Effects of process-oriented worked examples on troubleshooting transfer performance

Learning and Instruction

Volumn 16, Issue 2 SPEC. ISS., 2006, Pages 154-164

  van Gog, Tamara ^a   Paas, Fred ^a,b   van Merriënboer, Jeroen J G ^a  

^a OPEN UNIVERSITY OF THE NETHERLANDS   (Netherlands)

^b ERASMUS UNIVERSITY ROTTERDAM   (Netherlands)

Author keywords

Cognitive load; Problem solving; Troubleshooting; Worked examples

Indexed keywords

EID: 33646052554     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2006.02.003     Document Type: Article

References (34)

1. Atkinson R.K., Derry S.J., Renkl A., and Wortham D. Learning from examples: Instructional principles from the worked examples research. Review of Educational Research 70 (2000) 181-214
2. Ayres, P. (in press). Using subjective measures to detect variations of intrinsic load within problems. Learning and Instruction.
3. Carroll W.M. Using worked examples as an instructional support in the algebra classroom. Journal of Educational Psychology 86 (1994) 360-367
4. Catrambone R. Generalizing solution procedures learned from examples. Journal of Experimental Psychology: Learning, Memory, and Cognition 22 (1996) 1020-1031
5. Catrambone R. The subgoal learning model: Creating better examples so that students can solve novel problems. Journal of Experimental Psychology: General 12 (1998) 355-376
6. Chandler P., and Sweller J. The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology 62 (1992) 233-246
7. Chi M.T.H., Bassok M., Lewis M.W., Reimann P., and Glaser R. Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science 13 (1989) 145-182
8. Chi M.T.H., Glaser R., and Rees E. Expertise in problem solving. In: Sternberg R.J. (Ed). Advances in the psychology of human intelligence Vol. 1 (1982), Erlbaum, Hillsdale, NJ 7-76
9. Cohen J. Statistical power analysis for the behavioral sciences. (2nd ed.) (1988), Erlbaum, Hillsdale, NJ
10. Cooper G., and Sweller J. The effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology 79 (1987) 347-362
11. DesignSoft, Inc. (2002). TINA Pro (Version 6) [Computer software]. Available from: http://www.tina.com.
12. Egan D.E., and Schwartz B.J. Chunking in recall of symbolic drawings. Memory and Cognition 7 (1979) 149-158
13. Gitomer D.H. Individual differences in technical troubleshooting. Human Performance 1 (1988) 111-131
14. Gott S.P., Parker Hall E., Pokorny R.A., Dibble E., and Glaser R. A naturalistic study of transfer: Adaptive expertise in technical domains. In: Detterman D.K., and Sternberg R.J. (Eds). Transfer on trial: Intelligence, cognition, and instruction (1993), Ablex, Norwood, NJ 258-288
15. Kalyuga S., Ayres P., Chandler P., and Sweller J. The expertise reversal effect. Educational Psychologist 38 (2003) 23-32
16. Kester, L., Kirschner, P. A., & Van Merriënboer, J. J. G. (in press). Just-in-time information presentation: Improving learning a troubleshooting skill. Contemporary Educational Psychology.
17. Lankford C. GazeTracker™: Software designed to facilitate eye movement analysis. Proceedings of the Eye Tracking Research and Applications Symposium (2000), ACM Press, New York 57-63
18. Larkin J., McDermott J., Simon D.P., and Simon H.A. Expert and novice performance in solving physics problems. Science 208 (1980) 1335-1342
19. Lovett M.C. Learning by problem solving versus by examples: The benefits of generating and receiving information. Proceedings of the 14th annual conference of the Cognitive Science Society (1992), Erlbaum, Hillsdale, NJ 956-961
20. Miller G.A. The magical number seven, plus or minus two: Some limits on our capacity to process information. Psychological Review 63 (1956) 81-97
21. Paas F. Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive load approach. Journal of Educational Psychology 84 (1992) 429-434
22. Paas F., Tuovinen J.E., Tabbers H., and Van Gerven P.W.M. Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist 38 (2003) 63-71
23. Paas F., and Van Merriënboer J.J.G. Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive load approach. Journal of Educational Psychology 86 (1994) 122-133
24. Renkl A. Learning from worked-out examples: A study on individual differences. Cognitive Science 21 (1997) 1-29
25. Schaafstal A., Schraagen J.M., and Van Berlo M. Cognitive task analysis and innovation of training: The case of structured troubleshooting. Human Factors 42 (2000) 75-86
26. Schworm S., and Renkl A. Learning by solved example problems: Instructional explanations reduce self-explanation activity. In: Gray W.D., and Schunn C.D. (Eds). Proceedings of the 24th annual conference of the Cognitive Science Society (2002), Erlbaum, Mahwah, NJ 816-821
27. Sweller J. Cognitive load during problem solving: Effects on learning. Cognitive Science 12 (1988) 257-285
28. Sweller J. Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science 32 (2004) 9-31
29. Sweller J., Van Merriënboer J.J.G., and Paas F. Cognitive architecture and instructional design. Educational Psychology Review 10 (1998) 251-295
30. Tarmizi R., and Sweller J. Guidance during mathematical problem solving. Journal of Educational Psychology 80 (1988) 424-436
31. Van Gog T., Paas F., and Van Merriënboer J.J.G. Process-oriented worked examples: Improving transfer performance through enhanced understanding. Instructional Science 32 (2004) 83-98
32. Van Merriënboer J.J.G., Schuurman J.G., de Croock M.B.M., and Paas F. Redirecting learners' attention during training: Effects on cognitive load, transfer test performance, and training efficiency. Learning and Instruction 12 (2002) 11-37
33. Van Merriënboer J.J.G., and Sweller J. Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review 17 (2005) 147-177
34. Ward M., and Sweller J. Structuring effective worked examples. Cognition and Instruction 7 (1990) 1-39