Book contents
- The Cambridge Handbook of Expertise and Expert Performance
- The Cambridge Handbook of Expertise and Expert Performance
- Copyright page
- Contents
- Notes on Contributors
- Acknowledgments
- Part I Introduction and Perspectives
- Part II Overview of Approaches to the Study of Expertise: Brief Historical Accounts of Theories and Methods
- Part III Methods for Studying the Structure of Expertise
- Part IV Methods for Studying the Acquisition and Maintenance of Expertise
- Part V.I Domains of Expertise: Professions
- Part V.II Domains of Expertise: Arts, Sports, Games, and Other Skills
- Part VI Generalizable Mechanisms Mediating Types of Expertise
- Part VII General Issues and Theoretical Frameworks
- 38 The Differential Influence of Experience, Practice, and Deliberate Practice on the Development of Superior Individual Performance of Experts
- 39 Practical Intelligence and Tacit Knowledge: An Ecological View of Expertise
- 40 Cognitive Load and Expertise Reversal
- 41 Expertise and Structured Imagination in Creative Thinking: Reconsideration of an Old Question
- 42 Aging and Expertise
- Index of Subjects
- References
40 - Cognitive Load and Expertise Reversal
from Part VII - General Issues and Theoretical Frameworks
Published online by Cambridge University Press: 10 May 2018
Book contents
- The Cambridge Handbook of Expertise and Expert Performance
- The Cambridge Handbook of Expertise and Expert Performance
- Copyright page
- Contents
- Notes on Contributors
- Acknowledgments
- Part I Introduction and Perspectives
- Part II Overview of Approaches to the Study of Expertise: Brief Historical Accounts of Theories and Methods
- Part III Methods for Studying the Structure of Expertise
- Part IV Methods for Studying the Acquisition and Maintenance of Expertise
- Part V.I Domains of Expertise: Professions
- Part V.II Domains of Expertise: Arts, Sports, Games, and Other Skills
- Part VI Generalizable Mechanisms Mediating Types of Expertise
- Part VII General Issues and Theoretical Frameworks
- 38 The Differential Influence of Experience, Practice, and Deliberate Practice on the Development of Superior Individual Performance of Experts
- 39 Practical Intelligence and Tacit Knowledge: An Ecological View of Expertise
- 40 Cognitive Load and Expertise Reversal
- 41 Expertise and Structured Imagination in Creative Thinking: Reconsideration of an Old Question
- 42 Aging and Expertise
- Index of Subjects
- References
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
- Type
- Chapter
- Information
- The Cambridge Handbook of Expertise and Expert Performance , pp. 793 - 811Publisher: Cambridge University PressPrint publication year: 2018
References
Amadieu, F., Tricot, A., & Mariné, C. (2009a). Prior knowledge in learning from a non-linear electronic document: Disorientation and coherence of the reading sequences. Computers in Human Behavior, 25, 381–388.Google Scholar
Amadieu, F., van Gog, T., Paas, F., Tricot, A., & Mariné, C. (2009b). Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning. Learning and Instruction, 19, 376–386.CrossRefGoogle Scholar
Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.Google Scholar
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Beilock, S. L., Bertenthal, B. I., McCoy, A. M., & Carr, T. H. (2004). Haste does not always make waste: Expertise, direction of attention, and speed versus accuracy in performing sensorimotor skills. Psychonomic Bulletin & Review, 11, 373–379.Google Scholar
Beilock, S. L., & Carr, T. H. (2001). On the fragility of skilled performance: What governs choking under pressure? Journal of Experimental Psychology: General, 130, 701–725.Google Scholar
Beilock, S. L., Jellison, W. A., Rydell, R. J., McConnell, A. R., & Carr, T. H. (2006). On the causal mechanisms of stereotype threat: Can skills that don’t rely heavily on working memory still be threatened? Personality and Social Psychology Bulletin, 32, 1059–1071.Google Scholar
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.Google Scholar
