By Emeritus Professor Slava Kalyuga

Journal articles

Pachman M; Sweller J; Kalyuga S, 2013, 'Levels of knowledge and deliberate practice', Journal of Experimental Psychology: Applied, 19, pp. 108 - 119, http://dx.doi.org/10.1037/a0032149

Khacharem A; Zoudji B; Kalyuga S; Ripoll H, 2013, 'The expertise reversal effect for sequential presentation in dynamic soccer visualizations', Journal of Sport and Exercise Psychology, 35, pp. 260 - 269, http://dx.doi.org/10.1123/jsep.35.3.260

Kyun S; Kalyuga S; Sweller J, 2013, 'The effect of worked examples when learning to write essays in English literature', Journal of Experimental Education, 81, pp. 385 - 408, http://dx.doi.org/10.1080/00220973.2012.727884

Kalyuga S; Rikers R; Paas F, 2012, 'Educational implications of expertise reversal effects in learning and performance of complex cognitive and sensorimotor skills', Educational Psychology Review, 24, pp. 313 - 337, http://dx.doi.org/10.1007/s10648-012-9195-x

Kalyuga S; Law Y; Lee CH, 2012, 'Expertise reversal effect in reading Chinese texts with added causal words', Instructional Science, 41, pp. 481 - 497, http://dx.doi.org/10.1007/s11251-012-9239-0

Kalyuga S, 2012, 'For whom exploratory learning may not work: Implications of the expertise reversal effect in cognitive load theory', Technology Instruction Cognition and Learning, 9, pp. 63 - 80

Hatsidimitris G; Kalyuga S, 2012, 'Guided self-management of transient information in animations through pacing and sequencing strategies', Etr&D - Educational Technology Research and Development, 61, pp. 91 - 105, http://dx.doi.org/10.1007/s11423-012-9276-z

Darabi A; Kalyuga S, 2012, 'Improvement of organizational performance and instructional design: An analogy based on general principles of natural information processing systems.', Performance Improvement Quarterly, 25, pp. 23 - 35, http://dx.doi.org/10.1002/piq.21122

Khacharem A; Spanjers I; Zoudji B; Kalyuga S; Ripoll H, 2012, 'Using segmentation to support the learning from animated soccer scenes: An effect of prior knowledge', Psychology of Sport and Exercise, 14, pp. 154 - 160, http://dx.doi.org/10.1016/j.psychsport.2012.10.006

Kalyuga S, 2011, 'Cognitive load theory: How many types of load does it really need?', Educational Psychology Review, 23, pp. 1 - 19

Lee CH; Kalyuga S, 2011, 'Effectiveness of different pinyin presentation formats in learning Chinese characters: A cognitive load perspective', Language Learning, 61, pp. 1 - 20

Kalyuga S, 2011, 'Informing: A Cognitive Load Perspective', Informing Science: the International Journal of an Emerging Transdiscipline, 14, pp. 33 - 45

Lee CH; Kalyuga S, 2010, 'Effectiveness of on-screen pinyin in learning Chinese: An expertise reversal for multimedia redundancy effect', Computers in Human Behavior, pp. 11 - 15, http://dx.doi.org/10.1016/j.chb.2010.05.024

Oksa A; Kalyuga S; Chandler PA, 2010, 'Expertise reversal effect in using explanatory notes for readers of Shakespearean text', Instructional Science, 38, pp. 217 - 236

Kalyuga S; Renkl A; Paas F, 2010, 'Facilitating flexible problem solving: A cognitive load perspective', Educational Psychology Review, 22, pp. 175 - 186

Kalyuga S; Hanham JM, 2010, 'Instructing in generalized knowledge structures to develop flexible problem solving skills', Computers in Human Behavior, 27, pp. 63 - 68, http://dx.doi.org/10.1016/j.chb.2010.05.024

Kalyuga S, 2009, 'Cognitive load factors in the instructional design for advanced learners', Cognitive Load Factors in the Instructional Design For Advanced Learners, pp. 1 - 131

Kalyuga S, 2009, 'Frameworks for Thinking: A Handbook for Teaching and Learning', AMERICAN JOURNAL OF PSYCHOLOGY, 122, pp. 550 - 553, https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000272104900012&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1

Kalyuga S, 2009, 'TEACHING AND LEARNING THINKING SKILLS: WHERE ARE WE?', The American Journal of Psychology, 122, pp. 550 - 553, http://dx.doi.org/10.2307/27784430

Plass JL; Homer BD; Milne C; Jordan T; Kalyuga S; Kim M; Lee H, 2009, 'Design Factors for Effective Science Simulations: Representation of Information', INTERNATIONAL JOURNAL OF GAMING AND COMPUTER-MEDIATED SIMULATIONS, 1, pp. 16 - 35, http://dx.doi.org/10.4018/jgcms.2009010102

Plass J; Homer B; Milne C; Jordan T; Kalyuga S; Kim M; Hyunjeong L, 2009, 'Design factors for effective science simulations: Representation of information', International Journal of Gaming and Computer-Mediated Simulations, 1, pp. 16 - 35

Kalyuga S; Renkl A, 2009, 'Expertise reversal effect and its instructional implications: introduction to the special issue', Instructional Science, 38, pp. 209 - 215, http://dx.doi.org/10.1007/s11251-009-9102-0

Oksa A; Kalyuga S; Chandler PA, 2009, 'Expertise reversal effect in using explanatory notes for readers of Shakesperean text', Instructional Science, 38, pp. 217 - 236, http://dx.doi.org/10.1007/s11251-009-9109-6

