scholarly journals The Expertise Reversal Effect

2009 ◽  
pp. 58-80 ◽  
Author(s):  
Slava Kalyuga
Keyword(s):  
Empirical Evidence ◽  
Prior Knowledge ◽  
Expertise Reversal Effect ◽  
Reversal Effect ◽  
Cognitive Studies ◽  
Instructional Outcomes ◽  
Cognitive Activities ◽  
Memory Resources ◽  
Specific Expertise

Cognitive studies of expertise that were reviewed in Chapter I indicated that prior knowledge is the most important 1earner characteristic that influences learning processes. Recently, it has been established that learning procedures and techniques that are beneficial for learners with low levels of prior knowledge may become relatively inefficient for more knowledgeable learners due to cognitive activities that consume additional working memory resources. This expertise reversal effect could be related to aptitude-treatment interactions (interactions between learning outcomes of different instructional treatments and student aptitudes) that were actively investigated in 1960-70s. The learner level of prior knowledge or level of expertise is the aptitude of interest in this case. The effect is explained by the cognitive overload that more knowledgeable learners may experience due to processing redundant for these learners instructional components (as compared to information without redundancy). As a consequence, instructional outcomes of different multimedia learning formats and procedures are always relative to levels of learner task-specific expertise. This chapter describes cognitive processes that cause expertise reversal effect and major instructional implications of this effect. The chapter provides a review of empirical evidence obtained in the original longitudinal studies of the effect, the expertise reversal for methods of enhancing essential cognitive load, and expertise reversal phenomena when learning from textual and hypertextual materials. The chapter also describes relations between the expertise reversal effect and studies of Aptitude-Treatment Interactions. Additional empirical evidence for the effect in other areas will be described in the following chapters in Section 2 of the book.

Adaptive Procedures for Efficient Learning

2009 ◽  
pp. 272-290 ◽  
Author(s):  
Slava Kalyuga
Keyword(s):  
Cognitive Load ◽  
Real Time ◽  
Instructional Methods ◽  
Diagnostic Approach ◽  
Expertise Reversal Effect ◽  
Reversal Effect ◽  
Adaptive Procedures ◽  
Instructional Guidance ◽  
Measures Of Performance ◽  
Specific Expertise

The rapid diagnostic approach to evaluating levels of learner task-specific expertise was introduced in Chapter IV and used in several studies that were subsequently described throughout this book. The rapid diagnostic techniques (first-step method and rapid verification technique) were instrumental in investigating some instances of the expertise reversal effect and in optimizing levels of cognitive load in faded worked example procedures (Section II and Chapter XI). This chapter describes some specific adaptive procedures based on rapid diagnostic methods for evaluating ongoing levels of learner task specific expertise. Two specific approaches to the design of adaptive instruction are considered, adaptive procedures based on rapid measures of performance and adaptive procedures based on combined measures of performance and cognitive load (efficiency measures). The expertise reversal effect established interactions between learner levels of task-specific expertise and effectiveness of different instructional methods. The major instructional implication of this effect is the need to tailor instructional methods and procedures to dynamically changing levels of learner expertise in a specific class of tasks within a domain. The rapid diagnostic approach was successfully used for real-time evaluation of levels of learner task-specific expertise in adaptive online tutorials in the domains of linear algebra equations (Kalyuga & Sweller, 2004; 2005) and vector addition motion problems in kinematics (Kalyuga, 2006) for high school students. Both first step diagnostic method and rapid verification technique were applied in adaptive procedures. According to the rapid assessment-based tailoring approach, these tutorials provided dynamic selection of levels of instructional guidance that were optimal for learners with different levels of expertise based on real-time online measures of these levels. The general designs of those studies were similar. In learner-adapted groups, at the beginning of training sessions, each student was provided with an appropriate level of instructional guidance according to the outcome of the initial rapid pretest. Then during the session, depending on the outcomes of the ongoing rapid tests, the student was allowed to proceed to the next learning stage or was required to repeat the same stage and then take the rapid test again. At each subsequent stage, a lower level of guidance was provided to learners (e.g., worked-out components of solution procedures were gradually omitted and progressively replaced with problem solving steps), and a higher level of the rapid diagnostic tasks was used at the end of the stage. In control non-adapted groups, learners either studied all tasks that were included in the corresponding stages of the training session of their yoked participants, or were required to study the whole set of tasks available in the tutorial.