Bokosmaty, S., Kalyuga, S., & Sweller, J. (2015). Learning geometry problem solving by studying worked-examples: Effects of learner guidance and expertise. American Educational Research Journal, 52, 307–333.Google Scholar
Boshuizen, H. P. A., & Schmidt, H. G. (1992). On the role of biomedical knowledge in clinical reasoning by experts, intermediates and novices. Cognitive Science, 16, 153–184.Google Scholar
Brunstein, A., Betts, S., & Anderson, J. R. (2009). Practice enables successful learning under minimal guidance. Journal of Educational Psychology, 101, 790–802.Google Scholar
Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4, 55–81.CrossRefGoogle Scholar
Clarke, T., Ayres, P., & Sweller, J. (2005). The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. Educational Technology Research and Development, 53, 15–24.Google Scholar
Cronbach, L. (1967). How can instruction be adapted to individual differences? In Gagné, R. (ed.), Learning and individual differences (pp. 23–39), Columbus, OH: Merrill.Google Scholar
Cronbach, L., & Snow, R. (1977). Aptitudes and instructional methods: A handbook for research on interactions. New York: Irvington.Google Scholar
de Groot, A. (1965). Thought and choice in chess. The Hague: Mouton. (Original work published 1946)Google Scholar
Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49, 725–747.Google Scholar
Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102, 211–245.Google Scholar
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.Google Scholar
Fyfe, E. R., Rittle-Johnson, B., & DeCaro, M. S. (2012). The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters. Journal of Educational Psychology, 104, 1094–1108.Google Scholar
Geary, D. (2005). The origin of mind: Evolution of brain, cognition, and general intelligence. Washington, DC: American Psychological Association.Google Scholar
Geary, D. (2007). Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology. In Carlson, J. S. & Levin, J. R. (eds.), Psychological perspectives on contemporary educational issues (pp. 1–99). Greenwich, CT: Information Age Publishing.Google Scholar
Geary, D. (2008). An evolutionarily informed education science. Educational Psychologist, 43, 179–195.Google Scholar
Geary, D. (2012). Evolutionary educational psychology. In Harris, K., Graham, S., & Urdan, T. (eds.), APA educational psychology handbook (Vol. 1, pp. 597–621). Washington, DC: American Psychological Association.Google Scholar
Homer, B. D., & Plass, J. L. (2010). Expertise reversal for iconic representations in science visualizations. Instructional Science, 38, 259–276.Google Scholar
Kalyuga, S. (2006). Assessment of learners’ organised knowledge structures in adaptive learning environments. Applied Cognitive Psychology, 20, 333–342.Google Scholar
Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509–539.Google Scholar
Kalyuga, S. (2014). The expertise reversal principle in multimedia learning. In Mayer, R. (ed.), The Cambridge handbook of multimedia learning (2nd edn.) (pp. 576–597). Cambridge University Press.Google Scholar
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23–31.Google Scholar
Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1–17.Google Scholar
Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126–136.Google Scholar
Kalyuga, S., Chandler, P., & Sweller, J. (2001a). Learner experience and efficiency of instructional guidance. Educational Psychology, 21, 5–23.CrossRefGoogle Scholar
Kalyuga, S., Chandler, P., Tuovinen, J. & Sweller, J. (2001b). When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93, 579–588.Google Scholar
Kalyuga, S., & Renkl, A. (2010). Expertise reversal effect and its instructional implications. Instructional Science, 38, 209–215.Google Scholar
Kalyuga, S., Rikers, R., & Paas, F. (2012). Educational implications of expertise reversal effects in learning and performance of complex cognitive and sensorimotor skills. Educational Psychology Review, 24, 313–337.CrossRefGoogle Scholar
Kalyuga, S., & Sweller, J. (2004). Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology, 96, 558–568.Google Scholar
Kalyuga, S., & Sweller, J. (2005). Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning. Educational Technology Research and Development, 53, 83–93.Google Scholar
