Effects of schema acquisition and rule automation on mathematical problem-solving transfer.
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A wealth of studies support the effectiveness of worked examples in improving memorisation.
“As with the goal-free effect, a wealth of studies lend support to the effectiveness of worked examples in terms of improving memorisation (Carroll, 1994; Cooper & Sweller, 1987; Paas & Van Merriënboer, 1994; Sweller & Cooper, 1985; Trafton & Reiser, 1993; Zhu & Simon, 1987).”
From Does difficulty moderate learning? A comparative analysis of the desirable difficulties framework and cognitive load theory (2025) · cites this paper as Cooper & Sweller, 1987
Algebra students learned more studying algebra worked examples than solving the equivalent problems.
“The worked-example effect was first demonstrated by Sweller and Cooper (1985) and Cooper and Sweller (1987), who found that algebra students learned more studying algebra worked examples than solving the equivalent problems.”
From Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006) · cites this paper as Cooper & Sweller, 1987
Novice learners may learn more from worked examples or completion problems than from solving problems on their own.
“For instance, novice learners, for whom information imposes high intrinsic cognitive load, may learn better from an instructional format that reduces extraneous cognitive load, such as worked examples (i.e., fully worked-out problem solutions; Cooper & Sweller, 1987;Paas, 1992;Paas & Van Merriënboer, 1994a;Sweller & Cooper, 1985;Van Gog, Paas, & Van Merriënboer, 2006) or from completing partially”
From Effects of pairs of problems and examples on task performance and different types of cognitive load (2014) · cites this paper as Cooper & Sweller, 1987
This finding is consistent with prior research on worked example effects (Cooper & Sweller, 1987; Paas, 1992; Paas & Van Merriënboer, 1994a; Sweller & Cooper, 1985; Van Gog et al., 2006).
“The finding that starting self-study of a new topic with a worked example instead of with autonomous problem solving has beneficial effects on task performance is in line with previous research on worked example effects (Cooper & Sweller, 1987;Paas, 1992;Paas & Van Merriënboer, 1994a;Sweller & Cooper, 1985;Van Gog et al., 2006) and with previous research on problemeexample and example problem pa”
From Effects of pairs of problems and examples on task performance and different types of cognitive load (2014) · cites this paper as Cooper & Sweller, 1987
Induction generalizes concrete learning experiences into more abstract schemas that can be applied to tasks different from those solved during learning.
“In induction learners have to generalize concrete learning experiences (e.g., observation of modeled behavior) into more abstract schemas.More abstract or generalized schemas can also be applied to tasks that are different from the tasks that were solved during learning (Cooper and Sweller 1987).”
From Interactivity in Video-based Models (2007) · cites this paper as Cooper and Sweller 1987
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“A workedexample approach requires learners to study solutions to problems rather than just solve them, although in most applications of the workedexamples approach, learners also solve some problems, either in a paired format (study one, solve a similar one, see Cooper & Sweller, 1987 ), or as completion problems (com…”
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Jonassen, D. H., & Hung, W. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9001-8 · Cited by 126 · see citing works
Schema Acquisition and Sources of Cognitive Load
Kalyuga, S. (2010) · Cambridge University Press eBooks · doi:10.1017/cbo9780511844744.005 · Cited by 125 · see citing works
Designing Research-Based Instruction for Story Problems
Jonassen, D. H. (2003) · Educational Psychology Review · doi:10.1023/a:1024648217919 · Cited by 124 · see citing works
Bottge, B. A. (1999) · The Journal of Special Education · doi:10.1177/002246699903300202 · Cited by 124 · see citing works
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Yuan, K., Steedle, J., Shavelson, R., Alonzo, A., & Oppezzo, M. (2006) · Educational Research Review · doi:10.1016/j.edurev.2006.08.005 · Cited by 124 · see citing works
Solving parsons problems versus fixing and writing code
Ericson, B. J., Margulieux, L. E., & Rick, J. (2017) · Proceedings of the 17th Koli Calling International Conference on Computing Education Research · doi:10.1145/3141880.3141895 · Cited by 121 · see citing works
- Authors
- Cooper, G., & Sweller, J.
- Affiliations
- UNSW Sydney (AU)
- Venue
- Journal of Educational Psychology
- Published
- 1987-12
- Volume
- 79
- Issue
- 4
- Pages
- 347-362
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2038059289
- Cited by
- 688
- References
- 18
- Citations by year
- 2026: 13 · 2025: 21 · 2024: 21 · 2023: 22 · 2022: 29 · 2021: 20 · 2020: 28 · 2019: 84 · 2018: 19 · 2017: 23 · 2016: 32 · 2015: 31 · 2014: 31 · 2013: 29 · 2012: 29
- FWCI
- 4.76
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- schema acquisition, mathematical problem solving, transfer of learning, problem-solving strategies
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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