The DOI matches its Crossref record; 66 of the 68 references it cites were found in a registry or an index.
Measuring Knowledge to Optimize Cognitive Load Factors During Instruction.
Open accessAbstract
The expertise reversal effect occurs when a learning procedure that is effective for novices becomes ineffective for more knowledgeable learners. The authors consider how to match instructional presen-tations to levels of learner knowledge. Experiments 1–2 were designed to develop a schema-based rapid method of measuring learners ’ knowledge in a specific area. Experimental data using algebra and geometry materials for students in Grades 9–10 indicated a highly significant correlation (up to.92) between performance on the rapid measure and traditional measures of knowledge, with test times reduced by factors of 4.9 and 2.5, respectively. Experiments 3–4 used this method to monitor learners’ cognitive performance to determine which instructional design should be used for given levels of expertise. The expertise reversal effect (see Kalyuga, Ayres, Chandler, & Sweller, 2003) occurs when an instructional procedure that is relatively effective for novices becomes ineffective for more knowledgeable learners. A consequence of the effect is that an instructor must be able to accurately estimate the knowledge levels of learners to determine an appropriate instructional design for
Overview
Integrity signals
Registry
Cites
Statistics
Verification
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?
In the citing paper
“A limitation to this method, however, is that it is only tested with relatively well-structured problems, and not with ill-structured problems in complex domains that can be solved in various ways.”
From Interactivity in Video-based Models (2007) · cites this paper as Kalyuga and Sweller (2004)
In the citing paper
“The method has promising results, because the time involved in assessing expertise levels was drastically reduced compared with more traditional assessment methods.”
From Interactivity in Video-based Models (2007) · cites this paper as Kalyuga and Sweller (2004)
In the citing paper
“A method proposed by Kalyuga and Sweller (2004) requires learners to use schemas in order to recognize a problem state and retrieve the appropriate next solution step,”
From Interactivity in Video-based Models (2007) · cites this paper as Kalyuga and Sweller (2004)
Citations
Cites
The magical number seven, plus or minus two: Some limits on our capacity for processing information.
Miller, G. A. (1956) · Psychological Review · doi:10.1037/h0043158 · Cited by 17,812
The magical number seven, plus or minus two: Some limits on our capacity for processing information.
Miller, G. A. (1994) · Psychological Review · doi:10.1037/0033-295x.101.2.343 · Cited by 17,559
Review of research in education
Shulman, L. S., Mowry, S., & Berliner, D. C. (1973) · F.E. Peacock eBooks · Cited by 7,754
Cognitive Architecture and Instructional Design
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998) · Educational Psychology Review · doi:10.1023/a:1022193728205 · Cited by 6,023
Self-citationThe Psychology of Learning and Motivation
(2021) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/s0079-7421(21)x0002-3 · Cited by 5,082
Chase, W. G., & Simon, H. A. (1973) · Cognitive Psychology · doi:10.1016/0010-0285(73)90004-2 · Cited by 4,479
Ericsson, K. A., & Kintsch, W. (1995) · Psychological Review · doi:10.1037/0033-295x.102.2.211 · Cited by 3,498
Cognitive Load Theory and Instructional Design: Recent Developments
Paas, F., Renkl, A., & Sweller, J. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_1 · Cited by 3,041
Self-citationCognitive Load Theory and the Format of Instruction
Chandler, P., & Sweller, J. (1991) · Cognition and Instruction · doi:10.1207/s1532690xci0804_2 · Cited by 2,894
Self-citationEducational measurement, 3rd ed.
Linn, R. L. (1989) · Cited by 2,858
Research works printed but not linked: 8
- Adams, 1996, Formulating the Rasch model as a mixed coefficients multinomial logit., Vol. 3, 143
- 10.2307/1170661 · DOI
- Baddeley, 1986, Working memory.
- Embertson, 1993, Psychometric models for learning and cognitive processes., 125
- 10.1016/0364-0213(90)90008-K · DOI
- 10.1016/S0364-0213(80)80008-5 · DOI
- Martin, 1995, A Bayesian approach to cognitive assessment., 141
- Sweller, 1999, Instructional design.
