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  1.  92
    Cognitive Load During Problem Solving: Effects on Learning.John Sweller - 1988 - Cognitive Science 12 (2):257-285.
    Considerable evidence indicates that domain specific knowledge in the form of schemas is the primary factor distinguishing experts from novices in problem‐solving skill. Evidence that conventional problem‐solving activity is not effective in schema acquisition is also accumulating. It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means‐ends analysis requires a relatively large (...)
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    Cognitive Load During Problem Solving: Effects on Learning.John Sweller - 1988 - Cognitive Science 12 (2):257-285.
    Considerable evidence indicates that domain specific knowledge in the form of schemas is the primary factor distinguishing experts from novices in problem‐solving skill. Evidence that conventional problem‐solving activity is not effective in schema acquisition is also accumulating. It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means‐ends analysis requires a relatively large (...)
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  3.  26
    Undesirable Difficulty Effects in the Learning of High-Element Interactivity Materials.Ouhao Chen, Juan C. Castro-Alonso, Fred Paas & John Sweller - 2018 - Frontiers in Psychology 9.
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    Can we measure working memory without contamination from knowledge held in long-term memory?John Sweller - 1998 - Behavioral and Brain Sciences 21 (6):845-846.
    The metric devised by Halford, Wilson & Phillips may have considerable potential in distinguishing between the working memory demands of different tasks but may be less effective in distinguishing working memory capacity between individuals. Despite the strengths of the metric, determining whether an effect is caused by relational complexity or by differential levels of expertise is currently problematic.
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