The expertise reversal effect concerning instructional explanations

Instructional Science

Volumn 41, Issue 2, 2013, Pages 407-429

  Rey, Günter Daniel ^a   Fischer, Andreas ^b  

^a UNIVERSITY OF HAGEN   (Germany)

^b UNIVERSITY OF HEIDELBERG   (Germany)

Author keywords

Adaptive learning environment; Cognitive load theory; Expertise; Expertise reversal effect; Instructional explanation

Indexed keywords

EID: 84873741252     PISSN: 00204277     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11251-012-9237-2     Document Type: Article

References (62)

1. Ayres, P., & Sweller, J. (2005). The split-attention principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 135-146). Cambridge, MA: Cambridge University Press.
2. Bissonnette, V., Ickes, W., Bernstein, I., & Knowles, E. (1990). Personality moderating variables: A warning about statistical artifact and a comparison of analytic techniques. Journal of Personality, 58, 567-587.
3. Blayney, P., Kalyuga, S., & Sweller, J. (2010). Interactions between the isolated-interactive elements effect and levels of learner expertise: Experimental evidence from an accountancy class. Instructional Science, 38, 277-287.
4. Bloom, B. S., & Krathwohl, D. R. (1956). Taxonomy of educational objectives. The classification of educational goals, Handbook I: Cognitive domain. New York: Longmans Green.
5. Bloom, B. S., Madaus, G. F., & Hastings, J. T. (1981). Evaluation to improve learning. New York: McGraw-Hill.
6. Castro Sotos, A. E., Vanhoof, S., van den Noortgate, W., & Onghena, P. (2007). Students' misconceptions of statistical inference: A review of the empirical evidence from research on statistics education. Educational Research Review, 2, 98-113.
7. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.
8. Cohen, J. (1983). The cost of dichotomization. Applied Psychological Measurement, 7, 249-253.
9. Corbalan, G., Kester, L., & van Merriënboer, J. J. G. (2011). Learner-controlled selection of tasks with different surface and structural features: Effects on transfer and efficiency. Computers in Human Behavior, 27, 76-81.
10. Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24, 87-185.
11. Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406.
12. Garfield, J., & Ben-Zvi, D. (2007). How students learn statistics revisited: A current review of research on teaching and learning statistics. International Statistical Review, 75, 372-396.
13. Hasler, B. S., Kersten, B., & Sweller, J. (2007). Learner control, cognitive load and instructional animation. Applied Cognitive Psychology, 21, 713-729.
14. Humphreys, L. G., & Fleishman, A. (1974). Pseudo-orthogonal and other analysis of variance designs involving individual-differences variables. Journal of Educational Psychology, 66, 464-472.
15. Hunter, J. E., & Schmidt, F. L. (1990). Dichotomization of continuous variables: The implications for meta-analysis. Journal of Applied Psychology, 75, 334-349.
16. Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509-539.
17. Kalyuga, S. (2008). When less is more in cognitive diagnosis: A rapid online method for diagnosing learner task-specific expertise. Journal of Educational Psychology, 100, 603-612.
18. Kalyuga, S. (2009). Knowledge elaboration: A cognitive load perspective. Learning and Instruction, 19, 402-410.
19. Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23-31.
20. Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1-17.
21. Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126-136.
22. Kalyuga, S., Chandler, P., & Sweller, J. (2001). Learner experience and efficiency of instructional guidance. Educational Psychology, 21, 5-23.
23. Kalyuga, S., & Renkl, A. (2010). Expertise reversal effect and its instructional implications: Introduction to the special issue. Instructional Science, 38, 209-215.
24. Kirschner, F., Paas, F., & Kirschner, P. A. (2009). Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency. Computers in Human Behavior, 25, 306-314.
25. Leinhardt, G. (2001). Instructional explanations: A commonplace for teaching and location for contrast. In V. Richardson (Ed.), Handbook of research on teaching (pp. 333-357). Washington, DC: American Educational Research Association.
26. MacCallum, R. C., Zhang, S., Preacher, K. J., & Rucker, D. D. (2002). On the practice of dichotomization of quantitative variables. Psychological Methods, 7, 19-40.
27. Maxwell, S. E., & Delaney, H. D. (1993). Bivariate median splits and spurious statistical significance. Psychological Bulletin, 113, 181-190.
28. Mayer, R. E. (2005a). Introduction to multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 1-16). Cambridge, MA: Cambridge University Press.
