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Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures
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There are techniques that may help to control intrinsic load.
“However, the analysis above also shows that difficulty (and thus memory load) is not determined solely by number and interaction of elements and that there are techniques that may help to control intrinsic load.”
From Cognitive load theory, educational research, and instructional design: some food for thought (2010) · cites this paper as Gerjets et al. 2004
The learner's prior knowledge plays a fundamental role because new information can be linked with existing schemata.
“The prior knowledge of the learner plays a fundamental role as new information can be linked with existing schemata (Gerjets et al., 2004).”
From Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load (2017) · cites this paper as Gerjets et al., 2004
Citations
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References 40 · Cited by 251
Research works printed but not linked: 6
- Catrambone, R. & Holyoak, K.J. (1989) Overcoming contextual limitations on problemsolving transfer, Journal of Experimental Psychology: Learning, Memory, and Cognition 15(6): 1147–1156.
- Gerjets, P., Scheiter, K. & Catrambone, R. (in press) Reducing cognitive load and fostering cognitive skill acquisition: Benefits of category-avoiding examples. In: R. Alterman & D. Kirsh (eds), Proceedings of the 25th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.
- Gerjets, P., Scheiter, K. & Kleinbeck, S. (in press) Instructional examples in hypertext-based learning and problem solving: Comparing transformational and derivational approaches to example design. In: H.M. Niegemann, R. Brünken & D. Leutner (eds), Instructional Design for Multimedia Learning. Muenster: Waxmann.
- Reed, S.K. (1993) A schema-based theory of transfer. In: D.K. Detterman & R.J. Sternberg (eds), Transfer on Trial: Intelligence, Cognition, and Instruction, pp. 39–67. Norwood, NJ: Ablex.
- Reed, S.K. (1999) Word Problems. Mahwah, NJ: Erlbaum.
- Sowder, L. (1985) Cognitive psychology and mathematical problem solving: A discussion of Mayer's paper. In: E.A. Silver (ed), Teaching and Learning Mathematical Problem Solving: Multiple Research Perspectives, pp. 139–146. Hillsdale, NJ: Erlbaum.
Metadata
- Authors
- Gerjets, P., Scheiter, K., & Catrambone, R.
- Affiliations
- University of Tübingen (DE)
- Georgia Institute of Technology (US)
- Corresponding author
- Gerjets, Peter
- Venue
- Instructional Science
- Published
- 2004-01
- Volume
- 32
- Issue
- 1-2
- Pages
- 33-58
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W2152813220
- Semantic Scholar
- 4cefa591cc78c73c77402d3f07ce021509f06f40
- Cited by
- 251
- References
- 40
- Citations by year
- 2026: 6 · 2025: 9 · 2024: 8 · 2023: 5 · 2022: 15 · 2021: 15 · 2020: 13 · 2019: 14 · 2018: 10 · 2017: 11 · 2016: 9 · 2015: 16 · 2014: 17 · 2013: 15 · 2012: 16
- FWCI
- 11.86
- Type
- journal article
- Language
- en
- Open access
- green
- telearn.hal.science
- Licence
- Locations
- Instructional Science (publishedVersion)
- HAL (publishedVersion, other-oa)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- worked examples, intrinsic cognitive load, solution process, working memory, learning from examples, problem solving, instructional design
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