Effects of schema acquisition and rule automation on mathematical problem-solving transfer.

Perception in chess

Chase, W. G., & Simon, H. A. (1973) · Cognitive Psychology · doi:10.1016/0010-0285(73)90004-2 · Cited by 4,479

Schema induction and analogical transfer

Gick, M. L., & Holyoak, K. J. (1983) · Cognitive Psychology · doi:10.1016/0010-0285(83)90002-6 · Cited by 3,010

Analogical problem solving

Gick, M. L., & Holyoak, K. J. (1980) · Cognitive Psychology · doi:10.1016/0010-0285(80)90013-4 · Cited by 2,552

Memory and cognition

Kintsch, W. (1977) · Medical Entomology and Zoology · Cited by 2,051

Advances in the Psychology of Human Intelligence

Sternberg, R. J. (2014) · Psychology Press eBooks · doi:10.4324/9781315808246 · Cited by 1,771

The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra

Sweller, J., & Cooper, G. A. (1985) · Cognition and Instruction · doi:10.1207/s1532690xci0201_3 · Cited by 1,214

Cognitive Processes in Comprehension

Just, M. A., & Carpenter, P. A. (2013) · Psychology Press eBooks · doi:10.4324/9781315798851 · Cited by 1,150

Why are some problems hard? Evidence from Tower of Hanoi

Kotovsky, K., Hayes, J. R., & Simon, H. A. (1985) · Cognitive Psychology · doi:10.1016/0010-0285(85)90009-x · Cited by 722

Beyond the Purely Cognitive: Belief Systems, Social Cognitions, and Metacognitions As Driving Forces in Intellectual Performance*

Schoenfeld, A. H. (1983) · Cognitive Science · doi:10.1207/s15516709cog0704_3 · Cited by 456

The role of analogy in transfer between similar problem states

Reed, S. K., Ernst, G. W., & Banerji, R. (1974) · Cognitive Psychology · doi:10.1016/0010-0285(74)90020-6 · Cited by 400

The Evolved Mind and Modern Education

Geary, D. C. (2024) · Cambridge University Press eBooks · doi:10.1017/9781009454858 · Cited by 19

Unpacking the Complexity of Linear Equations from a Cognitive Load Theory Perspective

Ngu, B. H., & Phan, H. P. (2015) · Educational Psychology Review · doi:10.1007/s10648-015-9298-2 · Cited by 21

Effects of the TIP Strategy on Problem Solving Skills of Young Adults with Intellectual Disability

Hua, Y., Woods-Groves, S., Kaldenberg, E. R., Lucas, K. G., & Therrien, W. J. (2015) · Education and Training in Autism and Developmental Disabilities · doi:10.1177/215416471505000104 · Cited by 19

The impact of example comparisons on schema acquisition: do learners really need multiple examples?

Scheiter, K., Gerjets, P. H., & Schuh, J. (2004) · International Conference of Learning Sciences · Cited by 19

Effect of worked examples and Cognitive Tutor training on constructing equations

Reed, S. K., Corbett, A. T., Hoffman, B., Wagner, A. Z., & MacLaren, B. (2012) · Instructional Science · doi:10.1007/s11251-012-9205-x · Cited by 18

Modularization in Developmental Mathematics in Two States: Implementation and Early Outcomes

Bickerstaff, S., Fay, M., & Trimble, M. J. (2016) · doi:10.7916/d8n016n9 · Cited by 18

Withholding answers during hands-on scientific investigations? Comparing effects on developing students’ scientific knowledge, reasoning, and application

Lin, Z. (2018) · International Journal of Science Education · doi:10.1080/09500693.2018.1429692 · Cited by 18

Efektivitas worked example dengan strategi pengelompokan siswa ditinjau dari kemampuan pemecahan masalah dan cognitive load

Irwansyah, M. F., & Retnowati, E. (2019) · Jurnal Riset Pendidikan Matematika · doi:10.21831/jrpm.v6i1.21452 · Cited by 26

The consequences of fading instructional guidance on delayed performance: the case of financial services training

Kissane, M., Kalyuga, S., Chandler, P., & Sweller, J. (2008) · Educational Psychology · doi:10.1080/01443410802322069 · Cited by 18

