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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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
“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-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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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.
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