Koedinger, K., & Aleven, V. (2007). Exploring the assistance dilemma in experiments with cognitive tutors. Educational Psychology Review, 19, 239–264.Google Scholar
Krause, U.-M., Stark, R., & Mandl, H. (2009). The effects of cooperative learning and feedback on e-learning in statistics. Learning and Instruction, 19, 158–170.Google Scholar
Kyun, S. A., Kalyuga, S., & Sweller, J. (2013). The effect of worked examples when learning to write essays in English literature. Journal of Experimental Education, 81, 385–408.CrossRefGoogle Scholar
Lee, H., Plass, J. L., & Homer, B. D. (2006). Optimizing cognitive load for learning from computer-based science simulations. Journal of Educational Psychology, 98, 902–913.Google Scholar
Leppink, J., Broers, N. J., Imbos, T., van der Vleuten, C. P. M., & Berger, M. P. F. (2012). Self-explanation in the domain of statistics: An expertise reversal effect. Higher Education, 63, 771–785.Google Scholar
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81–97.Google Scholar
Nihalani, P. K., Mayrath, M., & Robinson, D. H. (2011). When feedback harms and collaboration helps in computer simulation environments: An expertise reversal effect. Journal of Educational Psychology, 103, 776–785.Google Scholar
Nückles, M., Hübner, S., Dümer, S., & Renkl, A. (2010). Expertise reversal effects in writing-to-learn. Instructional Science, 38, 237–258.Google Scholar
Oksa, A., Kalyuga, S., & Chandler, P. (2010). Expertise reversal effect in using explanatory notes for readers of Shakespearean text. Instructional Science, 38, 217–236.Google Scholar
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. Educational Technology Research and Development, 53, 25–34.Google Scholar
Pachman, M., Kalyuga, S., & Sweller, J. (2013). Levels of knowledge and deliberate practice. Journal of Experimental Psychology: Applied, 1, 108–119.Google Scholar
Pachman, M., Kalyuga, S., & Sweller, J. (2014). Effectiveness of combining worked examples and deliberate practice for high school geometry. Applied Cognitive Psychology, 28, 685–692.Google Scholar
Patel, V. L., & Arocha, J. F. (1993). Construction-integration theory and clinical reasoning. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA, April.Google Scholar
Patel, V. L., Arocha, J. F., & Kaufman, D. R. (1994). Diagnostic reasoning and medical expertise. In Medin, D. (ed.), The psychology of learning and motivation (Vol. 30, pp. 187–251). New York: Academic Press.Google Scholar
Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and Instruction, 12, 61–86.CrossRefGoogle Scholar
Reisslein, J., Atkinson, R. K., Seeling, P., & Reisslein, M. (2006). Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis. Learning and Instruction, 16, 92–103.Google Scholar
Renkl, A. (1997). Learning from worked-out examples: A study on individual differences. Cognitive Science, 21, 1–29.Google Scholar
Renkl, A. (2014a). Toward an instructionally oriented theory of example-based learning. Cognitive Science, 38, 1–37.Google Scholar
Renkl, A. (2014b). The worked examples principle in multimedia learning. In Mayer, R. E. (ed.), The Cambridge handbook of multimedia learning (2nd edn.) (pp. 391–412). Cambridge University Press.Google Scholar
Rey, G. D., & Buchwald, F. (2011). The expertise reversal effect: Cognitive load and motivational explanations. Journal of Experimental Psychology: Applied, 17, 33–48.Google Scholar
Rey, G. D., & Fischer, A. (2012). The expertise reversal effect concerning instructional explanations. Instructional Science, 40, 193–211.Google Scholar
Rikers, R. M. J. P., Schmidt, H. G., & Boshuizen, H. P. A. (2000). Knowledge encapsulation and the intermediate effect. Contemporary Educational Psychology, 25, 150–166.Google Scholar
Roelle, J., & Berthold, K. (2013). The expertise reversal effect in prompting focused processing of instructional explanations, Instructional Science, 41, 635–656.Google Scholar
Salden, R. J. C. M., Paas, F., & Van Merriënboer, J. J. G. (2006). Personalised adaptive task selection in air traffic control: Effects on training efficiency and transfer. Learning and Instruction, 16, 350–362.Google Scholar
