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Learning and Instruction

April 2006 Volume 16, Number 2

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Table of Contents

Number of articles: 7

  1. Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis

    Jana Reisslein, Robert K. Atkinson, Patrick Seeling & Martin Reisslein

    This study examined the effectiveness of a computer-based environment employing three example-based instructional procedures (example–problem, problem–example, and fading) to teach series and... More

    pp. 92-103

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  2. Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations?

    Peter Gerjets, Katharina Scheiter & Richard Catrambone

    In two experiments we explored how learning from traditional molar worked-out examples—focusing on problem categories and their associated overall solution procedures—as well as from more efficient... More

    pp. 104-121

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  3. Effects of multiple solution methods in mathematics learning

    Cornelia S. Große & Alexander Renkl

    Most mathematical problems can be solved using different methods. We tested the effectiveness of presenting more than one solution method by means of worked-out examples. In Experiment 1, a 2×3... More

    pp. 122-138

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  4. Acquisition of procedures: The effects of example elaborations and active learning exercises

    Richard Catrambone & Mashiho Yuasa

    This study explored the effects of active learning and types of elaboration on procedure acquisition (writing database queries). Training materials emphasized elaborations of conditions for... More

    pp. 139-153

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  5. Effects of process-oriented worked examples on troubleshooting transfer performance

    Tamara van Gog, Fred Paas & Jeroen J.G. van Merriënboer

    In the domain of electrical circuits troubleshooting, a full factorial experiment investigated the hypotheses that (a) studying worked examples would lead to better transfer performance than... More

    pp. 154-164

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  6. The worked example effect and human cognition

    John Sweller

    pp. 165-169

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  7. When worked examples don't work: Is cognitive load theory at an Impasse?

    Roxana Moreno

    pp. 170-181

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