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The subgoal learning model: Creating better examples so that students can solve novel problems.
15 references·16 citing·40 second hop
The subgoal learning model: Creating better examples so that students can solve novel problems. (1998)The subgoal learning model: Creating bett…Advances in the Psychology of Human Intelligence (2014)Advances in the Psychology of…Learning from texts: Effects of prior knowledge and text coherence (1996)Learning from texts: Effects …Eliciting self-explanations improves understanding, (1994)Eliciting self-explanations i…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive Load During Problem…This is like that: The use of earlier problems and the separation of similarity effects. (1987)This is like that: The use of…Family resemblance, conceptual cohesiveness, and category construction (1987)Family resemblance, conceptua…Structure‐Mapping: A Theoretical Framework for Analogy* (1983)Structure‐Mapping: A Theoreti…Schema induction and analogical transfer (1983)Schema induction and analogic…Categorization and Representation of Physics Problems by Experts and Novices* (1981)Categorization and Representa…Expert and Novice Performance in Solving Physics Problems (1980)Expert and Novice Performance…Human Problem Solving (1972)Human Problem SolvingEducational Psychology: A Cognitive View (1968)Educational Psychology: A Cog…The William James Lectures (1963)The William James LecturesMechanization in problem solving: The effect of Einstellung. (1942)Mechanization in problem solv…Relational categories as a bridge between cognitive and educational research. 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(2006)Can learning from molar and m…The Worked-Out Examples Principle in Multimedia Learning (2005)The Worked-Out Examples Princ…Process-Oriented Worked Examples: Improving Transfer Performance Through Enhanced Understanding (2004)Process-Oriented Worked Examp…Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures (2004)Designing Instructional Examp…Goal Configurations and Processing Strategies as Moderators Between Instructional Design and Cognitive Load: Evidence From Hypertext-Based Instruction (2003)Goal Configurations and Proce…Features of similarity. (1977)Toward a model of text comprehension and production. (1978)Mental Models (1983)Similarity and Analogical Reasoning (1989)Toward a design theory of problem solving (2000)Problem-Based Learning: What and How Do Students Learn? 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this work references cited by second hop

References

  • 1988Cognitive Load During Problem Solving: Effects on Learning10,975 cited
  • 1972Human Problem Solving6,221 cited
  • 1981Categorization and Representation of Physics Problems by Experts and Novices*5,238 cited
  • 1968Educational Psychology: A Cognitive View5,220 cited
  • 1983Structure‐Mapping: A Theoretical Framework for Analogy*5,058 cited
  • 1983Schema induction and analogical transfer2,933 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 1994Eliciting self-explanations improves understanding,2,114 cited
  • 1980Expert and Novice Performance in Solving Physics Problems2,110 cited
  • 2014Advances in the Psychology of Human Intelligence1,755 cited
  • 1942Mechanization in problem solving: The effect of Einstellung.1,143 cited
  • 1996Learning from texts: Effects of prior knowledge and text coherence747 cited
  • 1987This is like that: The use of earlier problems and the separation of similarity effects.620 cited
  • 1987Family resemblance, conceptual cohesiveness, and category construction438 cited
  • 1963The William James Lectures178 cited

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Cited by

  • 2012The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning299 cited
  • 2007Promoting Argument-Counterargument Integration in Students' Writing279 cited
  • 2006Optimising worked example instruction: Different ways to increase germane cognitive load252 cited
  • 2004Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures251 cited
  • 2006Effects of process-oriented worked examples on troubleshooting transfer performance223 cited
  • 2008How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load223 cited
  • 2005The Worked-Out Examples Principle in Multimedia Learning222 cited
  • 2006Impact of reducing intrinsic cognitive load on learning in a mathematical domain212 cited
  • 2008The worked-example effect: Not an artefact of lousy control conditions210 cited
  • 2004Process-Oriented Worked Examples: Improving Transfer Performance Through Enhanced Understanding204 cited
  • 2006Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations?178 cited
  • 2003Goal Configurations and Processing Strategies as Moderators Between Instructional Design and Cognitive Load: Evidence From Hypertext-Based Instruction176 cited
  • 2010An expertise reversal effect of segmentation in learning from animated worked-out examples175 cited
  • 2011Procedural Instructions, Principles, and Examples174 cited
  • 2010A Theoretical Analysis of How Segmentation of Dynamic Visualizations Optimizes Students' Learning157 cited
  • 2016Relational categories as a bridge between cognitive and educational research.149 cited