Development of expertise in mathematical problem solving.
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Novices are likely to use a means-ends strategy that requires them to consider the entire problem including current state, goal, and moves to accomplish the end.
“Novices are likely to use a means-ends strategy that requires them to consider the entire problem including where they are now, where they need to go and how to generate moves that might allow them to accomplish this end (Sweller etal., 1983).”
From A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity (2023) · cites this paper as Sweller et al., 1983
The problem representation holds the information given in the problem statement and makes clear the steps to be taken to achieve the desired goal, thereby promoting a forward working strategy.
“The problem representation holds the information given in the problem statement and so makes clear the steps to be taken to achieve the desired goal: thereby promoting a forward working strategy.”
From Assimilating complex information (2002) · cites this paper as Sweller et al., 1983
As expertise builds so does the number of schemas based around solutions to specific problem types rather than general solution principles.
“This finding relates to Sweller et al.'s (1983) contention that as expertise builds so does the number of schemas based around solutions to specific problem types rather than general solution principles.”
From Assimilating complex information (2002) · cites this paper as Sweller et al., 1983
As a participant's expertise developed through problem solving practise, a significant shift towards a forward working strategy occurred.
“They observed that as a participant's expertise developed (through problem solving practise), a significant shift towards a forward working strategy occurred.”
From Assimilating complex information (2002) · cites this paper as Sweller et al., 1983
The number of moves participants required to achieve problem solution significantly decreased as expertise increased.
“Moreover, the number of moves the participants required to achieve problem solution significantly decreased as expertise increased.”
From Assimilating complex information (2002) · cites this paper as Sweller et al., 1983
Cites
Categorization and Representation of Physics Problems by Experts and Novices*
Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981) · Cognitive Science · doi:10.1207/s15516709cog0502_2 · Cited by 5,248 · see citing works
Expert and Novice Performance in Solving Physics Problems
Larkin, J., McDermott, J. P., Simon, D. P., & Simon, H. A. (1980) · Science · doi:10.1126/science.208.4450.1335 · Cited by 2,112 · see citing works
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Models of Competence in Solving Physics Problems*
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Individual Differences in Solving Physics Problems (1978)
Simon, D. P., & Simon, H. A. (1978) · Cited by 369 · see citing works
Effects of goal specificity on means–ends analysis and learning.
Sweller, J., & Levine, M. (1982) · Journal of Experimental Psychology: Learning, Memory, and Cognition · doi:10.1037/0278-7393.8.5.463 · Cited by 182 · see citing works
Self-citationA cognitive theory of learning: Research on hypothesis testing
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Some Examples of Cognitive Task Analysis with Instructional Implications
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Consequences of History-Cued and Means-End Strategies in Problem Solving
Sweller, J., Mawer, R. F., & Howe, W. (1982) · The American Journal of Psychology · doi:10.2307/1422136 · Cited by 80 · see citing works
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Theory of constructions and set in problem solving
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Control mechanisms in problem solving
Sweller, J. (1983) · Memory & Cognition · doi:10.3758/bf03197659 · Cited by 48 · see citing works
Self-citationEffects of subgoal density and location on learning during problem solving.
Mawer, R. F., & Sweller, J. (1982) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/0278-7393.8.3.252 · Cited by 46 · see citing works
Self-citationContinuity Correction for Fisher's Exact Probability Test
Overall, J. E. (1980) · Journal of Educational Statistics · doi:10.3102/10769986005002177 · Cited by 31 · see citing works
Transfer Effects in a Problem Solving Context
Sweller, J. (1980) · Quarterly Journal of Experimental Psychology · doi:10.1080/14640748008401159 · Cited by 24 · see citing works
Self-citation
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Cited by
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Cognitive Load During Problem Solving: Effects on Learning
Sweller, J. (1988) · Cognitive Science · doi:10.1016/0364-0213(88)90023-7 · Cited by 11,048 · see citing works
Self-citationCognitive Architecture and Instructional Design
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998) · Educational Psychology Review · doi:10.1023/a:1022193728205 · Cited by 6,023 · see citing works
Self-citationDimensions of Consumer Expertise
Alba, J. W., & Hutchinson, J. W. (1987) · Journal of Consumer Research · doi:10.1086/209080 · Cited by 4,375 · see citing works
Cognitive load theory, learning difficulty, and instructional design
Sweller, J. (1994) · Learning and Instruction · doi:10.1016/0959-4752(94)90003-5 · Cited by 3,801 · see citing works
Self-citationCognitive Load Theory and the Format of Instruction
Chandler, P., & Sweller, J. (1991) · Cognition and Instruction · doi:10.1207/s1532690xci0804_2 · Cited by 2,894 · see citing works
Self-citationCognitive Load Theory and Complex Learning: Recent Developments and Future Directions
van Merriënboer, J. J. G., & Sweller, J. (2005) · Educational Psychology Review · doi:10.1007/s10648-005-3951-0 · Cited by 2,206 · see citing works
Self-citationElement Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
Sweller, J. (2010) · Educational Psychology Review · doi:10.1007/s10648-010-9128-5 · Cited by 2,020 · see citing works
Self-citationExpertise Reversal Effect and Its Implications for Learner-Tailored Instruction
Kalyuga, S. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9054-3 · Cited by 1,056 · see citing works
“Well learned (in many cases, automated) higher-level solution procedures would allow more experienced learners to rapidly generate advance steps of the solution and skip some intermediate steps (Blessing and Anderson 1996; Sweller et al. 1983 ).”
