The Effects of Idealized and Grounded Materials on Learning, Transfer, and Interest: An Organizing Framework for Categorizing External Knowledge Representations

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Concreteness Fading in Mathematics and Science Instruction: a Systematic Review (2014, background): “Specifically, they often contain extraneous perceptual details, which can distract the learner from relevant information (e.g., Belenky and Schalk 2014; Kaminski et al. 2008), draw attention to themselves rather than their referents (e.g., Uttal et al. 1997), and constrain transfer of knowledge to…”
Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning (2016, background): “It is really the noticing and encoding of deep structure and critical features that makes for conceptual understanding and transfer (Bassok, 1996; Belenky & Schalk, 2014; Braithwate & Goldstone, 2015; Kaminski, Sloutsky, & Heckler, 2008, 2013).”