Paas, F. G., & Van Merriënboer, J. J. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86(1), 122

Connections between Transfer learning and Cognitive load theory, along with Worked example effect.

Q. Main finding?
A. High variation produced better transfer than low when cognitive load was low (worked examples), but not when cognitive load was high (problem-solving).