The example effect replaces traditional problems with solved examples that must be studied carefully。
The working example effect is the most famous and widely studied cognitive load effect.The relative emphasis on this effect in the field is justified.The examples of work not only provide us with an effective teaching program that contradicts certain movements that emerged in the 1960s and 1970s, but there is still some currency, and this effective example effect reveals the basis of human cognition.
Work examples facilitate the acquisition of “the knowledge and skills needed to identify a problem as a specific type, recall the steps required to solve each specific type , and execute each step without error” (Cooper, 1998).This process reduces the ineffective burden of using weak problem solving strategies and promotes learning by allowing students to invest in available capabilities to study solution programs (Tamara, Paas, &Sweller, 2010).This effect of cognitive load theory is designed to give students an understanding of the process required to solve a problem, to ensure that they are familiar with it, so that they can be distracted and anxious when they approach the same situation in the future.
reference
Cooper, G. (1998). Research into cognitive load theory and instructional design at UNSW.
Sweller, J. (2006). The worked example effect and human cognition. Learning and instruction.
Tamara, v. G., Paas, F., & Sweller, J. (2010). Cognitive load theory: Advances in research on worked examples, animations, and cognitive load measurement. Educational Psychology Review, 22(4), 375-378.
Cognitivie Load Theory (CLT) 