Effects of pairs of problems and examples on task performance and different types of cognitive load

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Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load (2014, background): “In the most recent version of CLT (Kalyuga 2011; Sweller 2010; Sweller et al. 2011; see also Leppink et al. 2013; Leppink et al. 2014), only intrinsic and extraneous cognitive loads are distinguished.”
Measuring cognitive load (2018, background): “In addition, attempts have been made to develop psychometric scales that distinguish between categories of cognitive load [11].”
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, background): “…contrasting cases or instruction building on student solutions: Many studies of worked examples find beneficial effects for example-problem pairs (cf. I-PS) in comparison to problem-example pairs (cf., PS-I; e.g., Hsu et al. 2015; Leppink et al. 2014; Reisslein et al. 2006; Van Gog et al. 2011).”
Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases (2015, background): “Moreover, there are only a few prior studies that made direct comparisons between effects on learning of examples only vs. example-problem pairs (Leppink et al. 2014; Van Gog and Kester 2012; Van Gog et al. 2011).”