Expertise reversal effects in writing-to-learn

By Matthias Nückles, Sandra Hübner, Sandra Dümer, Alexander Renkl. 2010

118 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/ebcc134cc66519f632b9735fe42eac92fe84eaef

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

1. Julian Roelle
2. Inga Glogger-Frey
3. Julia Waldeyer
4. Matthias Nückles
5. Alexander Renkl
6. Lev Tankelevitch
7. Sean Rintel
8. John Sweller

In Experimental and Cognitive Psychology

1. Julian Roelle
2. Julia Waldeyer
3. Inga Glogger-Frey
4. Matthias Nückles
5. Alexander Renkl
6. Fred Paas
7. John Sweller
8. Tamara van Gog

Citations in the corpus

• The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning (2020, methodology): “…color coding) Metacognition: Monitoring Remedial strategy Elaboration (poor): linking new information to own experiences […] Week 2: [goes on with a different topic] Student 3 from Nückles et al. 2009, topic: Cognitive Load Last week, I experienced a demonstrative example of a cognitive overload.”
• The Metacognitive Demands and Opportunities of Generative AI (2023, background): “…perspective of metacognition, when considered with the unique features of GenAI—model flexibility, generality, and originality—presents an opportunity to realize what Alan Kay proposed as a “grand collaboration” with “agents: computer processes that act as guide, as coach, and as amanuensis” [88].”