Differential effects of problem-solving demands on individual and collaborative learning outcomes.

[1]  Fred Paas,et al.  Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect , 2011 .

[2]  T. Gog,et al.  Effects of worked examples, example-problem, and problem-example pairs on novices learning , 2011 .

[3]  Hans Spada,et al.  Training for fostering knowledge co-construction from collaborative inference-drawing , 2011 .

[4]  Martin R. Fischer,et al.  Case-Based Learning with Worked Examples in Complex Domains: Two Experimental Studies in Undergraduate Medical Education. , 2011 .

[5]  J. Michael Spector,et al.  Handbook of Research on Educational Communications and Technology, 3rd Edition , 2012 .

[6]  F. Paas,et al.  Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches , 2010 .

[7]  Alexander Renkl,et al.  Writing learning journals: Instructional support to overcome learning-strategy deficits , 2010 .

[8]  Roxana Moreno,et al.  Constructing knowledge with an agent-based instructional program: A comparison of cooperative and individual meaning making , 2009 .

[9]  John Sweller,et al.  The worked-example effect using ill-defined problems: Learning to recognise designers' styles , 2009 .

[10]  F. Paas,et al.  A Cognitive Load Approach to Collaborative Learning: United Brains for Complex Tasks , 2009 .

[11]  Fred Paas,et al.  Interdisciplinary Perspectives Inspiring a New Generation of Cognitive Load Research , 2009 .

[12]  Fred Paas,et al.  Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency , 2009, Comput. Hum. Behav..

[13]  Nicolas Michinov,et al.  Investigating the Relationship between Transactive Memory and Performance in Collaborative Learning. , 2009 .

[14]  Daniel J Bauer,et al.  Evaluating Group-Based Interventions When Control Participants Are Ungrouped , 2008, Multivariate behavioral research.

[15]  F. Paas,et al.  Instructional Efficiency: Revisiting the Original Construct in Educational Research , 2008 .

[16]  Richard S. Newman,et al.  Adaptive and Nonadaptive Help Seeking With Peer Harassment: An Integrative Perspective of Coping and Self-Regulation , 2008 .

[17]  Ulrike Cress,et al.  The need for considering multilevel analysis in CSCL research—An appeal for the use of more advanced statistical methods , 2008, Int. J. Comput. Support. Collab. Learn..

[18]  Lewis A. Bizo,et al.  Team-skills training enhances collaborative learning , 2006 .

[19]  J. Sweller The worked example effect and human cognition , 2006 .

[20]  T. Gog,et al.  Optimising worked example instruction: Different ways to increase germane cognitive load. , 2006 .

[21]  Yohsuke Ohtsubo,et al.  Should information be redundantly distributed among group members? Effective use of group memory in collaborative problem solving , 2005 .

[22]  J. Sweller,et al.  Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions , 2005 .

[23]  Fred Paas,et al.  Exploring Multidimensional Approaches to the Efficiency of Instructional Conditions , 2004 .

[24]  Jan-Willem Strijbos,et al.  Designing electronic collaborative learning environments , 2004 .

[25]  John Sweller,et al.  Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture , 2004 .

[26]  J. Sweller Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture , 2004 .

[27]  F. Paas,et al.  Cognitive Load Measurement as a Means to Advance Cognitive Load Theory , 2003 .

[28]  F. Paas,et al.  Cognitive Load Theory and Instructional Design: Recent Developments , 2003 .

[29]  Martin N. Rossor,et al.  Advanced online publication. , 2005, Nature structural biology.

[30]  J. Bonito The Analysis of Participation in Small Groups , 2002 .

[31]  Paul A. Kirschner,et al.  Cognitive load theory: implications of cognitive load theory on the design of learning , 2002 .

[32]  P. Kirschner,et al.  External representation of argumentation in CSCL and the management of cognitive load , 2002 .

[33]  R. Scott Tindale,et al.  Shared Information, Cognitive Load, and Group Memory , 2002 .

[34]  D. A. Kenny,et al.  The statistical analysis of data from small groups. , 2002, Journal of personality and social psychology.

[35]  N. Cowan The magical number 4 in short-term memory: A reconsideration of mental storage capacity , 2001, Behavioral and Brain Sciences.

