The impact of complexity on the expertise reversal effect: experimental evidence from testing accounting students

References

• Aiken, S. A., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks, CA: Sage.
   Google Scholar
• Bjork, R. A., & Linn, M. C. (2006, March). The science of learning and the learning of science: Introducing desirable difficulties. American Psychological Society Observer, 19, 1–2.
   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. doi:10.1007/s11251-009-9105-x
   Web of Science ®Google Scholar
• Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293–332. 10.1207/s1532690xci0804_2
   Web of Science ®Google Scholar
• Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4, 55–81. doi:10.1016/0010-0285(73)90004-2
   Web of Science ®Google Scholar
• Cooper, G., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79, 347–362. 10.1037/0022-0663.79.4.347
   Web of Science ®Google Scholar
• De Groot, A. (1965). Thought and choice in chess. The Hague: Mouton. (Original work published 1946.)
   Google Scholar
• Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509–539. doi:10.1007/s10648-007-9054-3
   Web of Science ®Google Scholar
• Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23–31. doi:10.1207/S15326985EP3801_4
   Web of Science ®Google Scholar
• Kalyuga, S., & Sweller, J. (2004). Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology, 96, 558–568. doi:10.1037/0022-0663.96.3.558
   Web of Science ®Google Scholar
• Mayer, R. (2005). The four-component instructional design model: Multimedia principles in environments for complex learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 71–89). New York, NY: Cambridge University Press. 10.1017/CBO9780511816819
   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. doi:10.1037/h0043158
   PubMed Web of Science ®Google Scholar
• Peterson, L., & Peterson, M. (1959). Short-term retention of individual verbal items. Journal of Experimental Psychology, 58, 193–198. doi:10.1037/h0049234
   PubMedGoogle Scholar
• Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and Instruction, 12, 61–86. doi:10.1016/S0959-4752(01)00016-0
   Web of Science ®Google Scholar
• Reisslein, J., Atkinson, R., 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. doi:10.1016/j.learninstruc.2006.02.008
   Web of Science ®Google Scholar
• Renkl, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cognitive skills acquisition: A cognitive load perspective. Educational Psychologist, 38, 15–22. doi:10.1207/S15326985EP3801_3
   Web of Science ®Google Scholar
• Salden, R., Koedinger, K., Renkl, A., Aleven, V., & McLaren, B. (2010). Accounting for beneficial effects of worked examples in tutored problem solving. Educational Psychology Review, 22, 379–392. doi:10.1007/s10648-010-9143-6
   Web of Science ®Google Scholar
• Scheiter, K., & Gerjets, P. (2007). Making your own order: Order effects in system- and user-controlled settings for learning and problem solving. In F. Ritter, J. Nerb, E. Lehtinen, & T. O’Shea (Eds.), In order to learn: How the sequence of topics influences learning (pp. 195–212). New York, NY: Oxford University Press. 10.1093/acprof:oso/9780195178845.001.0001
   Google Scholar
• Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22, 123–138. doi:10.1007/s10648-010-9128-5
   Web of Science ®Google Scholar
• Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer. 10.1007/978-1-4419-8126-4
   Google Scholar
• Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185–233.
   Web of Science ®Google Scholar
• Van Merriënboer, J. J., & Kirschner, P. A. (2012). Ten steps to complex learning: A systematic approach to four-component instructional design. Mahwah, NJ: Erlbaum.
   Google Scholar
• Van Merriënboer, J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147–177. doi:10.1007/s10648-005-3951-0
   Web of Science ®Google Scholar