Problem format and presentation sequence: effects on learning and mental effort among US high school students

Olina, Z., Reiser, R. A., Huang, X., Lim, J. H., & Park, S. (2006) · Applied Cognitive Psychology · doi:10.1002/acp.1246 · Cited by 18

The Split-Attention Principle in Multimedia Learning

Ayres, P., & Sweller, J. (2021) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/9781108894333.020 · Cited by 18

Examining the effects of note-taking styles on college students’ learning achievement and cognitive load

Shi, Y., Yang, H., Yang, Z., Liu, W., Wu, D., & Yang, H. H. (2022) · Australasian Journal of Educational Technology · doi:10.14742/ajet.6688 · Cited by 21

Cognitive load theory, attentional processes and optimized learning outcomes in a digital environment

Low, R., Jin, P., & Sweller, J. (2011) · Cambridge University Press eBooks · doi:10.1017/cbo9780511974519.004 · Cited by 18

Story of a Research Program

Sweller, J. (2016) · Education Review · doi:10.14507/er.v23.2025 · Cited by 17

Tools and Environments

Malmi, L., Utting, I., & Ko, A. J. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.022 · Cited by 18

Support for instructional scaffolding with 1 H NMR spectral features in organic chemistry textbook problems

Anderson, S. Y. C., Ong, W. S. Y., & Momsen, J. L. (2020) · Chemistry Education Research and Practice · doi:10.1039/c9rp00252a · Cited by 20

Tiered Scaffolding of Problem-Based Learning Techniques in a Thermodynamics Course

Lape, N. K. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--18365 · Cited by 17

External and Internal Instantiation of Abstract Information Facilitates Transfer in Insight Problem Solving

Zhe, C., & Daehler, M. W. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1030 · Cited by 17

Using Online Concept Mapping with Peer Learning to Enhance Concept Application

Chang, S. L., & Chang, Y. (2008) · Quarterly review of distance education · doi:10.1108/qrde-02-2008-0002 · Cited by 17

Learning Outside the Classroom

Begel, A., & Ko, A. J. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.027 · Cited by 18

Learning Improper Fractions with the Number Line and the Area Model

Jing, T., Bartek, V., Rahman, M. Z., & Gunderson, E. A. (2021) · Journal of Cognition and Development · doi:10.1080/15248372.2021.1890603 · Cited by 16

Fostering modeling competencies: benefits of worked examples, problems to be solved, and fading procedures

Große, C. S. (2015) · European Journal of Science and Mathematics Education · doi:10.30935/scimath/9444 · Cited by 16

Does difficulty moderate learning? A comparative analysis of the desirable difficulties framework and cognitive load theory

Pyke, W., Lunau, J., & Javadi, A.-H. (2025) · Quarterly Journal of Experimental Psychology · doi:10.1177/17470218241308143 · Cited by 15

Enseignement explicite et développement decompétences : antinomie ou nécessité?

Bocquillon, M., Gauthier, C., Bissonnette, S., & Derobertmasure, A. (2020) · Formation et profession · doi:10.18162/fp.2020.513 · Cited by 15

The effects of load reduction instruction on educational outcomes: An intervention study on hands‐on inquiry‐based learning in science

Kadir, M. S., Yeung, A. S., Caleon, I. S., Diallo, T., Forbes, A., & Koh, W. X. (2023) · Applied Cognitive Psychology · doi:10.1002/acp.4077 · Cited by 24

Are Provided Examples or Faded Examples More Effective for Declarative Concept Learning?

Zamary, A., & Rawson, K. A. (2018) · Educational Psychology Review · doi:10.1007/s10648-018-9433-y · Cited by 16

The Long-Term Benefit of Video Modeling Examples for Guided Inquiry

Kaiser, I., & Mayer, J. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00104 · Cited by 18

The Worked Example and Problem Completion Effects

Sweller, J., Ayres, P., & Kalyuga, S. (2011) · Springer eBooks · doi:10.1007/978-1-4419-8126-4_8 · Cited by 17

Effects of example variability and prior knowledge in how students learn to solve equations

Guo, J., Yang, L.-Y., & Ding, Y. (2013) · European Journal of Psychology of Education · doi:10.1007/s10212-013-0185-2 · Cited by 15

