Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction

Author:

Kalyuga Slava

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology

Reference114 articles.

1. Anderson, J. R., Corbett, A. T., Fincham, J. M., Hoffman, D., & Pelletier, R. (1992). General principles for an intelligent tutoring architecture. In V. Shute and W. Regian (Eds.), Cognitive approaches to automated instruction (pp. 81–106). Hillsdale, NJ: Erlbaum.

2. Baddeley, A. D. (1986). Working memory. New York: Oxford University Press.

3. Bell, B. S., & Kozlowski, S. W. J. (2002). Adaptive guidance: Enhancing self-regulation, knowledge, and performance in technology-based training. Personnel Psychology, 55, 267–306.

4. Blessing, S. B., & Anderson, J. R. (1996). How people learn to skip steps. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 576–598.

5. Boutwell, R., & Barton, G. (1974). Toward an adaptive learner-controlled model of instruction: A place for the new cognitive aptitudes. Educational Technology, 14, 13–18.

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