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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
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
Citations
Cites
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
Gick, M. L., & Holyoak, K. J. (1980) · Cognitive Psychology · doi:10.1016/0010-0285(80)90013-4 · Cited by 2,552
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
Self-citationCognitive 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
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
Cited by
Sorted by citations
Items 401–500 of 699
Fasotti, L. (1992) · maastricht university · doi:10.26481/dis.19921112lf · Cited by 11
Designing introductory programming courses : the role of cognitive load
Mason, R. (2012) · Cross Connect (Southern Cross University) · Cited by 9
The effects of retrieval versus study on analogical problem solving
Corral, D., Carpenter, S. K., & Hilaire, K. J. S. (2023) · Psychonomic Bulletin & Review · doi:10.3758/s13423-023-02268-4 · Cited by 13
Ahn, J. (2010) · OhioLink ETD Center (Ohio Library and Information Network) · Cited by 8
Effects of the case-based instruction method on the experience of learning
Amiri‐Farahani, L., & Heidari, T. (2013) · Journal of Biological Education · doi:10.1080/00219266.2013.788539 · Cited by 8
Worked Examples, Cognitive Load, and Exam Assessments in a Senior Database Course
Knorr, E. M. (2020) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/3328778.3366915 · Cited by 9
Haden, P. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.007 · Cited by 10
Pekerti, A. (2013) · Australasian Journal of Educational Technology · doi:10.14742/ajet.312 · Cited by 7
When Practice Doesn’t Make Perfect
Miller, C. S., & Settle, A. (2011) · ACM Transactions on Computing Education · doi:10.1145/2048931.2048933 · Cited by 8
Animated Demonstrations: Evidence of Improved Performance Efficiency and the Worked Example Effect
Lewis, D., & Barron, A. E. (2009) · Lecture notes in computer science · doi:10.1007/978-3-642-02806-9_29 · Cited by 8
Comparison of different approaches on example-based learning for novice and proficient learners
Huang, Y., Lin, K.-C., Xiang, Y., & Hung, J. C.-S. (2015) · Human-centric Computing and Information Sciences · doi:10.1186/s13673-015-0048-8 · Cited by 8
Kirschner, P. A., & Sweller, J. (2006) · Cited by 8
Self-citationThe accessing of geometry schemas by high school students
Chinnappan, M. (1998) · Mathematics Education Research Journal · doi:10.1007/bf03217341 · Cited by 10
Lee, Y.-J. (2010) · Journal of Educational Computing Research · doi:10.2190/ec.42.4.b · Cited by 8
Testing the additivity hypothesis of cognitive load theory
Park, B. (2010) · Publications of the UdS (Saarland University) · doi:10.22028/d291-23309 · Cited by 9
Developing Problem-Solving Expertise for Word Problems
Ngu, B., & Phan, H. P. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.725280 · Cited by 9
Franke, U., Backfisch, I., Scherzinger, L., Tolou, A., Thyssen, C., Brahm, T., Rudolf, I., & Lachner, A. (2024) · Educational Technology Research and Development · doi:10.1007/s11423-024-10403-8 · Cited by 14
Retrieval Practice in Stepwise Worked Examples Improves Learning
van den Broek, G. S. E., van Wermeskerken, M., & van Gog, T. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102196 · Cited by 9
Phan, H. P., & Ngu, B. H. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.662898 · Cited by 8
Wesenberg, L., Krieglstein, F., Jansen, S., Rey, G. D., Beege, M., & Schneider, S. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1032003 · Cited by 9
Identifying competent problem posers and exploring their characteristics
Zhang, L., Stylianides, A. J., & Stylianides, G. J. (2023) · The Journal of Mathematical Behavior · doi:10.1016/j.jmathb.2023.101086 · Cited by 9
Asakawa, S., Ohtake, F., & Sano, S. (2024) · Review of Economics of the Household · doi:10.1007/s11150-024-09715-8 · Cited by 10
Song, M. (2011) · Lincoln (University of Nebraska) · Cited by 7
Naturwissenschaftlich-experimentelles Arbeiten
Koenen, J., Emden, M., & Sumfleth, E. (2017) · Zeitschrift für Didaktik der Naturwissenschaften · doi:10.1007/s40573-017-0056-5 · Cited by 9
Shephard, K. L. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.011 · Cited by 8
