psychology

When do novices become experts?

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Here you go:
Chandler, P. & Sweller, J. (1991) ‘Cognitive Load Theory and the Format of Instruction’, Cognition and Instruction, 8(4), 293-332.
Chi, M. T., Feltovich, P. J. & Glaser, R. (1981) ‘Categorization and representation of physics problems by experts and novices’, Cognitive science, 5(2), 121-152.
Cooper, G., Tindall-Ford, S., Chandler, P. & Sweller, J. (2001) ‘Learning by imagining procedures and concepts’, Journal of Experimental Psychology: Applied, 7, 68-82.
Kalyuga, S. (2007) ‘Expertise reversal effect and its implications for learner-tailored instruction’, Educational Psychology Review, 19, 509–539.
Kalyuga, S. (2009) ‘Knowledge elaboration: A cognitive load perspective’, Learning and Instruction, 19, 402-410.
Kalyuga, S., Chandler, P. & Sweller, J. (1998) ‘Levels of expertise and instructional design’, Human Factors, 40, 1-17.
Kalyuga, S., Ayres, P., Chandler, P. & Sweller, J. (2003) ‘The expertise reversal effect’, Educational Psychologist, 38, 23-31.
Kalyuga, S., Rikers, R., Pass, F. (2012) ‘Educational implications of expertise reversal effect in learning and performance of complex cognitive and sensorimotor skills’, Educational Psychology Review, 24, 313-337.
Kirschner, P. A., Sweller, J. & Clark, R. E. (2006) ‘Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching’, Educational Psychologist, 41(2), 75–86.
Mousavi, S. Y., Low, R. & Sweller, J. (1995) ‘Reducing Cognitive Load by Mixing Auditory and Visual Presentation Modes’, Journal of Educational Psychology, 87(2), 319-334.
Paas, F., Renkl, A. & Sweller, J. (2003) ‘Cognitive Load Theory and Instructional Design: Recent Developments’, Educational Psychologist, 38(1), 1–4.
Paas, F. G. & Van Merriënboer, J. J. (1994) ‘Instructional control of cognitive load in the training of complex cognitive tasks’, Educational psychology review, 6(4), 351-371.
Renkl, A. & Atkinson, R. K. (2003) ‘Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective’, Educational Psychologist, 38, 15-22.
Sweller, J. (1988) ‘Cognitive Load During Problem Solving: Effects on Learning’, Cognitive Science, 12(2) 257–285, at 259.
Sweller, J. (1994) ‘Cognitive load theory, learning difficulty, and instructional design’, Learning and Instruction, 4(4), 295–312.
Sweller, J., Van Merrienboer, J. J., G. & Paas, F. (1998) ‘Cognitive Architecture and Instructional Design’, Educational Psychology Review, 10(3), 251-296.
van Merrienboer, J. J. G., Kirschner, P. A. & Kester, L. (2003) ‘Taking the load off a learner’s mind: Instructional design for complex learning’, Educational Psychologist, 38, 5–13. doi:10.1207 /s15326985EP3801_2
van Merrienboer, J. J. G, Kester, L. & Paas, F. (2006) ‘Teaching complex rather than simple tasks: Balancing intrinsic and germane load to enhance transfer of learning’, Applied Cognitive Psychology, 20(3), 343-352.

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