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 501–600 of 699
Reconceptualizing Cognitive Load Theory
Kalyuga, S., & Plass, J. L. (2025) · Oxford University Press eBooks · doi:10.1093/9780190078539.003.0007 · Cited by 3
An efficient method for acquiring auditing procedural knowledge
Dillard-Eggers, J., & Roberts, M. L. (2010) · Advances in accounting behavioral research · doi:10.1108/s1475-1488(2010)0000013008 · Cited by 3
COGNITIVE TRANSFER OUTCOMES FOR A SIMULATION-BASED INTRODUCTORY STATISTICS CURRICULUM
Beckman, M. D., delMas, R. C., & Garfield, J. (2017) · Statistics Education Research Journal · doi:10.52041/serj.v16i2.199 · Cited by 3
Keshavan, M. S., & Eack, S. M. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108163682.004 · Cited by 3
A Cognitive Load Perspective to Instructional Design for Online Learning
Dönmez, O. (2021) · Advances in mobile and distance learning book series · doi:10.4018/978-1-7998-8701-0.ch019 · Cited by 4
Zhou, Z., Li, Z., Li, W., Fan, Y., & You, W. (2023) · International Association of Societies of Design Research Congress (IASDR) · doi:10.21606/iasdr.2023.168 · Cited by 3
Formative Assessment Strategies by Monitoring Science Students’ Problem-Solving Skill Development
Pals, F. F. B., Tolboom, J., & Suhre, C. J. M. (2023) · Canadian Journal of Science Mathematics and Technology Education · doi:10.1007/s42330-023-00296-9 · Cited by 15
Effects of Example-Problem Pairs on Students’ Mathematics Achievements: A Mixed-Method Study
Alreshidi, N. A. K. (2021) · International Education Studies · doi:10.5539/ies.v14n5p8 · Cited by 3
Teaching students self-assessment and task-selection skills with video-based modeling examples
van Gog, T., Kostons, D. D. N. M., & PAAS, F. G. W. C. (2010) · eScholarship (California Digital Library) · Cited by 3
Abadzi, H. (2014) · Peabody Journal of Education · doi:10.1080/0161956x.2014.862472 · Cited by 3
DaCosta_Boaventura_200805_PhD-3319235.pdf
DaCosta, B. (2018) · Journal of International Crisis and Risk Communication Research · doi:10.6084/m9.figshare.7524611 · Cited by 3
Chinnappan, M. (2003) · Research Online (University of Wollongong) · Cited by 3
Taber, M. R. (2013) · ProQuest LLC eBooks · Cited by 3
Özoğul, G., Johnson, A. M., Martin Reisslein, B., & Butcher, K. R. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--21878 · Cited by 3
The Use of Learning Study in Designing Examples for Teaching Physics
Guo, J., Yang, L.-Y., & Ding, Y. (2017) · Research in Science Education · doi:10.1007/s11165-017-9635-1 · Cited by 3
Özcan, Z. Ç., Kılıç, Ç., & Obalar, S. (2017) · Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi · doi:10.21764/maeuefd.322223 · Cited by 3
Factors affecting nursing staff use of nursing information systems in residential aged care homes
Galani, M. (2015) · Research Online (University of Wollongong) · doi:10.13140/rg.2.1.4364.6969 · Cited by 3
Lewis, D. (2008) · Digital Commons - University of South Florida (University of South Florida) · Cited by 3
Efficient complex skill training into old age : exploring the benefits of cognitive load theory
Gerven, P. W. M. V. (2002) · Research Publications (Maastricht University) · doi:10.26481/dis.20020621pg · Cited by 3
Worked Examples Versus Non‐goal‐specific Problems: a test of schema development in geometry
Lim, E. L., Dixon, R., & Moore, D. W. (1996) · Educational Psychology · doi:10.1080/0144341960160406 · Cited by 3
PERFORMANCE ON LARGE-SCALE SCIENCE TESTS: ITEM ATTRIBUTES THAT MAY IMPACT ACHIEVEMENT SCORES
Gordon, J. V. (2008) · Montana State University ScholarWorks (Montana State University) · Cited by 3
The impact of training-by-examples on inspection performance using two laboratory experiments
Chowdhury, A., & Land, L. P. W. (2004) · Australasian Software Engineering Conference (ASWEC) · doi:10.1109/aswec.2004.1290481 · Cited by 3
Computational Thinking in Regard to Thinking and Problem-Solving
Tiensuu, A. (2012) · Tampere University Institutional Repository (Tampere University) · Cited by 3
Learning to Program: The Development of Knowledge in Novice Programmers
Kasto, N. (2016) · Tuwhera (Auckland University of Technology) · Cited by 3
From Dissimilar to Similar: Reverse Fading Assistance Improves Learning
Jennings, J. (2017) · doi:10.22215/etd/2017-12192 · Cited by 3
Does the size of tracing actions affect learning outcomes?
