The worked example effect and human cognition

By John Sweller. 2006

314 citations recorded by the source corpus.

The worked example effect is the best known and most widely studied of the cognitive load effects. The ﬁeld’s relative emphasis on this effect is justiﬁed. Worked examples not only provide us with an effective instructional procedure that contradicts some instructional movements that arose in the 1960s and 1970s and that still have some currency, the worked example effect throws light on the very foundations of human cognition. In this discussion, I will brieﬂy outline some of the cognitive principles that underlie cognitive load theory and indicate the relation between those principles and the worked example effect. I will then discuss the individual papers of this special issue

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/cecccde1affe195285f48b3d7f16a8c2613e82cb

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Differential effects of problem-solving demands on individual and collaborative learning outcomes. (2011, unknown): “…1994; Hübner, Nückles, & Renkl, 2010; Paas, 1992; Paas & Van Gog, 2006; Paas & Van Merriënboer, 1994; Stark, Kopp, & Fischer, 2010; Sweller, 1988; Sweller, 2006; Sweller & Cooper, 1985; Trafton & Reiser, 1993; Van Gog, Kester, & Paas, 2010; for an overview see Atkinson, Derry, Renkl, &…”
Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics? (2017, background): “org/ 10.3102/00346543070002181 Ayres, P., & Sweller, J. (2013). The worked example effect. In J. A. C. Hattie & E. M. Anderman (Eds.), International guide to student achievement (pp. 408–410). Oxford, England: Routledge. Barron, B. (2000). Achieving coordination in collaborative problemsolving group”
Toward an Instructionally Oriented Theory of Example-Based Learning (2014, unknown): “, Tindall - Ford & Sweller , 2006 ) .”
When worked examples don't work: Is cognitive load theory at an Impasse?☆ (2006, background): “How do the principles described by Sweller (2006) advance our understanding about how students learn from examples?”
How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load (2008, methodology): “For this purpose, we selected design guidelines from the review publications of leading researchers in the field (e.g., Mayer, 2001, 2005a, 2005b, 2005c; Mayer & Moreno, 2002, 2003; Moreno, 2005; Sweller, 1999, 2005, 2006; Sweller et al., 1998; van Merriënboer & Sweller, 2005).”
Scaffolding cognitive and metacognitive strategy instruction in regular class lessons (2012, unknown): “…interventions, including advance organisers (Ausubel, 1960), metacognitive evaluation matrices (Schraw & Dennison, 1994), worked examples (Sweller, 2006), concept mapping and other diagrammatic supports (Novak, 1990), and self-reflective learning protocols (Berthold, Nückles, & Renkl,…”
Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans (2013, background): “We consider teachers’ experience planning one lesson as a “worked example” in and of itself, which may build their schema (Sweller, 2006) for understanding how to incorporate the IES recommendations in their future planning and teaching.”
The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning (2020, background): “Having additionally to self-explain examples on an additional topic (i.e., physics in the case of Hübner et al. 2010) and to relate these examples to the new topic might be very demanding and potentially lead to cognitive overload in some students (see, e.g., Sweller 2006).”
Getting the point: Tracing worked examples enhances learning (2015, methodology): “However, ideas that may reduce intrinsic cognitive load, but without compromising full understanding as the ultimate learning goal, via changing instructional procedures have been proposed (Sweller, 2006c).”
Where learning starts? A framework for thinking about lectures in university mathematics (2010, background): “[48,49,52,53], and references therein), and this makes it important to choose and deliver worked and follow-up examples in reaction to the students’ progress.”
Integrating cognitive load theory and concepts of human-computer interaction (2010, background): “…example effect, novice learners profit from studying worked examples rather than solving conventional problems, as they can focus on problem states and useful solution steps rather than using inefficient strategies that place heavy demands on working memory (Sweller, 2006; Sweller et al., 1998).”
Exploring the Impact of Worked Examples in a Novice Programming Environment (2019, unknown): “One way WEs may increase learning efficiency is by reducing students’ cognitive load, or mental effort when learning [18].”