Student Knowledge and Misconceptions
Lewis, C. M., Clancy, M. J., & Vahrenhold, J. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.028 · Cited by 7
Shapiro, R. B., & Tissenbaum, M. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.021 · Cited by 9
Computing Education Research Today
Fincher, S. A., Tenenberg, J., Dorn, B., Hundhausen, C., McCartney, R., & Murphy, L. (2019) · The Cambridge Handbook of Computing Education Research · doi:10.1017/9781108654555.003 · Cited by 7
Cognitive Enhancement in Schizophrenia and Related Disorders
Keshavan, M. S., & Eack, S. M. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108163682 · Cited by 7
Sometimes nothing is simply nothing: Automatic processing of empty sets
Zagury, Y., Zaks-Ohayon, R., Tzelgov, J., & Pinhas, M. (2021) · Quarterly Journal of Experimental Psychology · doi:10.1177/17470218211066436 · Cited by 7
Azimi, E., Jafari, L., & Mahdavinasab, Y. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11632-9 · Cited by 7
Using Worked Examples for Engaging in Epistemic Programming Projects
Hüsing, S., Schulte, C., Sparmann, S., & Bolte, M. (2024) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/3626252.3630961 · Cited by 7
GeogDL: a web-based approach to geography examination revision
Goh, D. H., Ang, R. P.-H., Theng, Y., & Lim, E. (2005) · Computers & Education · doi:10.1016/j.compedu.2004.04.011 · Cited by 7
Distractions in programming environments
Mason, R., & Cooper, G. A. (2013) · Cross Connect (Southern Cross University) · doi:10.5555/2667199.2667202 · Cited by 7
Self-citationShih, W. C. (2021) · Strategy Science · doi:10.1287/stsc.2020.0116 · Cited by 7
An introductory course to biomedical microsystems for undergraduates
Papautsky, I., & Peterson, E. T. K. (2007) · Biomedical Microdevices · doi:10.1007/s10544-007-9145-4 · Cited by 7
Assessing schematic knowledge of introductory probability theory
Birney, D. P., Fogarty, G. J., & Plank, A. W. (2005) · Instructional Science · doi:10.1007/s11251-005-3198-7 · Cited by 7
Junker, R., Janeczko, J. M., Lehmkuhl, A., Zucker, V., Holodynski, M., & Meschede, N. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13559-9 · Cited by 12
Worden, E., Vanacore, K., Haim, A., & Heffernan, N. T. (2025) · ACM Conference on Learning @ Scale (L@S) · doi:10.1145/3698205.3729546 · Cited by 6
El efecto de la teoría de carga cognitiva en el aprendizaje de la programación básica
Mercado, C. A. A., Estrada-Rentería, B. G., & Andrade, E. L. M. (2019) · Entorno · doi:10.5377/entorno.v0i67.7500 · Cited by 9
CodeTree: A System for Learnersourcing Subgoal Hierarchies in Code Examples
Jin, H., & Kim, J. (2024) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3637308 · Cited by 6
Abercrombie, S. (2011) · UNM’s Digital Repository (University of New Mexico) · Cited by 6
Flipping the Assessment of Cognitive Load
Mason, R., Simon, Cooper, G. A., & Wilks, B. (2016) · ACM Conference on International Computing Education Research (ICER) · doi:10.1145/2960310.2960321 · Cited by 6
Self-citationKo, A. J., & Fincher, S. A. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.005 · Cited by 7
Halimah, M., Rahmat, A., & Redjeki, S. (2019) · AIP conference proceedings · doi:10.1063/1.5115714 · Cited by 6
Methods for Optimizing Student Pharmacist Learning of Clinical Note Writing
Kodweis, K. R., Schimmelfing, L. C., Yang, Y., & Persky, A. M. (2020) · American Journal of Pharmaceutical Education · doi:10.5688/ajpe8170 · Cited by 6
Memorization: Friend or Foe when Solving Problems in STEM Undergraduate Courses
DeDecker, S., Chouvalova, A., Gordon, K., Clemmer, R. M. C., & Vale, J. R. (2022) · Proceedings of the Canadian Engineering Education Association (CEEA) · doi:10.24908/pceea.vi.15945 · Cited by 6
Using iconic hand gestures in teaching a year 8 science lesson
Bentley, B., Walters, K., & Yates, G. C. R. (2023) · Applied Cognitive Psychology · doi:10.1002/acp.4052 · Cited by 6
Constructing a coherent problem model to facilitate algebra problem solving in a chemistry context
Ngu, B. H., Yeung, A. S., & Phan, H. P. (2014) · International Journal of Mathematical Education in Science and Technology · doi:10.1080/0020739x.2014.979899 · Cited by 6