Galbraith, F., & Ginns, P. (2023) · The Educational and Developmental Psychologist · doi:10.1080/20590776.2022.2161879 · Cited by 2
Hiromitsu, Y., & Ishikura, T. (2023) · Journal of Motor Behavior · doi:10.1080/00222895.2023.2282069 · Cited by 2
The Worked-Example Effect and a Mastery Approach Goal Orientation
Lee, H. M., & Ayres, P. (2024) · Education Sciences · doi:10.3390/educsci14060597 · Cited by 5
English learners learn from worked example comparison in algebra
Ke, X., & Newton, K. J. (2024) · Instructional Science · doi:10.1007/s11251-024-09668-6 · Cited by 7
Acquiring complex concepts through classification versus observation
Corral, D., & Carpenter, S. K. (2024) · Cognitive Research Principles and Implications · doi:10.1186/s41235-024-00608-z · Cited by 4
How Keywords Impact Word-Problem Performance: When “More” Does Not Mean to Add
Hardy, A. M., Douglas, G. P., MacLean, K. B., Mason, K. K., & Powell, S. R. (2025) · Learning Disability Quarterly · doi:10.1177/07319487251322473 · Cited by 2
Criticisms and Desired Additional Modifications
Kalyuga, S., & Plass, J. L. (2025) · Oxford University Press eBooks · doi:10.1093/9780190078539.003.0004 · Cited by 1
van Gog, T., Liesbeth Kester, A., & PAAS, F. G. W. C. (2010) · DSpace (Open University in the Netherlands) · Cited by 2
Developing a Political Science Curriculum for Non-Traditional Students
Buckley, F., Harris, C., O’Mullane, M., & Reidy, T. (2010) · European Political Science · doi:10.1057/eps.2010.52 · Cited by 2
The application of cognitive load theory to improve the learning of spatial information
Purnell, K. N., & Solman, R. T. (1993) · International Research in Geographical and Environmental Education · doi:10.1080/10382046.1993.9964912 · Cited by 7
Leme, M. I. D. S. (2001) · Psicologia Reflexão e Crítica · doi:10.1590/s0102-79722001000300008 · Cited by 2
Student As a Strategic Participant on Collaborative Problem-Solving Teams
Joseph, L. M. (2000) · Intervention in School and Clinic · doi:10.1177/105345120003600108 · Cited by 2
Algarni, A., Birrell, C. L., & Porter, A. (2012) · Research Online (University of Wollongong) · Cited by 2
Metacognitive Feedback in Online Mathematical Discussion
Kramarski, B. (2009) · IGI Global eBooks · doi:10.4018/978-1-60566-120-9.ch049 · Cited by 2
The Distance Education Phenomena
Crawford, C. M. (2014) · Advances in mobile and distance learning book series · doi:10.4018/978-1-4666-6555-2.ch006 · Cited by 3
Recalling Programming Competence
Bennedsen, J., & Caspersen, M. E. (2009) · Cited by 2
Development of a Framework for the Online Portaion of a Hybrid Engineering Course
Koehler, N. A., & Jahren, C. T. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--19429 · Cited by 2
Graphical and Textual Presentations in Financial Reports
Sithole, S. T. M. (2017) · InTech eBooks · doi:10.5772/68038 · Cited by 3
Development of a Computer Package on Organic Chemistry for Colleges of Education Students in Nigeria
Akpokiere, R. U., Oyelekan, O. S., & Olorundare, A. S. (2019) · International Journal of Virtual and Personal Learning Environments · doi:10.4018/ijvple.2020010103 · Cited by 2
Principles for Reducing Extraneous Processing in Multimedia Learning
Mayer, R. E., & Fiorella, L. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108894333.018 · Cited by 4
Scheiter, K., Ninaus, M., & Moeller, K. (2022) · Springer eBooks · doi:10.1007/978-3-662-65281-7_3 · Cited by 2
Effects of rule variant reasoning in far transfer problem solving
Zhang, Q., ZHANG, Q., ZHANG, X., & Gao, C. (2022) · Acta Psychologica Sinica · doi:10.3724/sp.j.1041.2023.00117 · Cited by 2
JuGaze: A Cell-based Eye Tracking and Logging Tool for Jupyter Notebooks
Sparmann, S., Hüsing, S., & Schulte, C. (2023) · Koli Calling International Conference on Computing Education Research · doi:10.1145/3631802.3631824 · Cited by 2
Menon, P. (2023) · Journal of Information Systems Education · doi:10.62273/ubla7722 · Cited by 2
Improving Sequence Diagram Modeling Performance
Syn, T., & Batra, D. (2013) · Journal of Database Management · doi:10.4018/jdm.2013100101 · Cited by 2
Application of Schema Theory in High School English Reading Comprehension
Zhang, A. (2018) · Communication and Linguistics Studies · doi:10.11648/j.cls.20180402.12 · Cited by 2
Dhlamini, J. J. (2012) · Unisa Institutional Repository (University of South Africa) · Cited by 2
Providing adaptive support for meta-cognitive skills to improve learning.
