: Fading worked-out solution steps helps learning
    • L. Gleitman & A. K. Joshi (Eds.), Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
    • Renkl, A., Atkinson, R. K., & Maier, U. H. (2000). From studying examples to solving problems: Fading worked-out solution steps helps learning. In L. Gleitman & A. K. Joshi (Eds.), Proceeding of the 22nd Annual Conference of the Cognitive Science Society (p. 393-398). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
    • (2000) Proceeding of the 22nd Annual Conference of the Cognitive Science Society , pp. 393-398
    • Renkl, A.1    Atkinson, R.K.2    Maier, U.H.3
  • 41
    • 23044534441 scopus 로고    scopus 로고
    • From example study to problem solving: Smooth transitions help learning
    • Renkl, A., Atkinson, R., Maier, U., & Staley, R. (2002). From example study to problem solving: Smooth transitions help learning. Journal of Experimental Education, 70, 293-315.
    • (2002) Journal of Experimental Education , vol.70 , pp. 293-315
    • Renkl, A.1    Atkinson, R.2    Maier, U.3    Staley, R.4
  • 42
    • 21344442534 scopus 로고
    • To teach or not to teach? Comparing the use of computer-based simulations in deductive versus inductive approaches to learning with adults in science
    • Rieber, L. P., & Parmley, M. W. (1995). To teach or not to teach? Comparing the use of computer-based simulations in deductive versus inductive approaches to learning with adults in science. Journal of Educational Computing Research, 13, 359-374.
    • (1995) Journal of Educational Computing Research , vol.13 , pp. 359-374
    • Rieber, L.P.1    Parmley, M.W.2
  • 43
    • 77957064199 scopus 로고
    • A connectionist/control architecture for working memory
    • G. H. Bower (Ed.), New York: Academic
    • Schneider, W., & Detweiler, M. (1987). A connectionist/control architecture for working memory. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 21, pp. 53-119). New York: Academic.
    • (1987) The Psychology of Learning and Motivation , vol.21 , pp. 53-119
    • Schneider, W.1    Detweiler, M.2
  • 44
    • 0346384291 scopus 로고
    • Controlled and automatic human information processing: I. Detection, search and attention
    • Schneider W., & Shiffrin, R. (1977). Controlled and automatic human information processing: I. Detection, search and attention. Psychological Review, 84, 1-66.
    • (1977) Psychological Review , vol.84 , pp. 1-66
    • Schneider, W.1    Shiffrin, R.2
  • 45
    • 58149406088 scopus 로고
    • Controlled and automatic human information processing: II. Perceptual learning, automatic attending and a general theory
    • Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic human information processing: II. Perceptual learning, automatic attending and a general theory. Psychological Review, 84, 127-190.
    • (1977) Psychological Review , vol.84 , pp. 127-190
    • Shiffrin, R.M.1    Schneider, W.2
  • 46
    • 0030504058 scopus 로고    scopus 로고
    • Individual differences in patterns of spontaneous online tool use
    • Shute, V. J., & Gluck, K. A. (1996). Individual differences in patterns of spontaneous online tool use. The Journal of the Learning Sciences, 5, 329-355.
    • (1996) The Journal of the Learning Sciences , vol.5 , pp. 329-355
    • Shute, V.J.1    Gluck, K.A.2
  • 47
    • 0000721337 scopus 로고
    • Toward a theory of cognitive aptitude for learning from instruction
    • Snow, R., & Lohman, D. (1984). Toward a theory of cognitive aptitude for learning from instruction. Journal of Educational Psychology, 76, 347-376.
    • (1984) Journal of Educational Psychology , vol.76 , pp. 347-376
    • Snow, R.1    Lohman, D.2
  • 48
    • 0000819688 scopus 로고
    • Cognitive load during problem solving: Effects on learning
    • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
    • (1988) Cognitive Science , vol.12 , pp. 257-285
    • Sweller, J.1
  • 49
    • 43949152992 scopus 로고
    • Cognitive load theory, learning difficulty and instructional design
    • Sweller, J. (1994). Cognitive load theory, learning difficulty and instructional design. Learning and Instruction, 4, 295-312.
    • (1994) Learning and Instruction , vol.4 , pp. 295-312
    • Sweller, J.1
  • 51
    • 36148969361 scopus 로고    scopus 로고
    • Evolution of human cognitive architecture
    • in press. In B. Ross (Ed.), San Diego: Academic
    • Sweller, J. (in press). Evolution of human cognitive architecture. In B. Ross (Ed.), The psychology of learning and motivation (Vol.43). San Diego: Academic.
    • The Psychology of Learning and Motivation , vol.43
    • Sweller, J.1
  • 52
    • 84945136529 scopus 로고
    • Why some material is difficult to learn
    • Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185-233.
    • (1994) Cognition and Instruction , vol.12 , pp. 185-233
    • Sweller, J.1    Chandler, P.2
  • 53
  • 54
    • 84963474629 scopus 로고
    • The use of worked examples as a substitute for problem solving in learning algebra
    • Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2, 59-89.
    • (1985) Cognition and Instruction , vol.2 , pp. 59-89
    • Sweller, J.1    Cooper, G.A.2
  • 58
    • 0002610763 scopus 로고
    • The contribution of studying examples and solving problems to skill acquisition
    • Hillsdale: Lawrence Erlbaum Associates, Inc.
    • Trafton, J. G., & Reiser, B. J. (1993). The contribution of studying examples and solving problems to skill acquisition. Proceedings of the 15th Annual Conference of the Cognitive Science Society (pp. 1017-1022). Hillsdale: Lawrence Erlbaum Associates, Inc.
    • (1993) Proceedings of the 15th Annual Conference of the Cognitive Science Society , pp. 1017-1022
    • Trafton, J.G.1    Reiser, B.J.2
  • 59
    • 0033137472 scopus 로고    scopus 로고
    • A comparison of cognitive load associated with discovery learning and worked examples
    • Tuovinen, J., & Sweller, J. (1999). A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91, 334-341.
    • (1999) Journal of Educational Psychology , vol.91 , pp. 334-341
    • Tuovinen, J.1    Sweller, J.2
  • 60
    • 84963164526 scopus 로고
    • Structuring effective worked examples
    • Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition and Instruction, 7, 1-39.
    • (1990) Cognition and Instruction , vol.7 , pp. 1-39
    • Ward, M.1    Sweller, J.2
  • 61
    • 0002146329 scopus 로고    scopus 로고
    • Cognitive load and learner expertise: Split-attention and redundancy effects in reading with explanatory notes
    • Yeung, A., Jin, P., & Sweller, J. (1998). Cognitive load and learner expertise: Split-attention and redundancy effects in reading with explanatory notes. Contemporary Educational Psychology, 23, 1-21.
    • (1998) Contemporary Educational Psychology , vol.23 , pp. 1-21
    • Yeung, A.1    Jin, P.2    Sweller, J.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.