Abstract

This chapter first provides an overview of the various stages of cognitive skill acquisition in order to situate learning from worked-out examples in the course of learning a new skill. It then defines more precisely the meaning of learning from worked-out examples, provides reasons for its effectiveness, and discusses the relevance of self-explanations and instructional explanations as factors moderating the effectiveness of studying examples. It discusses the problem of structuring the transition from studying examples to problem solving. It describes a preliminary instructional model of example-based skill acquisition that currently guides our research. Finally, it outlines a set of research questions intended to guide future research, such as adapting the proposed fading procedure to individual learners.

Original languageEnglish (US)
Title of host publicationIn Order to Learn
Subtitle of host publicationHow the sequence of topics influences learning
PublisherOxford University Press
ISBN (Electronic)9780199893751
ISBN (Print)9780195178845
DOIs
StatePublished - Apr 1 2010

Keywords

  • Cognitive skill acquisition
  • Instructional model
  • Learning
  • Problem solving

ASJC Scopus subject areas

  • Psychology(all)

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  • Cite this

    Renkl, A., & Atkinson, R. (2010). An Example Order for Cognitive Skill Acquisition. In In Order to Learn: How the sequence of topics influences learning Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195178845.003.0007