29. Mayer, R. E. (2005b). Principles for managing essential processing in multimedia learning: Segmenting, pretraining, and modality principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 169-182). Cambridge, MA: Cambridge University Press.
30. Mayer, R. E. (Ed.). (2005c). The Cambridge handbook of multimedia learning. Cambridge, MA: Cambridge University Press.
31. Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge: Cambridge University Press.
32. Moreno, R., & Mayer, R. E. (2005). Role of guidance, reflection, and interactivity in an agent-based multimedia game. Journal of Educational Psychology, 97, 117-128.
33. Nückles, M., Hübner, S., Dümer, S., & Renkl, A. (2010). Expertise reversal effects in writing-to-learn. Instructional Science, 38, 237-258.
34. Oksa, A., Kalyuga, S., & Chandler, P. (2010). Expertise reversal effect in using explanatory notes for readers of Shakespearean text. Instructional Science, 38, 217-236.
35. Ozcinar, Z. (2009). The topic of instructional design in research journals: A citation analysis for the years 1980-2008. Australasian Journal of Educational Technology, 25, 559-580.
36. Paas, F., Tuovinen, J. E., van Merriënboer, J. J. G., & Darabi, A. A. (2005). A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction. Educational Technology Research and Development, 53, 25-34.
37. Paas, F., van Gog, T., & Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational Psychology Review, 22, 115-121.
38. Peterson, L., & Peterson, M. (1959). Short-term retention of individual verbal items. Journal of Experimental Psychology, 58, 193-198.
39. Renkl, A. (2005). The worked-out examples principles in multimedia. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 229-245). Cambridge, MA: Cambridge University Press.
40. Rey, G. D. (2010). Reading direction and signaling in a simple computer simulation. Computers in Human Behavior, 26, 1176-1182.
41. Rey, G. D. (2011). Interactive elements for dynamically linked multiple representations in computer simulations. Applied Cognitive Psychology, 25, 12-19.
42. Rey, G. D., & Buchwald, F. (2011). The expertise reversal effect: Cognitive load and motivational explanations. Journal of Experimental Psychology: Applied, 17, 33-48.
43. Salden, R. J. C. M., Aleven, V., Schwonke, R., & Renkl, A. (2010a). The expertise reversal effect and worked examples in tutored problem solving. Instructional Science, 38, 289-307.
44. Salden, R. J. C. M., Koedinger, K. R., Renkl, A., Aleven, V., & McLaren, B. M. (2010b). Accounting for beneficial effects of worked examples in tutored problem solving. Educational Psychology Review, 22, 379-392.
45. Schnotz, W., Fries, S., & Horz, H. (2009). Motivational aspects of cognitive load theory. In M. Wosnitza, S. A. Karabenick, A. Efklides, & P. Nenniger (Eds.), Contemporary motivation research: From global to local perspectives (pp. 69-96). Göttingen: Hogrefe & Huber.
46. Schnotz, W., & Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19, 469-508.
47. Sedney, M. A. (1981). Comments on median split procedures for scoring androgyny measures. Sex Roles, 7, 217-222.
48. Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science, 32, 9-31.
49. Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19-30). Cambridge, MA: Cambridge University Press.
50. Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22, 123-138.
51. Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer.
52. Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185-233.
53. 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.
54. Sweller, J., van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
55. Tobias, S. (2010). The expertise reversal effect and aptitude treatment interaction research (Commentary). Instructional Science, 38, 309-314.
56. van der Meij, J., & de Jong, T. (2006). Supporting students' learning with multiple representations in a dynamic simulation-based learning environment. Learning and Instruction, 16, 199-212.
57. van Merriënboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the load off a learner's mind: Instructional design for complex learning. Educational Psychologist, 38, 5-13.
58. van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147-177.
59. Vargha, A., Rudas, T., Delaney, H. D., & Maxwell, S. E. (1996). Dichotomization, partial correlation, and conditional independence. Journal of Educational and Behavioral Statistics, 21, 264-282.
60. 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.
61. Wittwer, J., & Renkl, A. (2010). How effective are instructional explanations in example-based learning? A meta-analytic review. Educational Psychology Review, 22, 393-409.
62. Wouters, P., Tabbers, H. K., & Paas, F. (2007). Interactivity in video-based models. Educational Psychology Review, 19, 327-342.