Empirical patterns of the expertise reversal effect fit those found in Aptitude Treatment Interaction studies initiated in the mid-60s¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Beyond cognitive load theory prediction and explanation, the empirical findings on the expertise reversal effect fit well the patterns reported in Aptitude Treatment Interaction (ATI) research begun in the mid-1960s. → Kalyuga 2007

Evidence¶

Kalyuga 2007¶

Kalyuga, S. (2007). Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction. Educational Psychology Review, 19, 509–539. https://doi.org/10.1007/s10648-007-9054-3

q2 · i? · review · r?

The review's comparative framing: it reports that the effect's empirical patterns "fit well those in studies of Aptitude Treatment Interactions (ATI)", connecting a recent cognitive load research line to the older ATI tradition. No quantitative fit indices are printed.

"Apart from their cognitive load theory-based prediction and explanation, patterns of empirical findings on the effect fit well those in studies of Aptitude Treatment Interactions (ATI) that were originally initiated in mid-60s."

Discussion¶

Learner Variables¶

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

Related Claims¶

• In the few studies that split by ability, learning techniques helped low-ability students and not high-ability students — the general claim this finding bears on, with the studies behind it

• Instructional guidance that helps novices can become redundant or counterproductive as expertise grows. — the general claim this finding bears on, with the studies behind it

• The effectiveness of instructional techniques and procedures interacts with levels of learner prior knowledge, a pattern known as the expertise reversal effect — related
• Minimal guidance is less effective for novices than explicit instruction — related
• Effectiveness of pedagogical tools depends on learners' initial grasp of the object of learning (aptitude–treatment interaction) — a narrower finding that bears on this claim
• Aptitude-by-treatment interactions for instructional structure show mixed support: crossovers in some studies, nulls in others — related
• Grasping virtual objects benefits low language aptitude learners but not high language aptitude learners relative to audiovisual baseline — related
• ATI research using static aptitude measures has yielded remarkably sparse robust results — related
• Hypothesized ATI effects of individualized explanations based on typical mistakes were not supported; exploratory benefits emerged for high-resource vocational-school students — a narrower finding that bears on this claim
• The effect of Tekster does not depend on students' initial writing proficiency — related