The expertise reversal effect concerning instructional explanations

The expertise reversal effect occurs when learner’s expertise moderates design principles derived from cognitive load theory. Although this effect is supported by numerous empirical studies, indicating an overall large effect size, the effect was never tested by inducing expertise experimentally and using instructional explanations in a computer-based environment. The present experiment used an illustrated introductory text and a computer program about statistical data analyses with 93 students. Retention and transfer tests were employed as dependent measures. Each learner was randomly assigned to one condition of a 2 × 2 between subjects factorial design with the two factors expertise (novices vs. ‘experts’) and explanations (with vs. without). Expertise was induced by adding expository examples and illustrations to the introductory text to enhance text coherence and facilitate text comprehension. The expertise reversal effect was replicated for the dependent measure transfer, but not for retention. Results and implications for adaptive learning environments are discussed.     

Committees of division 15 1974–1975

A meta-analysis was undertaken to reexamine near- and far-transfer effects following working-memory training and to consider potential moderators more systematically. Forty-seven studies with 65 group comparisons were included in the meta-analysis. Results showed near-transfer effects to short-term and working-memory skills that were sustained at follow-up with effect sizes ranging from g = 0.37 to g = 0.72 for immediate transfer and g = 0.22 to g = 0.78 for long-term transfer. Far-transfer effects to other cognitive skills were small, limited to nonverbal (g = 0.14) and verbal (g = 0.16) ability and not sustained at follow-up. Several moderators (e.g., duration of training sessions, supervision during training) had an influence on transfer effects, including far-transfer effects. We present principles for how best to improve working memory through training in the narrow-task paradigm and conjecture how best to improve basic cognitive functions in complex activity contexts.     

Carbon outclasses wood in racket paddles: Ratings of expert and intermediate tennis players

Abstract

Wooden racket paddles were modified with rubber and carbon fibre laminates and their differences tested in terms of flexural, damping, and coefficient of restitution properties. Four rackets types were designed: a wood reference, wood with rubber, carbon fibre 0°, and carbon fibre 90°. Seven expert and eight intermediate tennis players tested the rackets. To determine which of the four rackets suited the players best, we asked the players to compare the rackets two by two. After each pair tested, participants had to fill out a 4-item questionnaire in which different aspects of the rackets' performance were judged. The most preferred racket was the 0° carbon fibre racket, followed by the 90° carbon fibre racket, the wood racket and, finally, the 1-mm rubber racket. Thus, rackets with the highest stiffness, least damping, and highest coefficient of restitution were the most preferred. Interestingly, although experts and intermediate players overall judged the rackets in very similar ways according to force, vibration, and control, they were sensitive to quite different physical characteristics of the rackets.     

The Americans With Disabilitie Act Implications for Measurement

What does the Americans with Disabilities Act require of assessment programs? What does “reasonable accommodation” mean? What is the best overall guidance that is available regarding ways to meet the spirit and letter of the act?