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214 Kalyuga Copyright 2006, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. Similar first-step diagnostic tasks could be used to determine optimal instructional procedures for individuals with different levels of expertise in a domain. For example, based on the expertise reversal effect, we know that presenting novice learners with worked examples is superior to presenting them with problems to solve, but that more knowledgeable learners should be presented with problems rather than worked examples (Kalyuga, Chandler, Tuovinen, & Sweller, 2001). We do not know at what point the switch from examples to problems should occur because we have not had a suitable diagnostic instrument to provide us with levels of expertise. The suggested diagnostic technique is just such an instrument. In a preliminary experiment using coordinate geometry, we were able to use the rapid test to successfully predict which students should be presented with worked examples and which should be presented with problems (Kalyuga & Sweller, 2004). Similarly, the rapid diagnostic test can be used to predict whether learners should be presented with information in integrated or dual-modality format (novices) or in non-redundant diagrammatic format (more expert learners). In other words, the rapid test can determine the point at which information should no longer be presented in integrated format (e.g., textual explanations embedded into a diagram or presented as auditory narrations) but rather be presented as a single diagram without any textual (on-screen or auditory) explanations. Figure 1. A snapshot of the multimedia instructional format for the cutting speed nomogram (adapted from Kalyuga, Chandler, & Sweller (2000); copyright 2000 by the American Psychological Association, Inc)

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