Computing for Other Disciplines

Guzdial, M. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.020 · Cited by 20

Using Cognitive Load Theory to select an environment for teaching mobile apps development

Mason, R., Cooper, G. A., Simon, N. P., & Wilks, B. (2015) · Cross Connect (Southern Cross University) · Cited by 15

Imagining Instructions: Mental Practice in Highly Cognitive Domains

Ginns, P. (2005) · Australian Journal of Education · doi:10.1177/000494410504900202 · Cited by 15

Rethinking Cognitive Load Theory

Kalyuga, S., & Plass, J. L. (2025) · doi:10.1093/9780190078539.001.0001 · Cited by 18

Achieving an adaptive learner

Schwartz, D. L. (2024) · Educational Psychologist · doi:10.1080/00461520.2024.2397389 · Cited by 29

Conocimientos y procesos cognitivos en la resolución de problemas de ciencias : consecuencias para la enseñanza

Portolés, J. J. S., & López, V. S. (2008) · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · Cited by 14

Reducing Cognitive Load through the Worked Example Effect within a Serious Game Environment

Spieler, B., Pfaff, N., & Slany, W. (2020) · International Conference of the Immersive Learning Research Network (iLRN) · doi:10.23919/ilrn47897.2020.9155187 · Cited by 16

Ingame Worked Examples Support as an Alternative to Textual Instructions in Serious Games About Programming

Toukiloglou, P., & Xinogalos, S. (2022) · Journal of Educational Computing Research · doi:10.1177/07356331211073655 · Cited by 14

A South African study comparing the effectiveness of computer‐based learning materials and face‐to‐face teaching

Halabi, A. K., Essop, A., Joosub, T., Padia, N., Vawda, M., & Yasseen, Y. (2010) · Meditari Accountancy Research · doi:10.1108/10222529201000008 · Cited by 14

Self-regulated learning with case-based worked examples: effects of errors

Kopp, V., Stark, R., Heitzmann, N., & Fischer, M. R. (2009) · Evaluation & Research in Education · doi:10.1080/09500790903494518 · Cited by 14

Enhancing learners’ problem solving performance in mathematics: A cognitive load perspective

Dhlamini, J. J. (2016) · European Journal of STEM Education · doi:10.20897/lectito.201604 · Cited by 14

Integrating eye trackers with handwriting tablets to discover difficulties of solving geometry problems

Lin, J. J. H., & Lin, S. S. J. (2016) · British Journal of Educational Technology · doi:10.1111/bjet.12517 · Cited by 14

Engineering Education Research

Loui, M. C., & Borrego, M. J. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.012 · Cited by 17

Simulation‐based learning modules for undergraduate engineering dynamics

Karadoğan, E., & Karadoğan, F. (2019) · Computer Applications in Engineering Education · doi:10.1002/cae.22114 · Cited by 13

Promoting Strategy Change: Mere Exposure to Alternative Strategies Helps, but Feedback Can Hurt

Brown, S. A., & Alibali, M. W. (2018) · Journal of Cognition and Development · doi:10.1080/15248372.2018.1477778 · Cited by 13

Development And Validation Of Strategic Intervention Materials (SIMs) Of The Selected Topics In Trigonometry Of Precalculus Discipline In Senior High School

Luzano, J. F. (2020) · Journal of Mathematics and Statistics Studies · doi:10.32996/ijllt.2020.1.2.3 · Cited by 13

Fostering Flexibility Using Comparing Solution Strategies and Classroom Discussion: Effects of Two Professional Development Programs

Rüede, C., Mok, S. Y., & Staub, F. C. (2023) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc-2020-0232 · Cited by 14

Designing a Tangible Learning Environment with a Teachable Agent

Müldner, K., Lozano, C., Girotto, V., Burleson, W., & Walker, E. (2013) · Lecture notes in computer science · doi:10.1007/978-3-642-39112-5_31 · Cited by 13

Arithmetic Word Problem Solving: The Role of Prior Knowledge

Thevenot, C. (2017) · Elsevier eBooks · doi:10.1016/b978-0-12-805086-6.00003-5 · Cited by 10

Leveraging the Integrated Development Environment for Learning Analytics

Carter, A., Hundhausen, C. D., & Olivares, D. M. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.024 · Cited by 13

