Variability of worked examples and transfer of geometrical problem-solving skills¶
Paas, F. G. W. C., & Van Merriënboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86(1), 122-133.
Cited by¶
1 citation across 1 artifact.
Domain-specific¶
- Cognitive Load
- Performance and learning consequence. Excess or badly structured load produces observable consequences: errors, slowed response, abandoned tasks, poor transfer, failure to learn.
Supported in partVerified against the publisher's abstract
Reports effects of training strategies on training performance, transfer performance, and cognitive load, supporting a link between load and transfer but not the full list of consequences.
“Four computer-based training strategies for geometrical problem solving in the domain of computer numerically controlled machinery programming were studied with regard to their effects on training performance, transfer performance, and cognitive load.”
- Performance and learning consequence. Excess or badly structured load produces observable consequences: errors, slowed response, abandoned tasks, poor transfer, failure to learn.
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