The DOI matches its Crossref record; 16 of the 16 references it cites were found in a registry or an index.
Development of expertise in mathematical problem solving.
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In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
Citations
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
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
Michelene, T. H., Glaser, R. A., & Rees, E. T. (1981) · Defense Technical Information Center (DTIC) · Cited by 1,529
Models of Competence in Solving Physics Problems*
Larkin, J. H., McDermott, J. P., Simon, D. P., & Simon, H. A. (1980) · Cognitive Science · doi:10.1207/s15516709cog0404_1 · Cited by 531
Individual Differences in Solving Physics Problems (1978)
Simon, D. P., & Simon, H. A. (1978) · Cited by 365
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
Self-citationA cognitive theory of learning: Research on hypothesis testing
(1976) · Behavior Therapy · doi:10.1016/s0005-7894(76)80303-6 · Cited by 157
Brown, J. A., & Henry, G. H. (1962) · Journal of Teacher Education · doi:10.1177/002248716201300211 · Cited by 105
Some Examples of Cognitive Task Analysis with Instructional Implications
Greeno, J. G. (1979) · doi:10.21236/ada073189 · Cited by 102
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
Self-citation
Cited by
Sorted by citations
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
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
Self-citationDimensions of Consumer Expertise
Alba, J. W., & Hutchinson, J. W. (1987) · Journal of Consumer Research · doi:10.1086/209080 · Cited by 4,375
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
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
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
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
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
“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
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
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
Self-citationEvidence for Cognitive Load Theory
Sweller, J., & Chandler, P. (1991) · Cognition and Instruction · doi:10.1207/s1532690xci0804_5 · Cited by 543
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
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
Self-citationSweller, J. (2004) · Instructional Science · doi:10.1023/b:truc.0000021808.72598.4d · Cited by 470
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
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
“This definition was different from that first suggested by Paas and van Merriënboer (1993) and used in our previous studies (e.”
ResultSelf-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
Marcus, N., Cooper, M., & Sweller, J. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.1.49 · Cited by 244
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
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
Self-citationChen, O., Paas, F., & Sweller, J. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09782-w · Cited by 224
“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
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
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
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
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
Sweller, J., Ayres, P., & Kalyuga, S. (2011) · Cognitive Load Theory · doi:10.1007/978-1-4419-8126-4_7 · Cited by 14
Self-citation
Metadata
- 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
- Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Education › 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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