The Expertise Reversal Effect
Open accessIntegrity signals
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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The expertise reversal effect is particularly relevant.
“The expertise reversal effect is particularly relevant 24 .”
From AI-induced never-skilling in medical education (2026) · cites this paper as [24]
Instructional support that benefits novice learners can be neutral or harmful for experts, because experts bring existing schemas that make additional guidance redundant.
“Instructional support that benefits novice learners can be neutral or harmful for experts, because experts bring existing schemas that make additional guidance redundant.”
From AI-induced never-skilling in medical education (2026) · cites this paper as [24]
Cites
Mayer, R. (2020) · doi:10.1017/9781316941355 · Cited by 7,777 · see citing works
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_1 · Cited by 6,887 · see citing works
Self-citationKalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_4 · Cited by 1,927 · see citing works
Self-citationExpertise Reversal Effect and Its Implications for Learner-Tailored Instruction
Kalyuga, S. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9054-3 · Cited by 1,056 · see citing works
Self-citationTaking the Load Off a Learner's Mind: Instructional Design for Complex Learning
van Merrienboer, J. J. G., Kirschner, P. A., & Kester, L. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_2 · Cited by 857 · see citing works
Assimilating complex information
Pollock, E., Chandler, P., & Sweller, J. (2002) · Learning and Instruction · doi:10.1016/s0959-4752(01)00016-0 · Cited by 692 · see citing works
Self-citationWhen problem solving is superior to studying worked examples.
Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.3.579 · Cited by 548 · see citing works
Self-citationRenkl, A., & Atkinson, R. K. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_3 · Cited by 540 · see citing works
Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning
Kalyuga, S., & Sweller, J. (2005) · Educational Technology Research and Development · doi:10.1007/bf02504800 · Cited by 265 · see citing works
Self-citationClarke, T., Ayres, P., & Sweller, J. (2005) · Educational Technology Research and Development · doi:10.1007/bf02504794 · Cited by 227 · see citing works
Self-citationMeasuring Knowledge to Optimize Cognitive Load Factors During Instruction.
Kalyuga, S., & Sweller, J. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.3.558 · Cited by 219 · see citing works
Self-citation
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Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning
van Merrienboer, J. J. G., Kirschner, P. A., & Kester, L. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_2 · Cited by 857 · see citing works
AI-induced never-skilling in medical education
Ke, Y., Jin, L., Ong, J. C. L., Thirunavukarasu, A. J., Car, J., Cheung, C. Y., Tham, Y. C., Ting, D. S. W., Ong, M. E. H., Compton, S., et al. (2026) · Nature Medicine · doi:10.1038/s41591-026-04438-y · Cited by 35 · see citing works
- Authors
- Sweller, J., Ayres, P., & Kalyuga, S.
- Affiliations
- UNSW Sydney (AU)
- Corresponding author
- Sweller, John
- Venue
- Cognitive Load Theory
- Publisher
- Springer New York
- Published
- 2011
- Pages
- 155-170
- OpenAlex
- W4249753135
- Cited by
- 68
- References
- 11
- Citations by year
- 2026: 34 · 2025: 8 · 2024: 7 · 2023: 5 · 2022: 4 · 2021: 1 · 2020: 1 · 2019: 2 · 2016: 2 · 2013: 1 · 2012: 1
- FWCI
- 2.64
- Type
- book chapter
- Language
- en
- Open access
- green
- figshare.com
- Licence
- Locations
- Springer eBooks (publishedVersion)
- Research Online (University of Wollongong) (submittedVersion)
- Figshare (submittedVersion, cc-by)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- expertise reversal effect, cognitive load theory, redundancy effect, expertise level, novice learners, expert learners, instructional design, diagrams, textual explanations
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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