Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285

Foundational paper introducing Cognitive load theory from John Sweller. Also central to the literature on the Worked example effect:

1. Domain expertise is largely a matter of the possession of schemas (“a structure which allows problem solvers to recognize a problem state as belonging to a particular category…that normally require particular moves”)
2. Schema acquisition may be diminished by the heavy cognitive load of traditional novice problem-solving practice (i.e. “means-ends analysis”)
   • a few experiments from the nascent Cognitive load theory literature are cited; I haven’t reviewed these yet; the main take-away is that when goals become less important in problem solving, students seem to acquire schemas more effectively
   • experimental support w.r.t. worked examples vs. problem solving is provided by Sweller, J., & Cooper, G. A. (1985). The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra. Cognition and Instruction, 2(1), 59–89
3. Yet we heavily emphasize problem-solving practice as a learning method in education. Uh oh.

Q. According to this paper, what’s a “schema”?
A. “a structure which allows problem solvers to recognize a problem state as belonging to a particular category…that normally require particular moves”

Q. Central claim?
A. Expertise is largely about schema acquisition, but it’s hard for novices to acquire schemas during problem solving when they’re burning so much cognitive capacity on means-ends analysis.