| 1 | # Evidence: Sweller (1988) — Cognitive load during problem solving |
| 2 | |
| 3 | ## Provenance |
| 4 | |
| 5 | - source_refs: |
| 6 | - primary: Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. *Cognitive Science*, 12(2), 257–285. |
| 7 | - doi: https://doi.org/10.1207/s15516709cog1202_4 |
| 8 | - created_at: 2026-06-06 |
| 9 | - updated_at: 2026-06-06 |
| 10 | - extraction_note: **read_depth: partial** — DOI + abstract + widely cited problem/s worked-example contrast; full PDF not verified in session. |
| 11 | |
| 12 | ## Metadata |
| 13 | |
| 14 | - card_id: kb-pedagogy-sweller-1988-evidence-v1 |
| 15 | - world: pedagogy.general |
| 16 | - layer: knowledge |
| 17 | - tags: [paper-evidence, sweller, cognitive-load-theory, worked-example] |
| 18 | - status: active |
| 19 | |
| 20 | ## Epistemic linkage |
| 21 | |
| 22 | - epistemic_basis: inference_from_canonical_citations + abstract |
| 23 | - evidence_type: peer-reviewed experiment (problem solving vs studying worked examples) |
| 24 | - confidence: **high** for worked-example effect direction; **medium** for exact effect sizes until full PDF |
| 25 | - read_depth: **partial** |
| 26 | - transfer_boundary: reduce extraneous load in vis+text authoring; split-attention avoidance |
| 27 | - falsification_trigger: full text + failed replication on same paradigm |
| 28 | |
| 29 | --- |
| 30 | |
| 31 | ## Fundamentals |
| 32 | |
| 33 | **Core claim:** solving problems while learning can impose **high cognitive load** and impede schema acquisition; **studying worked examples** can be superior for novices. |
| 34 | |
| 35 | **Load types (later formalized; seeds here):** |
| 36 | |
| 37 | - **Intrinsic** — element interactivity of task |
| 38 | - **Extraneous** — poor instructional design |
| 39 | - **Germane** — resources devoted to schema construction (terminology refined in later CLT) |
| 40 | |
| 41 | ## Extracted knowledge (K) |
| 42 | |
| 43 | | # | Тезис | Confidence | |
| 44 | |---|--------|------------| |
| 45 | | K1 | Problem-solving search consumes WM; may distract from learning target | high | |
| 46 | | K2 | Worked examples reduce search → better learning outcomes for novices | high | |
| 47 | | K3 | Instruction should minimize extraneous load | high | |
| 48 | |
| 49 | ## Operationalization (pedagogy worlds) |
| 50 | |
| 51 | - Do not present redundant text+diagram duplicating same info (extraneous). |
| 52 | - Model (worked example) before independent probe on **held-out** item. |
| 53 | - Expertise reversal (later papers): fade examples as competence rises. |
| 54 | |
| 55 | ## Roadmap |
| 56 | |
| 57 | - [ ] Full PDF → read_depth: full; extract experiment N, statistics |
| 58 | |
| 59 | ## Связанные файлы |
| 60 | |
| 61 | - CLT update: [`kb-pedagogy-sweller-2019-clt-evidence-v1.md`](kb-pedagogy-sweller-2019-clt-evidence-v1.md) |
| 62 | - Meta: [`kb-pedagogy-chen-2023-worked-examples-evidence-v1.md`](kb-pedagogy-chen-2023-worked-examples-evidence-v1.md) |
| 63 | |
| 64 | *Версия: v1.0 · 2026-06-06* |
| 65 | |
| 66 | |