Assistance that fades in improves learning better than assistance that fades out

Jennings, J., & Müldner, K. (2020) · Instructional Science · doi:10.1007/s11251-020-09520-7 · Cited by 13

On the indicators for perceiving empty sets as zero

Zaks-Ohayon, R., Pinhas, M., & Tzelgov, J. (2020) · Acta Psychologica · doi:10.1016/j.actpsy.2020.103237 · Cited by 13

Knowledge matters in vocational problem-solving: a cognitive view

Soden, R., & Pithers, R. T. (2001) · Journal of Vocational Education and Training · doi:10.1080/13636820100200163 · Cited by 15

A Comparative Analysis of Third-Grade Mathematics Textbooks Before and After the 2000 NCTM Standards

Jitendra, A. K., Deatline-Buchman, A., & Sczesniak, E. (2005) · Assessment for Effective Intervention · doi:10.1177/073724770503000205 · Cited by 13

Developing Handwriting-based Intelligent Tutors to Enhance Mathematics Learning

Anthony, L., Mankoff, J., Mitchell, T., & Gross, M. D. (2008) · Cited by 13

Some cognitive factors relevant to mathematics instruction

Sweller, J., & Low, R. (1992) · Mathematics Education Research Journal · doi:10.1007/bf03217233 · Cited by 13

Timing of information presentation and the acquisition of complex skills

Kester, L. (2003) · DSpace (Open University in the Netherlands) · Cited by 13

Communicative AI Agents in Mathematical Task Design: A Qualitative Study of GPT Network Acting as a Multi-professional Team

Schorcht, S., Peters, F., & Kriegel, J. (2024) · Digital Experiences in Mathematics Education · doi:10.1007/s40751-024-00161-w · Cited by 20

THE EFFECTS OF WEB-BASED PEER REVIEW ON STUDENT WRITING

Wooley, R. S. (2007) · OhioLink ETD Center (Ohio Library and Information Network) · Cited by 12

How Cognitive Science Can Promote Conceptual Understanding in Physics Classrooms

Mestre, J. P., Ross, B. H., Brookes, D. T., Smith, A. D., & Nokes, T. J. (2009) · BRILL eBooks · doi:10.1163/9789087909239_009 · Cited by 12

The Effect of Employing Self-Explanation Strategy with Worked Examples on Acquiring Computer Programing Skills

Alhassan, R. A. (2017) · Journals & Books Hosting (International Knowledge Sharing Platform) · Cited by 12

Effectiveness of Combining Worked Examples and Deliberate Practice for High School Geometry

Pachman, M., Sweller, J., & Kalyuga, S. (2014) · Applied Cognitive Psychology · doi:10.1002/acp.3054 · Cited by 12

The Effect of Assistance on Learning and Affect in an Algebra Tutor

Borracci, G., Gauthier, E., Jennings, J., Sale, K., & Müldner, K. (2019) · Journal of Educational Computing Research · doi:10.1177/0735633118822103 · Cited by 12

Advances in designing instruction based on examples

Mayer, R. E. (2020) · Applied Cognitive Psychology · doi:10.1002/acp.3701 · Cited by 12

Managing cognitive load in information literacy instruction

Hostetler, K., & Luo, T. (2021) · Educational Technology Research and Development · doi:10.1007/s11423-021-09962-x · Cited by 12

Teacher Knowledge for Inclusive Computing Learning

Goode, J., & Ryoo, J. J. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.025 · Cited by 12

The Effect of a Computerized Decision Aid on the Development of Knowledge

Brody, R. G., Kowalczyk, T. K., & Coulter, J. M. (2003) · Journal of Business and Psychology · doi:10.1023/a:1027392930298 · Cited by 12

Why the bottom 10% just can't do it: mental effort measures and implication for introductory programming courses

Mason, R., & Cooper, G. A. (2012) · Cross Connect (Southern Cross University) · doi:10.5555/2483716.2483738 · Cited by 12

Worked Example Effect

Ayres, P. (2012) · Springer eBooks · doi:10.1007/978-1-4419-1428-6_20 · Cited by 14

A Mixed Methods Approach To Investigating Cognitive Load And Cognitive Presence In An Online And Face-To-Face College Algebra Course

