The DOI matches its Crossref record; 23 of the 23 references it cites were found in a registry or an index.
Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective
Abstract
Cognitive load research has shown that learning from worked-out examples, in comparison to problem solving, is very effective during the initial stages of cognitive skill acquisition. In later stages, however, solving problems is superior. In this contribution, theoretical analyses of different types of cognitive load and their changes over the stages of skill acquisition are presented. Two basic arguments are put forth: (a) Intrinsic cognitive load gradually decreases so that a gradual increase of problem-solving demands is possible without inducing cognitive overload. (b) In contrast to the earlier stages, different learner activities during the later stages constitute either germane or extraneous load, because different instructional goals are to be achieved. Based on these analyses, we propose a fading procedure in which problem-solving elements are successively integrated into example study until the learners are expected to solve problems on their own. Empirical evidence supporting this fading procedure is provided, and future research is proposed that focuses on how to ensure that the fading procedure is adaptive to the learners' prior knowledge levels.
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“Cognitive load effects that are relevant in the beginning of a longer educational program (e.g. guided problem-solving, worked examples) are no longer relevant in later stages of the program, after the learners acquired sufficient expertise.”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Renkl and Atkinson (2003)
Citations
Cites
Anderson, J. R. (2013) · doi:10.4324/9781315799438 · Cited by 6,761
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Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_4 · Cited by 1,927
Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
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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
Learning from Examples: Instructional Principles from the Worked Examples Research
Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. W. (2000) · Review of Educational Research · doi:10.3102/00346543070002181 · Cited by 1,109
Self-citationTaking the Load Off a Learner's Mind: Instructional Design for Complex Learning
van Merrienboer, J. J. G., Kirschner, P. A., & Kester, L. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_2 · Cited by 857
Learning from worked-out examples: A study on individual differences
RENKL, A. (1997) · Cognitive Science · doi:10.1016/s0364-0213(99)80017-2 · Cited by 679
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 · cited 1×
“In a recent study, Kalyuga, Chandler, Tuovinen, and Sweller (2001) analyzed mechanical trade apprentices’ learning about relay circuits and their programming in different stages of skill ac quisition.”
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“In line with the Cognitive Apprenticeship Approach (Collins et al. 1989), faded examples may also be advantageous for novices by transitioning from modeling to scaffolded and, ultimately, independent solving of a task (Renkl and Atkinson 2003; Renkl et al. 2002; Salden et al. 2009).”
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“• Worked examples: Fully worked-out solutions demonstrating procedures and underlying principles, used to reduce extraneous problem-solving load for novices (Sweller & Cooper, 1985; Renkl & Atkinson, 2003).”
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“F22: Fading support (worked examples → completion problems → independent practice) preserves desirable difficulty (Renkl & Atkinson, 2003; Bjork & Bjork, 2011).”
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Bourgaux, L., Tricot, A., & PAAS, F. G. W. C. (2026) · Educational Psychology Review · doi:10.1007/s10648-026-10206-8
“This format aims to manage cognitive load in early stages while progressively increasing active processing to support abstraction for far transfer (Atkinson et al. 2003a, b ; Paas, 1992; Renkl et al., 2002; Renkl & Atkinson, 2003; Schwonke et al., 2009; Sweller et al., 2011).”
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(2007) · Educational Technology archive · Cited by 63
Metadata
- Authors
- Renkl, A., & Atkinson, R. K.
- Affiliations
- University of Freiburg (DE)
- Arizona State University (US)
- ORCID
- Renkl, Alexander
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2003-01-01
- Volume
- 38
- Issue
- 1
- Pages
- 15-22
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2017974841
- Cited by
- 540
- References
- 23
- Citations by year
- 2026: 21 · 2025: 24 · 2024: 15 · 2023: 17 · 2022: 20 · 2021: 33 · 2020: 22 · 2019: 65 · 2018: 18 · 2017: 20 · 2016: 20 · 2015: 31 · 2014: 20 · 2013: 22 · 2012: 21
- FWCI
- 23.42
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychologist (publishedVersion)
- FreiDok plus (Universitätsbibliothek Freiburg) (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- cognitive load, worked examples, problem solving, cognitive skill acquisition, intrinsic cognitive load, germane load, extraneous load, fading procedure, prior knowledge, cognitive overload
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