Kalyuga S, 2009, 'Instructional designs for the development of transferable knowledge and skills: A cognitive load perspective', Computers in Human Behavior, 25, pp. 332 - 338

Blayney P; Kalyuga S; Sweller J, 2009, 'Interactions between the isolated-interactive elements effect and levels of learner expertise: experimental evidence from an accountancy class', Instructional Science, 38, pp. 277 - 287, http://dx.doi.org/10.1007/s11251-009-9105-x

Kalyuga S, 2009, 'Knowledge elaboration: A cognitive load perspective', Learning and Instruction, 19, pp. 402 - 410

Kalyuga S, 2009, 'Managing cognitive load in adaptive ICT-based learning', Journal of Systemics, Cybernetics and Informatics, 7, pp. 16 - 21

Lambert J; Kalyuga S; Capan L, 2009, 'Student perceptions and cognitive load: What can they tell us about e-learning Web 2.0 course design?', E-Learning, 6, pp. 150 - 163

Kalyuga S; Kalyuga M, 2008, 'Metaphor awareness in teaching vocabulary', Language Learning Journal, 36, pp. 249 - 257

Kalyuga S, 2008, 'Relative effectiveness of animated and static diagrams: An effect of learner prior knowledge', Computers in Human Behavior, 24, pp. 852 - 861, http://dx.doi.org/10.1016/j.chb.2007.02.018

Kissane MR; Kalyuga S; Chandler PA; Sweller J, 2008, 'The consequences of fading instructional guidance on delayed performance: the case of financial services training', Educational Psychology, 28, pp. 809 - 822

Kalyuga S, 2008, 'When less is more in cognitive diagnosis: A rapid online method for diagnosing learner task-specific expertise', Journal of Educational Psychology, 100, pp. 603 - 612

Kalyuga S, 2007, 'Enhancing Instructional Efficiency of Interactive E-Learning Environments: A Cognitive Load Perspective', Educational Psychology Review, 19, pp. 387 - 399

Kalyuga S, 2007, 'Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction', Educational Psychology Review, 19, pp. 509 - 539, http://dx.doi.org/10.1007/s10648-007-9054-3

Kalyuga S, 2006, 'A Handbook of Wisdom: Psychological perspectives', Educational Psychology, 26, pp. 709 - 711

Kalyuga S, 2006, 'Assessment of learners` organized knowledge structures in adaptive learning environments', Applied Cognitive Psychology, 20, pp. 333 - 342

Hellstén M; Madelaine A; Kalyuga S; Richardson JTE; Prior M; Lyons G, 2006, 'Book Reviews', Educational Psychology, 26, pp. 707 - 715, http://dx.doi.org/10.1080/01443410500390954

Kalyuga S, 2006, 'Rapid assessment of learners` proficiency: A cognitive load approach', Educational Psychology, 26, pp. 735 - 749

Kalyuga S, 2006, 'Rapid cognitive assessment of learners` knowledge structures', Learning and Instruction, 16, pp. 1 - 11

Kalyuga S; Sweller J, 2005, 'Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning', Etr&D - Educational Technology Research and Development, 53, pp. 83 - 93, http://dx.doi.org/10.1007/BF02504800

Kalyuga S; Chandler P; Sweller J, 2004, 'When redundant on-screen text in multimedia technical instruction clan interfere with learning', HUMAN FACTORS, 46, pp. 567 - 581, http://dx.doi.org/10.1518/hfes.46.3.567.50405

Kalyuga S; Sweller J, 2004, 'Measuring knowledge to optimize cognitive load factors during instruction', Journal of Educational Psychology, 96, pp. 558 - 568, http://www.iapsych.com/articles/Kalyuga2004.pdf

Kalyuga S; Knapp P, 2004, 'Rapid cognitive assessment of reading skills', International Journal of Psychology, 39, pp. 203 - 204

Kalyuga S; Chandler PA; Sweller J, 2004, 'When redundant on-screen text in multimedia technical instruction can interfere with learning', Human Factors, 46, pp. 567 - 581, http://www.sciencedirect.com/science/article/B6WPV-4F1SCCY-2NW/2/c4bc9950655b20d8fbe55a5766d88d02

Kalyuga S; Chandler P; Sweller J, 2004, 'When Redundant On-Screen Text in Multimedia Technical Instruction Can Interfere With Learning', Human Factors: The Journal of the Human Factors and Ergonomics Society, 46, pp. 567 - 581, http://dx.doi.org/10.1518/hfes.46.3.567.3809

Kalyuga S; Chandler P; Sweller J, 2004, 'When Redundant On-Screen Text in Multimedia Technical Instruction Can Interfere With Learning', Human Factors: The Journal of the Human Factors and Ergonomics Society, 46, pp. 567 - 581, http://dx.doi.org/10.1518/hfes.46.3.567.1640

Kalyuga S; Ayres PL; Chandler PA; Sweller J, 2003, 'The expertise reversal effect', Educational Psychologist, 38, pp. 23 - 31, http://www.cs.pitt.edu/~chopin/references/tig/kayluga_ayres.pdf.pdf

Kalyuga S; Chandler PA; Sweller J, 2001, 'Learner experience and efficiency of instructional guidance', Educational Psychology, pp. 5 - 23

Kalyuga S; Chandler PA; Sweller J; Tuovinen J, 2001, 'When problem solving is superior to studying worked examples', Journal of Educational Psychology, pp. 579 - 588

Kalyuga S; Chandler P; Tuovinen J; Sweller J, 2001, 'When problem solving is superior to studying worked examples.', Journal of Educational Psychology, 93, pp. 579 - 588, http://dx.doi.org/10.1037//0022-0663.93.3.579

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