The curse of knowledge:

"The better you know something, the more difficult it becomes to teach it. So says physicist and educator Eric Mazur of Harvard. Why? As you get more expert in complex areas, your models in those areas grow more complex, and the component steps that compose them fade into the background of memory (the curse of knowledge)."

Make It Stick - Brown, Roediger, McDaniel

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"What psychologists call the curse of knowledge is our tendency to underestimate how long it will take another person to learn something new or perform a task that we have already mastered. Teachers often suffer this illusion - the calculus instructor who finds calculus so easy that she can no longer place herself in the shoes of the student who is just starting out and struggling with the subject."

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Michael Davis:

"Imagine giving a speech you’ve practiced for weeks. You’ve never been more enthusiastic about a presentation. As the speech progresses, you sense a lack of connection with the audience. You conclude and walk off the stage to polite, but muted, applause. To make matter worse, the follow-up surveys are filled with comment like 'I was confused about the main point,' 'the speaker wan’t clear,' and 'I don’t understand the purpose of this speech.'

What happened? How could the audience not get it? You’re an expert in your field, you researched your talk, and these are the responses you get?

What you may be experiencing is, the Curse of Knowledge. This term, originally credited to economist Robin Hogarth, refers to the frustration felt by people who are well-informed about a subject when they interact with people who are less-informed about that subject. If is difficult for the well-informed person to understand why others don’t understand the subject as well."

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Peter Hofstätter:

"Die deutsche Übersetzung des Terminus ['Redundanz'] bereitet Schwierigkeiten, weil die 'Überflüssigkeit' von Information zu negativ akzentuiert ist. Wer an mehreren Beispielen oder in unterschiedlichen Formulierungen ('mit anderen Worten ...') denselben Sachverhalt schildert, bietet zwar überflüssige Information an, aber er erleichtert und sichert dabei auch das Verständnis, wie wir das ja z.B. auch bei Geldüberweisungen tun, wenn wir den Betrag sowohl in Zahlen als auch in Worten ausschreiben. Bekanntlich sind von Manuskripten abgelesene Vorträge eben deshalb so ermüdend, weil der schriftliche Text meistens zu wenig an 'überflüssiger' Information (Redundanz) enthält. Der Leser kann in ihm nach Bedarf die Redundanz durch mehrmaliges Lesen vergrößern. Dem Hörer aber mag es so wie Freud ergehen, der wiederholt moniert haben soll, 'dass jemand, der eine Arbeit Wort für Wort vorliest, dem Gastgeber gleiche, der einen Freund zu einer Autofahrt einlädt, dann in den Wagen steigt und den Freund hinter her laufen lässt'."