The DOI matches its Crossref record; 18 of the 18 references it cites were found in a registry or an index.
Effects of schema acquisition and rule automation on mathematical problem-solving transfer.
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In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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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Metadata
- 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
- Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Education › 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
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