Darabi, A., Nelson, D. W., Meeker, R. H., Liang, X., & Boulware, W. (2010) · Journal of Computing in Higher Education · doi:10.1007/s12528-010-9033-4 · Cited by 6
Dhlamini, J. J., & Mogari, D. (2011) · Unisa Institutional Repository (University of South Africa) · Cited by 6
The Effects Of Prior Knowledge Activation On Learner Retention Of New Concepts In Learning Objects
Henderson, K. S. (2007) · Journal of International Crisis and Risk Communication Research · Cited by 6
Managing Cognitive Load While Teaching Human Gait to Novice Health Care Science Students
Pociask, F. D., Morrison, G. R., & Reid, K. (2013) · Journal of Physical Therapy Education · doi:10.1097/00001416-201310000-00008 · Cited by 6
The Price of Usability: Designing Operationalizable Strategies for Security Games
Carthy, S. M. M., Laan, C. M., Wang, K., Vayanos, P., Sinha, A., & Tambe, M. (2018) · International Joint Conference on Artificial Intelligence · doi:10.24963/ijcai.2018/63 · Cited by 6
Bridges, J., Stefaniak, J. E., & Baaki, J. (2018) · Journal of Formative Design in Learning · doi:10.1007/s41686-018-0025-5 · Cited by 6
Students As Teachers and Communicators
Simon, B., Hundhausen, C. D., McDowell, C., Werner, L., Hu, H. H., & Kussmaul, C. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.030 · Cited by 6
Using Worked Examples to Improve Student Understanding of Atmospheric Dynamics
Davenport, C. E. (2019) · Bulletin of the American Meteorological Society · doi:10.1175/bams-d-18-0226.1 · Cited by 6
McCombs, J. S., Augustine, C. H., Schwartz, H. L., Bodilly, S. J., McInnis, B. J., Lichter, D. S., & Cross, A. B. (2011) · Cited by 6
Will learning to solve one-step equations pose a challenge to 8th grade students?
Ngu, B. H., & Phan, H. P. (2017) · International Journal of Mathematical Education in Science and Technology · doi:10.1080/0020739x.2017.1293856 · Cited by 6
Overcoming Problems of Knowledge Application and Transfer
Stark, R., Gruber, H. G., Hinkofer, L., & Mandl, H. (2006) · Kluwer Academic Publishers eBooks · doi:10.1007/1-4020-2094-5_4 · Cited by 6
Categorization of arithmetic word problems by normals, frontal and posterior-injured patients.
Fasotti, L., Eling, P., & van Houtem, J. (1994) · Journal of Clinical and Experimental Neuropsychology · doi:10.1080/01688639408402685 · Cited by 6
Elements of Mental Training in Music
Immonen, O., Ruókonen, I., & Ruismäki, H. (2012) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2012.06.596 · Cited by 6
Aliee, Z. S., Jomhari, N., Rezaei, R., & Alias, N. (2013) · Cited by 6
FORMALISM AND INTUITION IN MATHEMATICS: THE ROLE OF THE PROBLEM
Gr, M. (2006) · Cited by 6
Fincher, S. A., & Robins, A. V. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.001 · Cited by 9
Does a Drama-Inspired ‘Mirroring’ Exercise Enhance Mathematical Learning?
Smyrnis, E., & Ginns, P. (2016) · The Educational and Developmental Psychologist · doi:10.1017/edp.2016.17 · Cited by 5
Effect of Summer Vacation on Learning Loss in Mathematics: A Meta-Analysis of the Findings
Baş, G. (2023) · Yaşadıkça Eğitim · doi:10.33308/26674874.2023372572 · Cited by 5
Investigating training effects on software reviews: a controlled experiment
Land, L. P. W., Tan, B. C. Y., & Bin, L. (2005) · International Symposium on Empirical Software Engineering · doi:10.1109/isese.2005.1541844 · Cited by 5
Examining the Impact of Adaptively Faded Worked Examples on Student Learning Outcomes
Flores, R., & Inan, F. A. (2014) · The Journal of Interactive Learning Research · Cited by 5
A Case Study of Qualitative Methods
Lewis, C. M. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.032 · Cited by 14
Technology-enhanced mathematics learning: A perspective from Cognitive Load Theory
Chen, O., & Woolcott, G. (2019) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1320/1/012064 · Cited by 5
Sequencing inquiry tasks and video modeling examples to enhance L2 willingness to communicate
Zarrinabadi, N., & Alipour, F. (2020) · Learning and Motivation · doi:10.1016/j.lmot.2020.101669 · Cited by 5
Sweller, J., & Ayres, P. (2022) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780199841332.013.17 · Cited by 5
Self-citationThe Effects of Schema-Based Instruction on Word-Problems in a Third-Grade Mathematics Classroom
