心理科学进展2016，Vol.24Issue(4)：501-509,9.DOI:10.3724/SP.J.1042.2016.00501
认知负荷视角下的知识反转效应
Expertise reversal effect from a cognitive load perspective
摘要
Abstract
Expertise reversal effect research began in the mid-1990 s and focused on the interaction between learners’ prior knowledge and the effectiveness of instructional techniques within a cognitive load framework. The research paradigm of expertise reversal effect arises from the Aptitude-Treatment Interaction models. The cognitive load theory suggests that presenting redundant instruction to higher prior knowledge learners imposes a higher cognitive load resulting in the expertise reversal effect; whereas a motivation explanation suggests that the redundant information for higher prior knowledge learners may be a load on motivation resources. The theory has generated considerable experimental data for teaching designers to minimize extraneous cognitive load and maximize germane cognitive load enabling teaching methods to be adjusted for learners with different levels of prior knowledge. The emergence and development of the expertise reversal effect theory should involve improving research methods, broadening fields, and summarizing and analyzing contemporary achievements in the future.关键词
知识反转效应/认知负荷/动机/能力倾向与教学处置交互作用Key words
expertise reversal effect/cognitive load/motivation/Aptitude-Treatment Interaction分类
社会科学引用本文复制引用
张冬梅,路海东,祖雅桐..认知负荷视角下的知识反转效应[J].心理科学进展,2016,24(4):501-509,9.基金项目
2015年度教育部人文社会科学青年项目新疆专项(项目号15XJJC190002)。 （项目号15XJJC190002）
