Expertise reversal effect and its instructional implications: Introduction to the special issue

Instructional Science

Volumn 38, Issue 3, 2010, Pages 209-215

  Kalyuga, Slava ^a   Renkl, Alexander ^b  

^a UNIVERSITY OF NEW SOUTH WALES   (Australia)

^b UNIVERSITY OF FREIBURG   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77952097771     PISSN: 00204277     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11251-009-9102-0     Document Type: Editorial

References (21)

1. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Mind, brain, experience, and school. Washington, DC: National Academy Press.
2. Cronbach, L., & Snow, R. (1977). Aptitudes and instructional methods: A handbook for research on interactions. New York: Irvington.
3. Kalyuga, S. (2005). Prior knowledge principle. In R. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 325-337). New York: Cambridge University Press.
4. Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509-539.
5. Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). Expertise reversal effect. Educational Psychologist, 38, 23-31.
6. Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1-17.
7. Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126-136.
8. Kalyuga, S., Chandler, P., & Sweller, J. (2001). Learner experience and efficiency of instructional guidance. Educational Psychology, 21, 5-23.
9. Koedinger, K., & Aleven, V. (2007). Exploring the assistance dilemma in experiments with cognitive tutors. Educational Psychology Review, 19, 239-264.
10. Renkl, A. (1997). Learning from worked-out examples: A study on individual differences. Cognitive Science, 21, 1-29.
11. 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.
12. Renkl, A., & Atkinson, R. K. (2007). An example order for cognitive skill acquisition. In F. E. Ritter, J. Nerb, E. Lehtinen, & T. M. O'Shea (Eds.), In order to learn: How the sequence of topics influences learning (pp. 95-105). New York: Oxford University Press.
13. Renkl, A., Atkinson, R. K., Maier, U. H., & Staley, R. (2002). From example study to problem solving: Smooth transitions help learning. Journal of Experimental Education, 70, 293-315.
14. Schnotz, W. (2002). Towards an integrated view of learning from text and visual displays. Educational Psychology Review, 14, 101-120.
15. Schnotz, W., & Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19, 469-508.
16. Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science, 32, 9-31.
17. Sweller, J., van Merriënboer, J., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
18. Tobias, S. (1976). Achievement treatment interactions. Review of Educational Research, 46, 61-74.
19. Tobias, S. (1989). Another look at research on the adaptation of instruction to student characteristics. Educational Psychologist, 24, 213-227.
20. van Merriënboer, J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147-177.
21. Wittwer, J., & Renkl, A. (2008). Why instructional explanations often do not work: A framework for understanding the effectiveness of instructional explanations. Educational Psychologist, 43, 49-64.