Müldner, K., & Conati, C. (2005) · Cited by 2
An Empirical Investigation on the Impact of Training-by-Examples on Inspection Performance
Chowdhury, A., & Land, L. P. W. (2004) · Lecture notes in computer science · doi:10.1007/978-3-540-24659-6_15 · Cited by 2
The Effective Design of Worked-example for Learning Algebra Operation Rules Containing New Operators
ZHANG, H., Kejia, Q. U., & Zhang, Q. (2013) · Acta Psychologica Sinica · doi:10.3724/sp.j.1041.2013.01104 · Cited by 1
Ngu, B. H., Phan, H. P., Hong, K. S., & Usop, H. H. (2023) · Asian Journal for Mathematics Education · doi:10.1177/27527263231194470 · Cited by 1
Wammes, D., Liesbeth Kester, A., & Slof, B. (2025) · International Journal of Technology and Design Education · doi:10.1007/s10798-024-09952-z · Cited by 1
Basics of Cognitive Load Theory (CLT)
Kalyuga, S., & Plass, J. L. (2025) · Oxford University Press eBooks · doi:10.1093/9780190078539.003.0002 · Cited by 1
Modifications Made to CLT to Date
Kalyuga, S., & Plass, J. L. (2025) · Oxford University Press eBooks · doi:10.1093/9780190078539.003.0003 · Cited by 1
Perera, D., Chand, P., & Mala, R. (2025) · Journal of Accounting Literature · doi:10.1108/jal-01-2025-0044 · Cited by 1
Liu, Y., Ji, Z., & Guo, K. (2026) · Educational Psychology Review · doi:10.1007/s10648-025-10109-0 · Cited by 5
When to inquire and when to instruct: Prior knowledge and element interactivity in medical learning
Jimmy Zambrano, R., Narváez-Rivera, C., Sayago-Heredia, G., & León, S. M. J. (2026) · Learning and Instruction · doi:10.1016/j.learninstruc.2026.102392 · Cited by 1
Arsenault, T. L., Powell, S. R., & Ak, A. S. (2026) · Learning Disabilities Research and Practice · doi:10.1177/09388982261476733 · Cited by 1
Colazo, J. (2015) · International Journal of Innovation Management · doi:10.1142/s1363919616500146 · Cited by 1
Evaluating a Framework for Representing Cultural Norms for Human Behavior Models
Solomon, S. D., Hays, M. J., Chen, G., & Milton Rosenberg, B. (2009) · Cited by 1
Batra, D., & Wishart, N. A. (2014) · Journal of Database Management · doi:10.4018/jdm.2014070101 · Cited by 1
Visualizing expert solutions in exploratory learning environments using plan recognition
Seri, O., & Gal, K. (2014) · ACM International Conference on Intelligent User Interfaces (IUI) · doi:10.1145/2557500.2557520 · Cited by 1
Assistance Dilemma : Giving and Withholding Learning Support
Miwa, K., Terai, H., Matsumuro, M., & Maehigashi, A. (2012) · The Japanese Journal of Educational Psychology · doi:10.5926/jjep.62.156 · Cited by 1
Designing an Effective Web-Based Coding Environment for Novice Learners.
