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Can Learning from Molar and Modular Worked Examples be Enhanced by Providing Instructional Explanations and Prompting Self-Explanations?
, 2007
"... 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 modular worked-out examples- where intrinsic cognitive load is reduced by breaking down complex solut ..."
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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 modular worked-out examples- where intrinsic cognitive load is reduced by breaking down complex solutions into smaller meaningful solution elements- can be further enhanced. Instructional explanations or self-explanation prompts were administered to increase germane cognitive load. However, both interventions were not effective for learning and prompting for self-explanations even impaired learning with modular examples. In the latter case, prompting might have forced learners to process redundant information, which
(Collaborative Research Center 378: Resource-adaptive Cognitive Processes) and by the
"... Alexander von Humboldt-Foundation (TransCoop-Program). We thank Julia Schuh for helpful comments on an earlier version of this paper. Correspondence concerning this article should be ..."
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Alexander von Humboldt-Foundation (TransCoop-Program). We thank Julia Schuh for helpful comments on an earlier version of this paper. Correspondence concerning this article should be
unknown title
, 2007
"... This is a pre-print version of the journal article, published in International Journal ..."
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This is a pre-print version of the journal article, published in International Journal