Mills, J. J. (2016) · UKnowledge (University of Kentucky) · doi:10.13023/etd.2016.069 · Cited by 13

Comparing alternative sequences of examples and problem-solving tasks: the case of conceptual knowledge

Chen, O., Woolcott, G., & Kalyuga, S. (2021) · The Educational and Developmental Psychologist · doi:10.1080/20590776.2021.1915098 · Cited by 11

Persistence of elementary programming skills

Bennedsen, J., & Caspersen, M. E. (2012) · Computer Science Education · doi:10.1080/08993408.2012.692911 · Cited by 12

An fMRI investigation of instructional guidance in mathematical problem solving

Lee, H. S., Fincham, J. M., Betts, S., & Anderson, J. R. (2014) · Trends in Neuroscience and Education · doi:10.1016/j.tine.2014.01.001 · Cited by 11

The effects of worked examples in computer-based instruction: focus on the presentation format of worked examples and prior knowledge of learners

Kyun, S. A., & Lee, H. (2009) · Asia Pacific Education Review · doi:10.1007/s12564-009-9044-x · Cited by 11

The effects of early schema acquisition on mathematical problem solving

Corral, D., Quilici, J. L., & Rutchick, A. M. (2019) · Psychological Research · doi:10.1007/s00426-019-01164-8 · Cited by 13

LEARNING GOAL-FREE PROBLEMS: COLLABORATIVELY OR INDIVIDUALLY?

Sugiman, S., Retnowati, E., Ayres, P., & Murdanu, M. (2019) · Jurnal Cakrawala Pendidikan · doi:10.21831/cp.v38i3.26914 · Cited by 16

Balanced cognitive load significantly improves the effectiveness of algorithm animation as a problem-solving tool

Tudoreanu, M. E., & Kraemer, E. T. (2008) · Journal of Visual Languages & Computing · doi:10.1016/j.jvlc.2008.01.001 · Cited by 11

Analysing probem solving behaviour of successful and unsuccessful statistics students

Hauff, H. M., & Fogarty, G. J. (1996) · Instructional Science · doi:10.1007/bf00125577 · Cited by 11

Understanding the process of transfer of training in the workplace

Machin, M. A. (2026) · University of Southern Queensland ePrints (University of Southern Queensland) · doi:10.26192/9y647 · Cited by 10

Proceedings of the 17th Koli Calling International Conference on Computing Education Research

(2017) · doi:10.1145/3141880 · Cited by 11

No one-size-fits-all: a study of prompt techniques and large language models to enhance AI’s mathematics educational quality

Schorcht, S., Müller, F. A., & Buchholtz, N. F. (2026) · ZDM · doi:10.1007/s11858-026-01784-6 · Cited by 16

A Step-Based Tutoring System to Teach Underachieving Students How to Construct Algebraic Models

VanLehn, K. A., Milner, F. A., Banerjee, C., & Wetzel, J. (2023) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-023-00328-3 · Cited by 10

Model authenticity in learning mathematical experimentation: how students perceive and learn from scientist and peer models

Hagenkötter, R., Nachtigall, V., Rolka, K., & Rummel, N. (2024) · European Journal of Psychology of Education · doi:10.1007/s10212-024-00843-4 · Cited by 10

Psychological Science and the Blind Spot in Education: Learning and Instruction of Transversal Skills in the Twenty-First Century

Weber, A. M., van Laar, E., Borgonovi, F., Ackerman, P. L., Nixon, N., Graesser, A. C., & Greiff, S. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-10014-6 · Cited by 11

Tracing Effect in the Worked Examples-based Learning: An Exploration of Individual Differences in Working Memory Capacity

Yeo, L.-M., & Tzeng, Y. (2019) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/105482 · Cited by 10

Using cognitive load theory to improve the efficiency of learning to program

Morrison, B. B. (2013) · ACM Conference on International Computing Education Research (ICER) · doi:10.1145/2493394.2493425 · Cited by 9

Charge cognitive et apprentissage. Une présentation des travaux de John Sweller

Tricot, A. (1998) · HAL · Cited by 10

Educational Interventions to Develop and Enhance Clinical Documentation Skills in Health Professional Students: A Systematic Review

