Expertise reversal effect in using explanatory notes for readers of Shakespearean text

Instructional Science

Volumn 38, Issue 3, 2010, Pages 217-236

  Oksa, Annishka ^a   Kalyuga, Slava ^a   Chandler, Paul ^b  

^a UNIVERSITY OF NEW SOUTH WALES   (Australia)

^b UNIVERSITY OF WOLLONGONG   (Australia)

Author keywords

Cognitive load theory; Expertise reversal effect; Explanatory notes; Redundancy effect; Shakespearean texts

Indexed keywords

EID: 77952095140     PISSN: 00204277     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11251-009-9109-6     Document Type: Article

References (34)

1. Baddeley, A. D. (1986). Working memory. New York: Oxford University Press.
2. Barnett, J. E., & Seefeldt, R. W. (1989). Repeated reading and recall. Journal of Reading Behaviour, 21, 351-361.
3. Batho, R. (1998). Shakespeare in secondary schools. Educational Review, 50(2), 163-172.
4. Britton, B. K., & Gülgöz, S. (1991). Using Kintsch's computational model to improve instructional text: Effects of repairing inference calls on recall and cognitive structures. Journal of Educational Psychology, 83(3), 329-345.
5. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.
6. 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.
7. Chandler, P., & Sweller, J. (1996). Cognitive load while learning to use a computer program. Applied Cognitive Psychology, 10, 1-20.
8. Durband, A. (2001). Shakespeare made easy: Romeo and Juliet. Cheltenham, England: Stanley Thornes.
9. Kalyuga, S. (2005). Prior knowledge principle. In R. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 325-337). New York: Cambridge University Press.
10. Kalyuga, S. (2006). Instructing and testing advanced learners: A cognitive load approach. New York: Nova Science.
11. Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509-539.
12. Kalyuga, S., & Sweller, J. (2004). Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology, 96, 558-568.
13. Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1-17.
14. Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126-136.
15. Kalyuga, S., Chandler, P., & Sweller, J. (2001). Learner experience and efficiency of instructional guidance. Educational Psychology, 21, 5-23.
16. Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). Expertise reversal effect. Educational Psychologist, 38, 23-31.
17. Luhrmann, B. (Producer/Director), & Martinelli, G. (Producer). (1996). Romeo+Juliet [Motion picture]. United States: Twentieth Century Fox Film Corps.
18. Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32, 1-19.
19. 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.
20. 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.
21. Moreno, R., & Mayer, R. E. (2002). Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology, 94, 156-163.
22. Paas, F., & van Merriënboer, J. J. G. (1993). The efficiency of instructional conditions: An approach to combine mental-effort and performance measures. Human Factors, 35, 737-743.
23. Paas, F., & van Merriënboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86, 122-133.
24. Reisslein, J., Atkinson, R. K., Seeling, P., & Reisslein, M. (2006). Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis. Learning and Instruction, 16, 92-103.
25. Renkl, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cognitive skills acquisition: A cognitive load perspective. Educational Psychologist, 38, 15-22.
26. Renkl, A., Atkinson, R. K., & Groβe, C. S. (2004). How fading worked solution steps works-a cognitive load perspective. Instructional Science, 32, 59-82.
27. Spiro, R. J., & Jehng, J. (1990). Cognitive flexibility, random access instruction, and hypertext: Theory and technology for the nonlinear and multi-dimensional traversal of complex subject matter. In D. Nix & F. J. Spiro (Eds.), The "handy" project. New directions in multimedia instruction (p. 201). Hillsdale. NJ: Lawrence Erlbaum.
28. Spiro, R. J., Feltovich, P., Jacobson, M., & Coulson, R. (1991). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in Ill-structured domains. Educational Technology, 2, 4-33. (May).
29. Strain, L. B. (1976). Accountability in reading instruction. Columbus, Ohio: Charles Merrill.
30. Tarmizi, R., & Sweller, J. (1988). Guidance during mathematical problem solving. Journal of Educational Psychology, 80, 424-436.
31. Voss, J., & Silfies, L. N. (1996). Learning from history text: The interaction of knowledge and comprehension skill with text structure. Cognition and Instruction, 14, 45-68.
32. Wittwer, J., Nückles, M., & Renkl, A. (2008). Is underestimation less detrimental than overestimation? The impact of experts' beliefs about a layperson's knowledge on question asking and learning. Instructional Science, 36, 27-52.
33. Yeung, A. S. (1999). Cognitive load and learner expertise: Split attention and redundancy effects in reading comprehension tasks with vocabulary definitions. Journal of Experimental Education, 67, 197-221.
34. Yeung, A. S., 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.