research_results:expertise_reversal_effect
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research_results:expertise_reversal_effect [2011/09/13 12:58] jpetrovic [Research status] |
research_results:expertise_reversal_effect [2023/06/19 16:03] (current) |
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| * "//instructional techniques that are highly effective with inexperienced learners can lose their effectiveness and even have negative consequences when used with more experienced learners.//"(([[http://www.cs.pitt.edu/~chopin/references/tig/kayluga_ayres.pdf.pdf|Kalyuga, Slava, Paul Ayres, Paul Chandler, and John Sweller. The Expertise Reversal Effect. Educational Psychologist 38: 23-31, March 2003.]])) | * "//instructional techniques that are highly effective with inexperienced learners can lose their effectiveness and even have negative consequences when used with more experienced learners.//"(([[http://www.cs.pitt.edu/~chopin/references/tig/kayluga_ayres.pdf.pdf|Kalyuga, Slava, Paul Ayres, Paul Chandler, and John Sweller. The Expertise Reversal Effect. Educational Psychologist 38: 23-31, March 2003.]])) | ||
| - | This means that many practices that are helpful to novices are inefficient for experts due to the difference in knowledge. Information that might be crucial for novices to understand something is already well known and redundant(([[http://www.sciencedirect.com/science/article/pii/S1076898X11600105|Rey, Guenter Daniel, and Florian Buchwald. The Expertise Reversal Effect: Cognitive Load and Motivational Explanations. Journal of Experimental Psychology: Applied 17, no. 1: 33-48, March 2011.]])) to the experts so it may produce **unnecessary extraneous load**.(([[http://www.csuchico.edu/~nschwartz/Sweller_2008.pdf|Sweller, J. Human Cognitive Architecture. In Handbook of research on educational communications and technology, 369-381. Taylor & Francis, 2008.]])) | + | This means that many practices that are helpful to novices are inefficient for experts due to the difference in knowledge. Information that might be crucial for novices to understand something is already well known and **redundant**(([[http://www.sciencedirect.com/science/article/pii/S1076898X11600105|Rey, Guenter Daniel, and Florian Buchwald. The Expertise Reversal Effect: Cognitive Load and Motivational Explanations. Journal of Experimental Psychology: Applied 17, no. 1: 33-48, March 2011.]])) to the experts so it may produce **unnecessary extraneous load**.(([[http://www.csuchico.edu/~nschwartz/Sweller_2008.pdf|Sweller, J. Human Cognitive Architecture. In Handbook of research on educational communications and technology, 369-381. Taylor & Francis, 2008.]])) |
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| - | Newer research has confirmed this effect and replicated results of previous studies.(([[http://www.sciencedirect.com/science/article/pii/S1076898X11600105|Rey, Guenter Daniel, and Florian Buchwald. The Expertise Reversal Effect: Cognitive Load and Motivational Explanations. Journal of Experimental Psychology: Applied 17, no. 1: 33-48, March 2011.]])) | + | Newer research has confirmed this effect and replicated results of previous studies.(([[http://www.sciencedirect.com/science/article/pii/S1076898X11600105|Rey, Guenter Daniel, and Florian Buchwald. The Expertise Reversal Effect: Cognitive Load and Motivational Explanations. Journal of Experimental Psychology: Applied 17, no. 1: 33-48, March 2011.]]))(([[http://link.springer.com/content/pdf/10.1007%2Fs11251-012-9237-2.pdf|Rey, Guenter Daniel, and Andreas Fischer. The Expertise Reversal Effect Concerning Instructional Explanations. Instructional Science 41, no. 2 (March 2013): 407–429.]])) |
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