Wilesmith, S., Mandrusiak, A., Lang, R. L., Martin, R. A., Lu, A., & Forbes, R. (2025) · The Clinical Teacher · doi:10.1111/tct.70157 · Cited by 9

How do professional development programs on comparing solution methods and classroom discourse affect students' achievement in mathematics? The mediating role of students’ subject matter justifications

Mok, S. Y., Hämmerle, C. S., Rüede, C., & Staub, F. C. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101668 · Cited by 14

Working Memory Capacity and Self‐Explanation Strategy Use Provide Additive Problem‐Solving Benefits

Redifer, J. L., Therriault, D. J., Lee, C. S., & Schroeder, A. N. (2016) · Applied Cognitive Psychology · doi:10.1002/acp.3219 · Cited by 9

Schools (K–12)

Vahrenhold, J., Cutts, Q. I., & Falkner, K. E. K. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.019 · Cited by 11

Refuting misconceptions: Computer tutors for fraction arithmetic

Burr, S. D. L., Douglas, H. P., Vorobeva, M., & Müldner, K. (2020) · Journal of Numerical Cognition · doi:10.5964/jnc.v6i3.310 · Cited by 9

Supporting the Needs of Twenty-First Century Learners: A Self-Determination Theory Perspective

Oga-Baldwin, W. L. Q. (2015) · Springer eBooks · doi:10.1007/978-981-287-230-2_3 · Cited by 12

Development and evaluation of a pictorial-based analogical problem-solving programme for people with traumatic brain injury

Man, D. W. K., Soong, W. Y. L., Tam, S., & Hui-Chan, C. W. Y. (2006) · Brain Injury · doi:10.1080/13561820600909852 · Cited by 9

The use of examples in expository texts: Outline of an interpretation theory for text analysis

Robertson, S. I., & Kahney, H. (1996) · Instructional Science · doi:10.1007/bf00120485 · Cited by 9

Assessing Self-Regulation in Individuals With Visual Impairments

Argyropoulos, V., Sideridis, G. D., Botsas, G., & Padeliadu, S. (2011) · Assessment for Effective Intervention · doi:10.1177/1534508411406899 · Cited by 10

Psychological Factors Affecting Medical Students’ Learning with Erroneous Worked Examples

Klopp, E., Stark, R., Kopp, V., & Fischer, M. R. (2013) · Journal of Education and Learning · doi:10.5539/jel.v2n1p158 · Cited by 9

Assessment and Plagiarism

Lancaster, T., Robins, A. V., & Fincher, S. A. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.015 · Cited by 11

Problem Solving in Geometry: Comparing the effects of non-goal specific instruction and conventional worked examples

Lim, E. L., & Moore, D. W. (2002) · Educational Psychology · doi:10.1080/0144341022000023653 · Cited by 9

Kapazitätslimitierung und intellektuelle Leistungsfähigkeit

SCHWEIZER, K. W., & Koch, W. (2001) · Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) · doi:10.1026//0949-3946.48.1.1 · Cited by 9

When Less is Sometimes More: Optimal Learning Conditions are Required for Schema Acquisition from Multiple Examples

Scheiter, K., & Gerjets, P. H. (2005) · eScholarship (California Digital Library) · Cited by 9

Mathematical problem-solving transfer : the effects of cognitive load and attention on scheme acquisition and rule automation

Cooper, G. A. (2022) · UNSWorks (University of New South Wales, Sydney, Australia) · doi:10.26190/unsworks/14684

Transfer of solution rules in problem solving.

Vesta, F. J. D., & Walls, R. T. (1967) · Journal of Educational Psychology · doi:10.1037/h0025191 · Cited by 11

The Effect of Heuristic Introduction on transfer in Mathematical Problem Solving

Terao, A., Ichikawa, S., & Kusumi, T. (1996) · eScholarship (California Digital Library)

The effects of encoding variability, processing activity, and rule–examples sequence on the transfer of conceptual rules.

Vesta, F. J. D., & Peverly, S. T. (1984) · Journal of Educational Psychology · doi:10.1037/0022-0663.76.1.108 · Cited by 37

An experimental study of transfer effects in human problem solving

Bond, N. A. (. (2015) · University of Southern California Digital Library · doi:10.25549/usctheses-c36-855004 · Cited by 1