Expertise reversal effect and its instructional implications: introduction to the special issue
By Slava Kalyuga, Alexander Renkl. 2010
148 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/6c2eddf7a4bdaf1bab8add44df0e650d56cd93f0
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Vincent Hoogerheide
- Paul Ginns
- J. Bobis
- Fang‐Tzu Hu
- Henny P. A. Boshuizen
- G. van Dijck
- Fleurie Nievelstein
- Sascha Schneider
In Experimental and Cognitive Psychology
- Günter Daniel Rey
- J. Bobis
- Fang‐Tzu Hu
- Sascha Schneider
- Steve Nebel
- Paul Ginns
- Vincent Hoogerheide
- Maik Beege
Citations in the corpus
- The worked example and expertise reversal effect in less structured tasks : Learning to reason about legal cases (2013, background): “It is assumed that the expertise reversal effect is caused by a ‘redundancy effect’ (Kalyuga, 2007; Kalyuga & Renkl, 2010; Kalyuga et al., 2003).”
- A Review of Research and a Meta-Analysis of the Seductive Detail Effect. (2012, unknown): “For example, the learner’s expertise (cf. Kalyuga, 2009; Kalyuga, Ayres, Chandler, & Sweller, 2003; Kalyuga & Renkl, 2010) or self-explanatory ability (Salden, Aleven, Schwonke, & Renkl, 2010) can be measured.”
- Decorative pictures and emotional design in multimedia learning (2016, background): “There are, at least, some decorative pictures that might lead to an increase of cognitive load or distract students' attention (Harp & Mayer, 1998; Mayer, Griffith, Jurkowitz, & Rothman, 2008; Park, Moreno, Seufert, & Brünken, 2011; Schnotz, Fries, & Horz, 2009) and, therefore, decrease learning per”
- Getting the point: Tracing worked examples enhances learning (2015, background): “…materials could substantially improve the learning of students with lower prior knowledge, though students with higher prior knowledge did not particularly benefit from this instructional technique, suggesting a potential expertise reversal effect (Kalyuga, 2007; Kalyuga & Renkl, 2010).”
- A Meta-analysis of the Segmenting Effect (2019, background): “The CTML (Mayer 2014a) is based on three assumptions.”
- Learning from video modeling examples: Content kept equal, adults are more effective models than peers (2016, background): “1 Note that examples can lose their effectiveness or may even hamper learning when students have some prior knowledge of the problem (Kalyuga, Chandler, Tuovinen, & Sweller, 2001; Kalyuga & Renkl, 2010).”