Cited by
Sorted by citations
Items 201–220 of 220
IMPLEMENTATION OF INNOVATION AND ETHICS USING VIDEO-BASED LEARNING IN NERVE SURGERY
Yee, A. H. (2020) · Utrecht University Repository (Utrecht University) · doi:10.33540/321
Acquiring problem-solving skills in higher education
van Harsel, M. (2021) · Utrecht University Repository (Utrecht University) · doi:10.33540/697
Mayer, R. E., & Fiorella, L. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108894333.002 · Cited by 1
Technology and Effective Assessment Systems
Baker, E. L. (2005) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146810510701414
Validation of Learning Effort Algorithm for Real-Time Non-Interfering Based Diagnostic Technique
Hsu, P.-S., & Chang, T.-J. (2014) · IGI Global eBooks · doi:10.4018/978-1-4666-2032-2.ch015
Problem Solution Error Detection as a Means of Learning Assessment in Fluid Mechanics
Shepard, T. G. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--47875
Young Rural Consumers’ Perspectives on Debt: Insights from a Focus Group Study in Michigan, USA
Ho, H. W. L., & Squires, S. (2025) · Journal of rural and community development · doi:10.63315/jrcd.v20i2.2716
Wang, R., & Xue, C. (2025) · International Conference on Control, Automation and Robotics (ICCAR) · doi:10.1109/iccar64901.2025.11072989
Integrated (Goal-Driven) Approach
Kalyuga, S., & Plass, J. L. (2025) · Oxford University Press eBooks · doi:10.1093/9780190078539.003.0005
Self-citationKalyuga, S., & Plass, J. L. (2025) · Oxford University Press eBooks · doi:10.1093/9780190078539.003.0008
Self-citationOktaviyanthi, R., Agus, R. N., & Khotimah (2025) · AIP conference proceedings · doi:10.1063/5.0290059
(2015) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-68123-136-520251015
Enhancing Diagnostic Assessment of Expertise in Adaptive Learning Environments
Kalyuga, S. (2012) · Emerald Group Publishing Limited eBooks · doi:10.1108/book-978-1-61735-634-620251014
Self-citationRapid Computer-Based Diagnostic Tests of Learners’ Knowledge
Kalyuga, S. (2008) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-60752-942-220251009
Self-citationTlili, S., Mahfoudh, H. B., & Zoudji, B. (2026) · Vision · doi:10.3390/vision10010002
Trapp, S., Németh, D., & Janacsek, K. (2026) · Integrative Psychological and Behavioral Science · doi:10.1007/s12124-026-10019-y · Cited by 1
Wu, Y., & Zheng, B. (2026) · Journal of surgical education · doi:10.1016/j.jsurg.2026.104072
Metadata
- Authors
- Kalyuga, S., & Sweller, J.
- Affiliations
- UNSW Sydney (AU)
- Venue
- Journal of Educational Psychology
- Published
- 2004-09
- Volume
- 96
- Issue
- 3
- Pages
- 558-568
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2078428840
- Cited by
- 219
- References
- 68
- Citations by year
- 2026: 5 · 2025: 15 · 2024: 5 · 2023: 6 · 2022: 7 · 2021: 9 · 2020: 6 · 2019: 4 · 2018: 9 · 2017: 12 · 2016: 7 · 2015: 7 · 2014: 17 · 2013: 12 · 2012: 18
- FWCI
- 12.81
- Type
- journal article
- Language
- en
- Open access
- green
- handle.unsw.edu.au
- Licence
- cc-by-nc-nd
- Locations
- Journal of Educational Psychology (publishedVersion)
- UNSWorks (UNSW Sydney) (submittedVersion, cc-by-nc-nd)
- UNSWorks (University of New South Wales, Sydney, Australia) (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- expertise reversal effect, cognitive load, instructional design, algebra instruction, geometry teaching, high school students
About these checks
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.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
