, Examining the use of conceptual equations and elaborations to aid transfer in statistical learning, Journal of Educational Psychology
, Learning from Examples: Instructional Principles from the Worked Examples Research, Review of Educational Research, vol.70, issue.2, pp.181-214, 2000.
DOI : 10.3102/00346543070002181
, Improving examples to improve transfer to novel problems, Memory & Cognition, vol.4, issue.5, pp.606-615, 1994.
DOI : 10.3758/BF03198399
, The subgoal learning model: Creating better examples so that students can solve novel problems., Journal of Experimental Psychology: General, vol.127, issue.4, pp.355-376, 1998.
DOI : 10.1037/0096-3445.127.4.355
, Overcoming contextual limitations on problem-solving transfer., Journal of Experimental Psychology: Learning, Memory, and Cognition, vol.15, issue.6, pp.1147-1156, 1989.
DOI : 10.1037/0278-7393.15.6.1147
, Self-Explanations: How Students Study and Use Examples in Learning to Solve Problems, Cognitive Science, vol.2, issue.2, pp.145-182, 1989.
DOI : 10.1207/s15516709cog1302_1
, Eliciting self-explanations improves understanding, Cognitive Science, vol.18, pp.439-477, 1994.
DOI : 10.1207/s15516709cog1803_3
URL : http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.112.7097
, Role of analogical reasoning in the induction of problem categories., Journal of Experimental Psychology: Learning, Memory, and Cognition, vol.18, issue.5, pp.1103-1124, 1992.
DOI : 10.1037/0278-7393.18.5.1103
, Strategy and Expertise in Solving Word Problems, Cognitive strategy research: From basic research to educational applications, pp.269-302, 1989.
DOI : 10.1007/978-1-4613-8838-8_11
, The acquisition of knowledge., Psychological Review, vol.69, issue.4, pp.355-365, 1962.
DOI : 10.1037/h0042650
, Goal Configurations and Processing Strategies as Moderators Between Instructional Design and Cognitive Load: Evidence From Hypertext-Based Instruction, Educational Psychologist, vol.8, issue.1, pp.33-41, 2003.
DOI : 10.1146/annurev.psych.47.1.513
URL : https://hal.archives-ouvertes.fr/hal-00197415
, Reducing cognitive load and fostering cognitive skill acquisition: Benefits of category-avoiding examples
, Instructional examples in hypertext-based learning and problem solving: Comparing transformational and derivational approaches to example design, Instructional design for multimedia learning
, Resource-adaptive selection of strategies in learning from worked-out examples, Proceedings from the 22nd Annual Conference from the Cognitive Science Society, pp.166-171, 2000.
URL : https://hal.archives-ouvertes.fr/hal-00190438
, Schema induction and analogical transfer, Cognitive Psychology, vol.15, issue.1, pp.1-38, 1983.
DOI : 10.1016/0010-0285(83)90002-6
URL : http://deepblue.lib.umich.edu/bitstream/2027.42/25331/1/0000776.pdf
, Development of NASA-TLX (Task Load Index): Results of experimental and theoretical research, Human Mental Workload, pp.139-183, 1988.
, Multimedia learning environments: Issues of learner control and navigation, Instructional Science, vol.25, issue.2, pp.117-131, 1997.
DOI : 10.1023/A:1002919531780
, Do written instructions need examples? Cognition and Instruction, pp.1-30, 1986.
, Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach., Journal of Educational Psychology, vol.86, issue.1, pp.122-133, 1994.
DOI : 10.1037/0022-0663.86.1.122
, Learning Strategies and Transfer in the Domain of Programming, Cognition and Instruction, vol.14, issue.3, pp.235-275, 1994.
DOI : 10.1016/0364-0213(91)80012-T
, Role of examples in how students learn to categorize statistics word problems., Journal of Educational Psychology, vol.88, issue.1, pp.144-161, 1996.
DOI : 10.1037/0022-0663.88.1.144
, A schema-based theory of transfer, Transfer on trial: Intelligence, cognition, and instruction, pp.39-67, 1993.
, Word problems, 1999.
, Usefulness of analogous solutions for solving algebra word problems., Journal of Experimental Psychology: Learning, Memory, and Cognition, vol.11, issue.1, pp.106-125, 1985.
DOI : 10.1037/0278-7393.11.1.106
, Learning from Worked-Out Examples: A Study on Individual Differences, Cognitive Science, vol.4, issue.1, pp.1-29, 1997.
DOI : 10.1207/s15516709cog2101_1
, Learning mathematics from worked-out examples: Analyzing and fostering self-explanations, European Journal of Psychology of Education, vol.4, issue.4, pp.477-488, 1999.
DOI : 10.1007/BF03172974
, Worked-out examples: instructional explanations support learning by self-explanations, Learning and Instruction, vol.12, issue.5, pp.529-556, 2002.
DOI : 10.1016/S0959-4752(01)00030-5
, Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective, Educational Psychologist, vol.4, issue.1, pp.15-22, 2003.
DOI : 10.1207/S15326985EP3801_2
, Distinguishing types of superficial similarities: Different effects on the access and use of earlier problems., Journal of Experimental Psychology: Learning, Memory, and Cognition, vol.15, issue.3, pp.456-468, 1989.
DOI : 10.1037/0278-7393.15.3.456
, Supporting learning from worked-out examples in computer-based learning environments, Proceedings of the European Cognitive Science Conference, pp.301-306, 2003.
, Cognitive psychology and mathematical problem solving: A discussion of Mayer's paper Teaching and learning mathematical problem solving: Multiple research perspectives, pp.139-146, 1985.
, Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, pp.295-312, 1994.
DOI : 10.1016/0959-4752(94)90003-5
, Cognitive architecture and instructional design, Educational Psychology Review, vol.10, issue.3, pp.251-296, 1998.
DOI : 10.1023/A:1022193728205
, Problem solving and cognitive skill acquisition, Foundations of cognitive science, pp.527-579, 1989.