Schmidt, H. G., & Boshuizen, H. P. A. (1992). Encapsulation of biomedical knowledge. In Evans, D. A. & Patel, V. L. (eds.), Advanced models of cognition for medical training and practice (pp. 265–282). New York: Springer Verlag.Google Scholar
Schmidt, H. G., & Boshuizen, H. P. A. (1993). On the origin of intermediate effects in clinical case recall. Memory & Cognition, 21, 338–351.Google Scholar
Schmidt, H. G., Boshuizen, H. P. A., & Hobus, P. P. M. (1988). Transitory stages in the development of medical expertise: The “intermediate effect” in clinical case representation studies. In Proceedings of the Cognitive Science Society Meeting (pp. 139–145). Hillsdale, NJ: Erlbaum.Google Scholar
Schnotz, W. (2010). Reanalyzing the expertise reversal effect. Instructional Science, 38, 315–323.CrossRefGoogle Scholar
Simon, H., & Gilmartin, K. (1973). A simulation of memory for chess positions. Cognitive Psychology, 5, 29–46.CrossRefGoogle Scholar
Spanjers, I. A. E., Wouters, P., Van Gog, T., & Van Merriënboer, J. J. G. (2011). An expertise reversal effect of segmentation in learning from animated worked-out examples. Computers in Human Behavior, 27, 46–52.Google Scholar
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285.Google Scholar
Sweller, J. (2009). Cognitive bases of human creativity. Educational Psychology Review, 21, 11–19.Google Scholar
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer.Google Scholar
Sweller, J., & Sweller, S. (2006). Natural information processing systems. Evolutionary Psychology, 4, 434–458.Google Scholar
Tobias, S. (1976). Achievement treatment interactions. Review of Educational Research, 46, 61–74.Google Scholar
Tobias, S. (1989). Another look at research on the adaptation of instruction to student characteristics. Educational Psychologist, 24, 213–227.Google Scholar
Tricot, A., & Sweller, J. (2014). Domain-specific knowledge and why teaching generic skills does not work. Educational Psychology Review, 26, 265–283.Google Scholar
Van de Wiel, M. W. J., Boshuizen, H. P. A., & Schmidt, H. G. (2000). Knowledge restructuring in expertise development: Evidence from pathophysiological representations of clinical cases by students and physicians. European Journal of Cognitive Psychology, 12, 323–355.Google Scholar
Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2008). Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency. Learning and Instruction, 18, 211–222.Google Scholar
Van Merriënboer, J. J. G. (1990). Strategies for programming instruction in high school: Program completion vs. program generation. Journal of Educational Computing Research, 6, 265–287.Google Scholar
Van Merriënboer, J. J. G., & Kirschner, P. A. (2013). Ten steps to complex learning (2nd revised edn.). New York: Routledge.Google Scholar
Van Merriënboer, J. J. G., & Sluijsmans, D. A. (2009). Toward a synthesis of cognitive load theory, four-component instructional design, and self-directed learning. Educational Psychology Review, 21, 55–66.Google Scholar
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.Google Scholar
Vink, S. C., Van Tartwijk, J., Verloop, N., Gosselink, M. J., Driessen, E., & Bolk, J. H. (2016). The articulation of integration of clinical and basic sciences in concept maps: Differences between experienced and resident groups. Advances in Health Sciences Education, 21, 643–657.Google Scholar
Whitehead, A. E., Taylor, J. A., & Polman, R. C. (2016). Evidence for skill level differences in the thought processes of golfers during high and low pressure situations. Frontiers in Psychology, 6. http://dx.doi.org/10.3389/fpsyg.2015.01974.Google Scholar
Yeung, A. S., Jin, P., & Sweller, J. (1998). Cognitive load and learner expertise: Split attention and redundancy effects in reading with explanatory notes. Contemporary Educational Psychology, 23, 1–21.Google Scholar
Youssef-Shalala, A., Ayres, P., Schubert, C. & Sweller, J. (2014). Using a general problem-solving strategy to promote transfer. Journal of Experimental Psychology: Applied, 20, 215–231.Google Scholar