Interaction Model of Brain and Consciousness

2018 ◽  
pp. 105-126
Author(s):  
Georg Northoff
Keyword(s):  
Empirical Evidence ◽  
Vegetative State ◽  
Interaction Model ◽  
Necessary Condition ◽  
Additive Interaction ◽  
Fine Grained ◽  
Nancy Cartwright ◽  
Level Of Consciousness ◽  
The Brain

In addition to the spectrum model, I also introduced an interaction model to characterize the brain’s neural activity (chapter 2). Is the interaction model of brain also relevant for consciousness? That is the focus in the present chapter. I here present various lines of empirical evidence focusing on disorders of consciousness like vegetative state, anesthesia, and sleep. Based on empirical evidence, I show that the degree of non-additive interaction between spontaneous and stimulus-induced activity indexes the level of consciousness in a seemingly rather fine-grained way; for that reason, it may be considered a neural correlate of the level of consciousness, i.e., NCC. In contrast, the spontaneous activity and its spatiotemporal structure is rather a necessary condition of possible consciousness, that is, a neural predisposition of consciousness (NPC). The concept of NPC is further enriched by the concept of capacities for which I recruit Nancy Cartwright. I suggest that the brain’s non-additive interaction including the subsequent association of stimulus-induced activity with consciousness is based on the spontaneous activity’s capacity. Since that very same capacity, operating as NPC, can be traced to the spontaneous activity’s spatiotemporal features, I speak of “spatiotemporal capacity”. I conclude that the empirical data suggest a capacity-based approach (rather than law-based approach) to the brain and how it is related to consciousness.

Using Technologies to Integrate Vocational Learning in Multiple Contexts

2014 ◽  
pp. 675-690 ◽  
Author(s):  
Alberto Cattaneo ◽  
Carmela Aprea
Keyword(s):  
Empirical Evidence ◽  
Multiple Contexts ◽  
Vocational Learning ◽  
Specific Expertise

Due to various influences and developments, learning nowadays must be conceived as a lifelong process that occurs within and among different formal, non-formal, and informal contexts. However, learning poses new requirements for individuals as it urges them to cope with diverse and dynamically changing perspectives, articulate these diversities, and reconcile them into a meaningful whole. In this chapter, the authors present theoretical and empirical evidence that accounts for the potential of technologies as facilitators for connecting and integrating learning across different contexts. Given the authors' specific expertise, they particularly focus on learning in vocational and professional settings.

Beyond Parents: Collective Duties to Children

2020 ◽  
pp. 135-146
Author(s):  
Timothy Fowler ◽  
Timothy Fowler
Keyword(s):  
Empirical Evidence ◽  
Moral Duty ◽  
Special Duties

In this chapter, I consider duties non-parents might have to children. I consider empirical evidence which suggests that parents matter less for children than is commonly assumed, and that other members of society matter more. I suggest that this influence on children generates duties to the children that are similar- albeit weaker- to those of parents. All members of society are responsible for the content of children’s character and this impact brings duties to ensure society is not harmful to the child. Further, the intertwined nature of children’s lives means that special duties to one child transfer to others. The implication is that the perfectionist duties explored in chapter 11 apply not just to parents but to all citizens, who have a moral duty to change their conduct in ways that will further the wellbeing of children.

scholarly journals The worked example and expertise reversal effect in less structured tasks: Learning to reason about legal cases

2013 ◽  
Vol 38 (2) ◽  
pp. 118-125 ◽  
Author(s):  
Fleurie Nievelstein ◽  
Tamara van Gog ◽  
Gijs van Dijck ◽  
Henny P.A. Boshuizen
Keyword(s):  
Legal Cases ◽  
Expertise Reversal Effect ◽  
Reversal Effect ◽  
Worked Example ◽  
Learning To Reason

The Expertise Reversal Effect for Sequential Presentation in Dynamic Soccer Visualizations

2013 ◽  
Vol 35 (3) ◽  
pp. 260-269 ◽  
Author(s):  
Aïmen Khacharem ◽  
Bachir Zoudji ◽  
Slava Kalyuga ◽  
Hubert Ripoll
Keyword(s):  
Cognitive Load ◽  
Learning Outcomes ◽  
Mental Effort ◽  
Visual Presentation ◽  
Theoretical Framework ◽  
Soccer Players ◽  
Sequential Presentation ◽  
Expertise Reversal Effect ◽  
Reversal Effect ◽  
Presentation Formats

Cognitive load perspective was used as a theoretical framework to investigate effects of expertise and type of presentation of interacting elements of information in learning from dynamic visualizations. Soccer players (N = 48) were required to complete a recall reconstruction test and to rate their invested mental effort after studying a concurrent or sequential presentation of the elements of play. The results provided evidence for an expertise reversal effect. For novice players, the sequential presentation produced better learning outcomes. In contrast, expert players performed better after studying the concurrent presentation. The findings suggest that the effectiveness of different visual presentation formats depend on levels of learner expertise.

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