Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective

By Alexander Renkl, Robert K. Atkinson. 2003

527 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/03a9b918adff333db5d7d960f9b9a6b8128fe34f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Fred Paas
2. John Sweller
3. Tamara van Gog
4. J. V. van Merriënboer
5. Richard E. Mayer
6. Slava Kalyuga
7. Alexander Renkl
8. A. Graesser

In Developmental and Educational Psychology

1. Fred Paas
2. John Sweller
3. Tamara van Gog
4. J. V. van Merriënboer
5. Slava Kalyuga
6. Richard E. Mayer
7. Alexander Renkl
8. Paul Ayres

In Experimental and Cognitive Psychology

1. Fred Paas
2. John Sweller
3. Tamara van Gog
4. J. V. van Merriënboer
5. Slava Kalyuga
6. Richard E. Mayer
7. Alexander Renkl
8. Roxana Moreno

Citations in the corpus

• Cognitive Load Theory: How Many Types of Load Does It Really Need? (2011, background): “Among the best known are self-explanations of worked example steps ( Renkl and Atkinson 2003 ) and studying examples with different rather than similar surface features to enhance the transferability of acquired knowledge (Paas and van Merrienboer 1994a).”
• The worked example and expertise reversal effect in less structured tasks : Learning to reason about legal cases (2013, background): “This would also shed light on what our finding regarding the expertise reversal effect would entail for a completion or fading strategy (see Renkl & Atkinson, 2003) with less structured tasks.”
• Handbook of Research on Learning and Instruction (2011, background): “In the final section, we articulate the potential of conceptual change research to advance our understanding of motor skill learning in physical education.”
• Learning by analogy: Discriminating between potential analogs (2010, background): “Importantly, these constraints are particularly important for novices in a domain (e.g., Catrambone, 1998; Paas & Vanmerriënboer, 1994; Renkl & Atkinson , 2003; Sweller, Chandler, Tierney, & Cooper, 1990; Zhu & Simon , 1987).”
• Measuring Knowledge to Optimize Cognitive Load Factors During Instruction. (2004, methodology): “The training session was based on a completion strategy (Van Merrienboer, 1990; Van Merrienboer, Kirschner, & Kester, 2003) realized as a series of faded worked examples (Atkinson, Derry, Renkl, & Wortham, 2000; Renkl & Atkinson, 2003; Renkl, Atkinson, Maier, & Staley, 2002).”
• Job Design and the Employee Innovation Process: The Mediating Role of Learning Strategies (2012, unknown): “This allows more cognitive effort to be applied to germane cognitive activities, such as the search for a solution or the development of new idea (Renkl and Atkinson 2003).”
• Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture (2004, methodology): “The guidance fading effect is obtained when this procedure is superior to one in which fading is not used (see Renkl 1997; Renkl and Atkinson 2003; Renkl, Atkinson and Maier 2000; Renkl, Atkinson, Maier and Staley 2002).”
• The Expertise Reversal Effect (2003, background): “…(1997) and Renkl, Atkinson, and Maier (2000) consistently demonstrated that detailed worked examples were most appropriate when presented to novices, but they should be gradually faded out with increased levels of learner knowledge and be replaced by problems (also see Renkl & Atkinson, 2003).”
• Interactivity in Video-based Models (2007, background): “…activities (i.e., germane cognitive load) can be strengthened, for example, by having the learners explain the rationale of the problem solving procedure to themselves and in this way connect new information with prior knowledge (Atkinson et al. 2003; Renkl et al. 2004; Renkl and Atkinson 2003).”
• Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity (2007, background): “Although this approach restricts learners' levels of cognitive load while learning the subskills, compiling these parts into an integrated whole imposes very high intrinsic load, because all subskills must be held simultaneously in working memory to develop the connections between them ( Atkinson, D”
• Toward a Synthesis of Cognitive Load Theory, Four-Component Instructional Design, and Self-Directed Learning (2009, methodology): “In the context of cognitive load theory and 4C/ID, the completion strategy is probably the most familiar example of a highly effective fadingguidance strategy that might be applied within one task class (for an overview, see Renkl and Atkinson 2003).”