Cognitive load theory and aging: effects of worked examples on training efficiency

By P. V. Gerven, Fred Paas, J. V. van Merriënboer, Henk G. Schmidt. 2002

204 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a5c43574830e349c8eb1306745e37fe29e9ed976

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Citations in the corpus

Effects of worked examples, example-problem, and problem-example pairs on novices learning (2011, result): “…takes away a potential criticism (e.g., Koedinger & Aleven, 2007) of previous studies on the worked example effect in which examples only (e.g., Van Gerven et al., 2002; Van Gog et al., 2006) or example-problem pairs (e.g., Cooper & Sweller, 1987; Kalyuga et al., 2001; Sweller & Cooper, 1985) were…”
Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010, methodology): “When studies like the one conducted by Denessen et al .( 2008) would also incorporate cognitive load measures (e.g., the unidimensional nine-point symmetrical mental effort rating scale [Paas 1992], heart-rate variability [Paas and Van Merrienboer 1994], taskevoked pupillary responses [ Van Gerven e”
Redirecting learners' attention during training: Effects on cognitive load, transfer test performance and training efficiency. (2002, background): “Jelsma and Bijlstra (1988) studied contextual interference for the training of complex cognitive skills, in particular, procedural training of troubleshooting skills.”
Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005, background): “Indeed, the results of recent studies indicate that instruction based on CLT is relatively more effective for older learners than for younger learners (Paas et al., 2001; van Gerven et al., 2002, 2003).”
Conditions and effects of example elaboration (2002, methodology): “The concept of tolerance of ambiguity was used by Frenkel-Brunswik (1949) in order to describe a personal characteristic that is based on relatively rigid reactions”
Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load (2014, methodology): “With regard to the worked example effect (Paas and Van Merriënboer 1994b; Van Gerven et al. 2002), which refers to the finding that novice students learn less from solving conventional problems than from studying equivalent worked out problem solutions, it would be interesting to study whether…”
Instructional Efficiency: Revisiting the Original Construct in Educational Research (2008, background): “For example, even though most authors simply use the term instructional efficiency , the adapted measure has also been called “training efficiency” (eg, Salden, Paas, Broers, & Van Merrienboer, 2004 ; Van Gerven, Paas, Van Merrienboer, & Schmidt, 2002 ), which seems indeed more accurate for the a”
Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning (2003, background): “Van Merriënboer (1997) introduced the broader concept of task classes to define simple-to-complex categories of learning tasks.”
Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education (2014, background): “…Kalyuga et al. 1999), and to a lesser extent, on manipulating combinations of aspects of the learning task and learner characteristics, such as prior knowledge (the expertise-reversal effect; e.g., Kalyuga 2007; Kalyuga et al. 2003, 2012) and age (Paas et al. 2001; Van Gerven et al. 2002; 2004).”