[36]  S. Derry,et al.  Learning from Examples: Instructional Principles from the Worked Examples Research , 2000 .

[37]  R. Tindale,et al.  ‘Social Sharedness’ as a Unifying Theme for Information Processing in Groups , 2000 .

[38]  Claus W. Langfred Work-Group Design and Autonomy , 2000 .

[39]  Roel Bosker,et al.  Multilevel analysis : an introduction to basic and advanced multilevel modeling , 1999 .

[40]  David H. Jonassen,et al.  Learning with Technology: A Constructivist Perspective , 1998 .

[41]  F. Paas,et al.  Cognitive Architecture and Instructional Design , 1998 .

[42]  Mary Susan Weldon,et al.  Collective memory: collaborative and individual processes in remembering. , 1997, Journal of experimental psychology. Learning, memory, and cognition.

[43]  Verlin B. Hinsz,et al.  The emerging conceptualization of groups as information processors. , 1997, Psychological bulletin.

[44]  G. Salomon Distributed cognitions : psychological and educational considerations , 1997 .

[45]  Alexander Renkl,et al.  Learning from Worked-Out-Examples: A Study on Individual Differences , 1997, Cogn. Sci..

[46]  David Yamane,et al.  Collaboration and its discontents : Steps toward overcoming barriers to successful group projects , 1996 .

[47]  David H. Jonassen,et al.  Constructivism: Implications for the Design and Delivery of Instruction , 1996 .

[48]  D. Wegner A Computer Network Model of Human Transactive Memory , 1995 .

[49]  G. Stasser,et al.  Expert Roles and Information Exchange during Discussion: The Importance of Knowing Who Knows What , 1995 .

[50]  D. A. Kenny,et al.  The effect of nonindependence on significance testing in dyadic research. , 1995 .

[51]  F. Paas,et al.  Measurement of Cognitive Load in Instructional Research , 1994, Perceptual and motor skills.

[52]  John A. Carroll Relating Complexity to Practical Performance in Parsing With Wide-Coverage Unification Grammars , 1994, ACL.

[53]  William Ickes,et al.  "Social" Cognition and Social Cognition , 1994 .

[54]  F. Paas,et al.  Variability of Worked Examples and Transfer of Geometrical Problem-Solving Skills: A Cognitive-Load Approach , 1994 .

[55]  R. Saavedra,et al.  Complex interdependence in task-performing groups , 1993 .

[56]  F. Paas Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. , 1992 .

[57]  Fred G. W. C. Paas,et al.  The Efficiency of Instructional Conditions: An Approach to Combine Mental Effort and Performance Measures , 1992 .

[58]  P. Chandler,et al.  Cognitive Load Theory and the Format of Instruction , 1991 .

[59]  P. Chandler,et al.  Cognitive load as a factor in the structuring of technical material. , 1990 .

[60]  David W. Johnson,et al.  Impact of Goal and Resource Interdependence on Problem-Solving Success , 1989 .

[61]  John Sweller,et al.  Cognitive Load During Problem Solving: Effects on Learning , 1988, Cogn. Sci..

[62]  Margrethe H. Olson,et al.  Encountering electronic work groups: a transaction costs perspective , 1988, CSCW '88.

[63]  D. Wegner Transactive Memory: A Contemporary Analysis of the Group Mind , 1987 .

[64]  B. Mullen,et al.  Theories of group behavior , 1987 .

[65]  J. Sweller,et al.  The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra , 1985 .

[66]  David W. Johnson,et al.  Effects of Cooperative and Individualistic Learning Experiences on Interethnic Interaction. , 1981 .

[67]  David W. Johnson,et al.  Ability and Task Difficulty in Cognitive Psychology , 1981 .

[68]  E. Aronson The Jigsaw Classroom , 1978 .

[69]  H A Simon,et al.  How Big Is a Chunk? , 1974, Science.

[70]  H. Simon,et al.  Perception in chess , 1973 .

[71]  L. R. Peterson,et al.  Short-term retention of individual verbal items. , 1959, Journal of experimental psychology.

[72]  G. A. Miller THE PSYCHOLOGICAL REVIEW THE MAGICAL NUMBER SEVEN, PLUS OR MINUS TWO: SOME LIMITS ON OUR CAPACITY FOR PROCESSING INFORMATION 1 , 1956 .