BackgroundAssimilating complex information
Pollock, E., Chandler, P., & Sweller, J. (2002) · Learning and Instruction · doi:10.1016/s0959-4752(01)00016-0 · Cited by 692 · see citing works
Self-citationEffects of schema acquisition and rule automation on mathematical problem-solving transfer.
Cooper, G., & Sweller, J. (1987) · Journal of Educational Psychology · doi:10.1037/0022-0663.79.4.347 · Cited by 688 · see citing works
Self-citationCognitive load as a factor in the structuring of technical material.
Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.119.2.176 · Cited by 629 · see citing works
Self-citationEvidence for Cognitive Load Theory
Sweller, J., & Chandler, P. (1991) · Cognition and Instruction · doi:10.1207/s1532690xci0804_5 · Cited by 543 · see citing works
Self-citationWhen problem solving is superior to studying worked examples.
Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.3.579 · Cited by 548 · see citing works
Self-citationEvolution of human cognitive architecture
Sweller, J. (2003) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(03)01015-6 · Cited by 511 · see citing works
Self-citationSweller, J. (2004) · Instructional Science · doi:10.1023/b:truc.0000021808.72598.4d · Cited by 470 · see citing works
Self-citationGuidance during mathematical problem solving.
Tarmizi, R. A., & Sweller, J. (1988) · Journal of Educational Psychology · doi:10.1037/0022-0663.80.4.424 · Cited by 464 · see citing works
Self-citationRapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning
Kalyuga, S., & Sweller, J. (2005) · Educational Technology Research and Development · doi:10.1007/bf02504800 · Cited by 265 · see citing works
Self-citationvan Merriënboer, J. J. G., Jelsma, O., & Paas, F. G. W. C. (1992) · Educational Technology Research and Development · doi:10.1007/bf02297047 · Cited by 265 · see citing works
Marcus, N., Cooper, M., & Sweller, J. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.1.49 · Cited by 244 · see citing works
Self-citationReconsidering the Trade-off Between Expertise and Flexibility: a Cognitive Entrenchment Perspective
Dane, E. (2010) · Academy of Management Review · doi:10.5465/amr.35.4.zok579 · Cited by 603 · see citing works
Measuring Knowledge to Optimize Cognitive Load Factors During Instruction.
Kalyuga, S., & Sweller, J. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.3.558 · Cited by 219 · see citing works
Self-citationChen, O., Paas, F., & Sweller, J. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09782-w · Cited by 224 · see citing works
“Novices are likely to use a means-ends strategy that requires them to consider the entire problem including where they are now, where they need to go and how to generate moves that might allow them to accomplish this end (Sweller et al., 1983).”
BackgroundSelf-citationCognitive Load Theory: Historical Development and Relation to Other Theories
Moreno, R., & Park, B. (2010) · Cognitive Load Theory · doi:10.1017/cbo9780511844744.003 · Cited by 204 · see citing works
Goals and Learning in Microworlds
Miller, C. S., Lehman, J. F., & Koedinger, K. R. (1999) · Cognitive Science · doi:10.1207/s15516709cog2303_2 · Cited by 160 · see citing works
Reasoning and Instruction in Medical Curricula
Patel, V. L., Groen, G. J., & Norman, G. R. (1993) · Cognition and Instruction · doi:10.1207/s1532690xci1004_2 · Cited by 97 · see citing works
Roll, I., Butler, D., Yee, N., Welsh, A., Perez, S., Briseno, A., Perkins, K., & Bonn, D. (2018) · Instructional Science · doi:10.1007/s11251-017-9437-x · Cited by 86 · see citing works
State of the art research into Cognitive Load Theory
Ayres, P., & Gog, T. V. (2009) · Computers in Human Behavior · doi:10.1016/j.chb.2008.12.007 · Cited by 72 · see citing works
Sweller, J., Ayres, P., & Kalyuga, S. (2011) · Cognitive Load Theory · doi:10.1007/978-1-4419-8126-4_7 · Cited by 14 · see citing works
Self-citation
- Authors
- Sweller, J., Mawer, R. F., & Ward, M. R.
- Affiliations
- UNSW Sydney (AU)
- ORCID
- Sweller, John
- Venue
- Journal of Experimental Psychology: General
- Published
- 1983-12
- Volume
- 112
- Issue
- 4
- Pages
- 639-661
- ISSN
- 0096-3445 (ISSN-L)
- 1939-2222
- OpenAlex
- W1997788290
- Cited by
- 258
- References
- 16
- Citations by year
- 2026: 3 · 2025: 3 · 2024: 3 · 2023: 7 · 2022: 3 · 2021: 2 · 2020: 5 · 2019: 7 · 2018: 6 · 2017: 8 · 2016: 4 · 2015: 6 · 2014: 9 · 2013: 9 · 2012: 8
- FWCI
- 3.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Experimental Psychology General (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 › Education › Mathematics Education and Teaching Techniques
- Keywords
- mathematical problem solving, expertise development, expert performance, mathematics learning
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