Expertise Reversal Effect In Text Reading Learning Among College Students

Instructional techniques that are highly effective with novice or inexperienced learners can lose their effectiveness and even have negative consequences when used with more experienced learners.We call this phenomenon the expertise reversal effect.The expertise reversal effect research began in the mid-1990s 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 AptitudeTreatment-Interaction models.This study aims to study the interaction between the teaching strategies of advance organizers,increasing text coherence,text signal and self-explanation,note-taking,and writing learning logs in text reading learning and students’ prior knowledge,based on the difference of background knowledge level,topic knowledge level and vertical development of knowledge level,this paper explores whether different teaching strategies and learning strategies will produce expertise reversal effect,As well as the cognitive load and motivation characteristics of the effect,in order to enrich the research results of expertise reversal effect in Chinese cultural background,and reveal the effective teaching method based on the difference of students’ prior knowledge in Chinese cultural background.Study 1 is to study whether the application of teaching strategies in college students’ text reading will be affected by the learner ’s background knowledge and appeared expertise reversal effect.Study 1a,a total of 240 college students are selected,each participant has been allocated to one cell of 2(prior knowledge)×4(advance organizer type)between-subjects factor design,aimed to explore whether the use of advance organizer strategy will appear expertise reversal effect.The results show that: The use of advance organizer strategy in text leaning appeared the partial expertise reversal effect,the learning scores of students with lower prior knowledge receiving text and model organizer condition and model organizer condition were higher than text organizer and no advance organizer conditions,but there was no significant difference between high prior knowledge in four kinds of advance organizer.The efforts and mental workload scores of students with lower levels of prior knowledge in text and model organizer and model organizer conditions were lower than the text organizer and no advance organizer conditions,and the interest scores of text and model organizer were higher than the no advance organizer conditions;the efforts,mental workload and interest scores of students with higher levels of prior knowledge had no significant difference in the four advance organizer conditions.Study 1b,A total of 234 college students are selected,each participant has been allocated to one cell of 2(prior knowledge)×4(text coherence)between-subjects factorial design,aimed to explore whether the use of strategy to increase text coherence in text leaning will appear expertise reversal effect.The results show that: there is an expertise reversal effect in reading different coherence texts.We found that learners with lower background knowledge have higher memory and overall scores than other conditions when reading the global high-coherence and local high-coherence text,whereas learners with higher background knowledge have higher memory and total scores than other conditions after reading the global low-coherence and local high-coherence text,and learners with higher background knowledge have higher transform scores than other conditions after reading the global high-coherence and local low-coherence text.Learners with lower knowledge background have higher challenge scores than other conditions when reading the global high-coherence and local high-coherence text,and when reading the global low-coherence and local low-coherence text,whereas the challenge score of reading the four types of coherence text for learners with higher background knowledge has no significant difference.Study 1c,a total of 120 college students are selected,each participant has been allocated to one cell of 2(prior knowledge)×2(text signal)between-subjects factorial design,aim to explore the expertise reversal effect in the application of text signal strategy.The results show that:There is an expertise reversal in the application of text signal strategy.Learners with lower background knowledge have higher memory score,lower mental effort score than no signal text condition when reading the signal text,whereas learners with higher background knowledge have higher memory and total scores,lower mental effort score than signal text reading condition after reading the no signal text.From the first study,we can see that the use of teaching strategies in text reading,such as advance organizers,increasing text coherence,text signal,have appeared expertise reversal effect,which is related to the cognitive load such as mental effort,mental load,conditional usefulness,and related to the motivation dimensions such as interest and challenge.Study 2 is to study whether the application of learning strategies such as note-taking and self-explanation in college students’ text reading will be affected by the learner ’s topic knowledge and appeared expertise reversal effect.In study 2a,148 college students have been selected to study the expertise reversal effect in the application of self explanation strategies by 2(prior knowledge)×2(self-explanation)two factors between subject design.The results show that: there are partial expertise reversal effect of transfer and total scores in the application of self-explanation strategy.Learners with lower prior knowledge have higher transfer score,higher mental effort and difficulty scores when reading by using self explanation strategy,however,there are no difference in the text reading scores,mental effort and difficulty scores of higher prior knowledge learners between using self explanation strategy or not.The motivation dimensions score has no significant interaction between prior knowledge and self explanation.In study 2b,120 college students have been selected to study the expertise reversal effect in the application of note-taking strategies by 2(prior knowledge)×2(note-taking)two factors between subject design.The results show that:there are partial expertise reversal effect of memory and total scores in the application of note-taking strategy.Learners with lower prior knowledge have higher memory and total scores,lower mental effort and anxiety scores than without using note-taking strategy reading condition when reading by using note-taking strategy,however,there are no difference in the text reading scores,mental effort and anxiety scores of higher prior knowledge learners between using note-taking strategy or not.According to study 2,expertise reversal effects appear in the application of self-explanation and note-taking strategies in text reading.Self-explanation and note-taking strategies are suitable for lower prior knowledge learners.the expertise reversal effect by using self-explanation strategy may be related to germane cognitive load,while the expertise reversal effect by note-taking strategy may be related to intrinsic cognitive load and anxiety.Study 3,118 college students who studied psychology course have been selected to study the expertise reversal effect in the application of writing learning journal strategies in text review by 3(prior knowledge)×3(writing learning journal)two factors mixed subject experimental design.The results show that: there is an expertise reversal effect of learning scores in the application of writing learning journal strategy in text review.In the early and mid-term of learning with lower prior knowledge,the learning score of text review are better when using prompt writing learning journal strategy than other conditions.In the late-term of learning with advanced knowledge,the learning score of text review are better when using spontaneous writing learning journal strategy.For learning motivation,in the early stage of learning with lower prior knowledge level,there are no significant difference in learning interest and performance-approach goal scores of three kinds of writing learning journal strategies,students who use prompt to write learning journal have higher self-efficacy than students who use spontaneous writing learning journal and non-writing learning journal conditions,in the mid-term of learning with intermediate level of prior knowledge,there are no significant difference in self-efficacy and performance-approach goal scores between the three types of writing learning journal strategies,and the situation interest of learning are better in without using writing learning journal conditions,in the late-term learning stage of advanced knowledge,the situation interest score of course learning is higher under the condition of spontaneous writing learning journal,and the score close to the goal is higher under the condition of spontaneous writing learning journal than using the prompt writing learning journal strategy and without using the writing learning journal,and the self-efficacy score of course learning is higher under the condition of without using writing learning journal.For the motivation of using strategy,at lower prior knowledge level,the score of value and importance evaluation of strategy application under the condition of using prompt writing learning journal strategy is significantly higher than using spontaneous writing learning journal strategy condition.In the mid-term and late-term of learning with intermediate level and advanced prior knowledge level,there is no significant difference in value and importance score between the prompt writing learning journal strategy condition and the spontaneous writing learning journal condition.It can be seen that the early and mid-term learning of lower prior knowledge level is suitable for using prompt writing learning journal strategy,while the late-term learning of higher prior knowledge level is suitable for using spontaneous writing learning journal strategy;The expertise reversal effect of using writing learning journal strategy is related to the situation interest,self-efficacy and performance-approach goal of curriculum learning,and also related to the value and importance evaluation of strategy application.This study confirms that there are expertise reversal effect in Chinese reading learning based on different background knowledge differences,topic knowledge differences and knowledge level dynamic differences.It also confirms that the cognitive load interpretation and motivation interpretation of expertise reversal effect,and have certain theoretical value,and provide enlightenment for effective teaching based on the difference of knowledge level of learners.