An, H. (2007) · NSUWorks (Nova Southeastern University) · Cited by 1
Wilder, M. (2022) · Digital Scholarship - UNLV (University of Nevada Reno) · doi:10.34917/23469766 · Cited by 1
Cognitive Architecture and Instructional Design in a Multimedia Context
Low, R. (2011) · IGI Global eBooks · doi:10.4018/978-1-60960-503-2.ch301 · Cited by 1
Enjeux et les limites d’un dialogue entre la psychologie cognitive et la didactique des langues
Roussel, S. (2022) · Éducation & didactique · doi:10.4000/educationdidactique.10254 · Cited by 1
Yu, R. W. L., & Chan, A. H. S. (2022) · Automation, collaboration, and e-services · doi:10.1007/978-3-031-10788-7_21 · Cited by 1
Why and how to implement worked examples in upper division theoretical physics
Scheiger, P., Cartarius, H., & Nawrodt, R. (2023) · American Journal of Physics · doi:10.1119/5.0105612 · Cited by 1
Order Matters: The Effect of “AR-First” or “AR-Later” on Consumer Decision-Making
Sun, C., Wang, D., & Liu, Y. (2024) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2024.2428473 · Cited by 1
Kalyuga, S., & Plass, J. L. (2025) · Oxford University Press eBooks · doi:10.1093/9780190078539.003.0001 · Cited by 2
Mitchell, M., & Mattis, K. V. (2012) · USF Scholarship Repository (University of San Francisco) · Cited by 1
Huang, X. (2007) · Cited by 1
Jones, E. B. (2009) · Journal of Black Studies · doi:10.1177/0021934709339039 · Cited by 2
Kyun, S., Lee, J., & Lee, H. (2015) · Journal of the Korea society of IT services · doi:10.9716/kits.2015.14.1.129 · Cited by 1
From Exam to Education: The Math Exam/Education Resources
Bruni, C., Koch, C., Konrad, B., Lindstrom, M. R., Moyles, I. R., & Thompson, W. (2016) · PRIMUS · doi:10.1080/10511970.2015.1127301 · Cited by 1
Effects of using learners’ produced screencast as worked examples in learning
Yang, I., & Lau, B. T. (2017) · ICST Transactions on e-Education and e-Learning · doi:10.4108/eai.29-11-2017.153390 · Cited by 1
WORKED EXAMPLE USING ILL-STRUCTURED PROBLEM: TRAINED HIGH ORDER THINKING SKILL
Rodiawati, A. (2018) · AKSIOMA Jurnal Program Studi Pendidikan Matematika · doi:10.24127/ajpm.v7i2.1402 · Cited by 1
Effects of Worked Examples on Far Transfer
Kim, Y. R. (2019) · Carolina Digital Repository (University of North Carolina at Chapel Hill) · doi:10.17615/8td7-ta18 · Cited by 1
Zhang, S., Wang, J., & Flores, R. (2020) · Action in Teacher Education · doi:10.1080/01626620.2020.1726837
The Variability Effect in High and Low Guidance Instruction: A Cognitive Load Perspective.
Likourezos, V., & Kalyuga, S. (2019) · Mathematics Education Research Group of Australasia · Cited by 1
The Distance Education Phenomena
Crawford, C. M. (2019) · IGI Global eBooks · doi:10.4018/978-1-5225-9279-2.ch002 · Cited by 1
Psychopharmacological Approaches, Cognitive Enhancement, and Brain Stimulation
Keshavan, M. S., & Eack, S. M. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108163682.009 · Cited by 1
Mathematisches Problemlösen in der Studieneingangsphase
Stenzel, T. (2022) · Essener Beiträge zur Mathematikdidaktik/Essener Beiträge zur Mathematikdidaktik · doi:10.1007/978-3-658-39052-5 · Cited by 2
Stark, R., Stegmann, K., & Mandl, H. (2002) · Open access LMU (Ludwid Maxmilian's Universitat Munchen) · doi:10.5282/ubm/epub.260 · Cited by 1
The effects of databases as cognitive tools in a multimedia problem-based learning environment
Li, R., & Liu, M. (2005) · Texas ScholarWorks (Texas Digital Library) · Cited by 1
The Effect of Delivery Method on Conceptual and Strategy Development
Kaczmarczyk, L. C., & Miikkulainen, R. P. (2006) · eScholarship (California Digital Library) · Cited by 1
Development and quasi-experimental evaluation of a screen-based virtual reality tutorial
Burkett, R. (2014) · SHAREOK (University of Oklahoma; Oklahoma State University; Central Oklahoma University) · Cited by 1
Effect of split attention on grammar learning among children with specific language impairment
Giumelli, K. (2012) · Research Online (University of Wollongong) · Cited by 1
Algarni, A. (2013) · Research Online (University of Wollongong) · Cited by 1
Perera, D. (2016) · Figshare · doi:10.25949/19437827 · Cited by 1
Morrison, B. B. (2016) · SMARTech Repository (Georgia Institute of Technology) · Cited by 1
A study of novice programmer performance and programming pedagogy.
Dacey, M. (2018) · University Of Wales Trinity Saint David Research Repository (University of Wales Trinity Saint David) · doi:10.82227/repository.uwtsd.ac.uk.00001249 · Cited by 1
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
