Conditions and effects of example elaboration

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Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005, methodology): “To solve this problem, Stark et al. (2002) included a short training session focusing on aspects of cognitive and metacognitive elaboration.”
Toward a Synthesis of Cognitive Load Theory, Four-Component Instructional Design, and Self-Directed Learning (2009, background): “In the context of cognitive load theory and 4C/ID, most research on instructional methods promoting germane cognitive load has been dealing with variability of learning tasks (e.g., Paas and van Merrienboer 1994; Quilici and Mayer 1996) and self-explanation and reflection prompts (e.g., Renkl 1997; ”
Identification in Face-to-Face, Hybrid, and Pure Virtual Teams: Untangling the Contradictions (2005, background): “Their tendency to create clarity by ignoring threatening discrepancies between what is and what they think should be often results in a lack of accuracy (Fiol and O’Connor 2003, Stark et al. 2002).”
Handbook of Research on Learning and Instruction (2011, background): “Although the researchers did not find a significant difference in skill performance based on the entire or incremental conditions, they did report an interaction impact of the incremental condition and intrinsic motivation on effort.”