Expertise reversal effect: learners with developed fluency do not benefit from unnecessarily explicit instruction and benefit more from open problem-solving approaches¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? CLT research shows that once learners have developed sufficient automaticity and fluency (expertise), they do not benefit from unnecessarily explicit and structured approaches and benefit more from open, problem-solving approaches. → Andrew J. Martin 2023

Evidence¶

Andrew J. Martin 2023¶

Andrew J. Martin. (2023). Integrating Motivation and Instruction: Towards a Unified Approach in Educational Psychology. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09774-w

q2 · i? · review · r2

The review reports CLT research, citing Kalyuga and colleagues, on the expertise reversal effect: learners with developed expertise benefit more from open problem-solving approaches than from unnecessarily explicit and structured instruction. No effect sizes are printed.

"CLT research demonstrates that when learners have developed sufficient automaticity and fluency in knowledge and skill (i.e., expertise), they do not benefit from approaches that are unnecessarily explicit and structured. Instead, they benefit more from open, problem-solving approaches—referred to as the "expertise reversal effect" (Kalyuga, 2007; Kalyuga et al., 2001, 2003)."

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• Worked-example guidance becomes less effective as learner expertise increases. — possibly the same claim (merge candidate)
• Expertise reversal: high-guidance worked examples become ineffective or detrimental once learners have developed cognitive schemata — possibly the same claim (merge candidate)
• Instructional guidance that helps novices can become redundant or counterproductive as expertise grows. — possibly the same claim (merge candidate)
• Sequenced explicit instruction then guided independent learning: students benefit from explicit instruction early and guided independence as fluency develops — related
• Expertise reversal: cognitive load effects for novices decrease, disappear, and can reverse as expertise increases — possibly the same claim (merge candidate)