Skinner, M., & Cuevas, J. A. (2023) · International Journal of Instruction · doi:10.29333/iji.2023.16148a · Cited by 8
Ngu, B. H., & Phan, H. P. (2023) · European Journal of Psychology of Education · doi:10.1007/s10212-022-00670-5 · Cited by 5
Stark, R., Gruber, H. G., Hinkofer, L., & Mandl, H. (2004) · University of Regensburg Publication Server (University of Regensburg) · Cited by 5
Nogry, S., & Didierjean, A. (2006) · L’Année psychologique · doi:10.4074/s0003503306001072 · Cited by 5
Effective student engagement with advanced manufacturing concepts - a case study
Kodzi, E. T., Haviarová, E., Paul, R., & Gazo, R. (2007) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie.2007.4417965 · Cited by 5
Interactivity and the Constraints of Cognitive Load Theory
Leahy, W., Cooper, G. A., & Sweller, J. (2004) · Palgrave Macmillan US eBooks · doi:10.1057/9781403982285_7 · Cited by 5
Self-citationAutomated generators of examples and problems for studying computer algorithms
Lui, A. K.-F., Poon, M. H. M., & Wong, R. M. H. (2019) · Interactive Technology and Smart Education · doi:10.1108/itse-10-2018-0091 · Cited by 5
How to optimize cognitive load for learning from animated models
Wouters, P. (2007) · DSpace (Open University in the Netherlands) · Cited by 5
Spanjers (2012) · Research Publications (Maastricht University) · doi:10.26481/dis.20120705is · Cited by 5
Özcan, Z. Ç. (2024) · Education Sciences · doi:10.3390/educsci14010102 · Cited by 6
A conceptual framework for integrating mathematics and science in the secondary classroom
Treacy, P. (2021) · SN Social Sciences · doi:10.1007/s43545-021-00166-x · Cited by 5
Ngu, B. H., & Phan, H. P. (2022) · PLoS ONE · doi:10.1371/journal.pone.0265547 · Cited by 5
Zhang, L., Yu, Y., Liu, Y., & Qu, K. (2022) · Current Psychology · doi:10.1007/s12144-022-03678-8 · Cited by 4
Strategies to Enhance Young Children's Mathematical Development
Fuchs, L. S., & Hobbs, N. (2006) · Cited by 4
A Case Study of Peer Instruction
Porter, L., & Simon, B. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.031 · Cited by 4
When and why people perform mindless math
Lawson, M. A., Larrick, R. P., & Soll, J. B. (2022) · Judgment and Decision Making · doi:10.1017/s1930297500009396 · Cited by 4
An Examination of Video Worked Examples on Student Performance in Calculus
Judd, J. E., Oshiro, B., Cloft, K., & DeFranco, T. C. (2021) · International Journal for Technology in Mathematics Education · doi:10.1564/tme_v28.4.01 · Cited by 4
Abdelshiheed, M., Moulder, R. G., Jr., Hostetter, J. W., Barnes, T. M., & Chi, M. (2024) · User Modeling and User-Adapted Interaction · doi:10.1007/s11257-024-09404-2 · Cited by 5
KARAER, H. (2020) · Pamukkale University Journal of Education · doi:10.9779/pauefd.498647 · Cited by 4
Darabi, A., & Nelson, D. W. (2005) · Association for Educational Communications and Technology Annual Meeting · Cited by 4
Erroneous Examples Versus Problem Solving: Can We Improve How Middle School Students Learn Decimals?
Adams, D. M., McLaren, B. M., Durkin, K. L., Mayer, R. E., Rittle‐Johnson, B., Isotani, S., & van Velsen, M. (2012) · eScholarship (California Digital Library) · Cited by 4
van Gog, T., Post, L. S., ten Napel, R., & Deijkers, L. (2013) · eScholarship (California Digital Library) · Cited by 4
Fede, J. L. (2022) · Scholarworks (University of Massachusetts Amherst) · doi:10.7275/1558897 · Cited by 4
Web-based learning in the field of empirical research methods
Stark, R., & Mandl, H. (2003) · Universitätsbibliothek der Ludwig-Maximilians-Universität München · doi:10.5282/ubm/epub.267 · Cited by 4
Assessment of cognitive transfer outcomes for students of introductory statistics
Beckman, M. D. (2015) · University of Minnesota Digital Conservancy (University of Minnesota) · Cited by 5
Renkl, A. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.14067-9 · Cited by 4
Modeling the phases of rule learning during problem solving with an interactive learning environment
Unal, D. S., Solovey, E., Arrington, C. M., & Er, W. (2025) · User Modeling and User-Adapted Interaction · doi:10.1007/s11257-025-09426-4 · Cited by 5
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
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.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
