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  1.  37
    Toward an Instructionally Oriented Theory of Example‐Based Learning.Alexander Renkl - 2014 - Cognitive Science 38 (1):1-37.
    Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from worked examples, observational learning, and analogical reasoning. This theory has descriptive and prescriptive elements. The descriptive subtheory deals with (a) the relevance and effectiveness of examples, (b) phases of skill acquisition, and (...)
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  2.  8
    Learning from worked‐out examples: A study on individual differences.Alexander Renkl - 1997 - Cognitive Science 21 (1):1-29.
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  3. Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support?Ron J. C. M. Salden, Vincent Awmm Aleven, Alexander Renkl & Rolf Schwonke - 2009 - Topics in Cognitive Science 1 (1):203-213.
    The current research investigates a combination of two instructional approaches, tutored problem solving and worked examples. Tutored problem solving with automated tutors has proven to be an effective instructional method. Worked‐out examples have been shown to be an effective complement to untutored problem solving, but it is largely unknown whether they are an effective complement to tutored problem solving. Further, while computer‐based learning environments offer the possibility of adaptively transitioning from examples to problems while tailoring to an individual learner, the (...)
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  4.  28
    Mechanisms behind the testing effect: an empirical investigation of retrieval practice in meaningful learning.Tino Endres & Alexander Renkl - 2015 - Frontiers in Psychology 6.
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  5.  21
    An eye movement pre-training fosters the comprehension of processes and functions in technical systems.Irene T. Skuballa, Caroline Fortunski & Alexander Renkl - 2015 - Frontiers in Psychology 6.
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  6.  48
    Preparing learners with partly incorrect intuitive prior knowledge for learning.Andrea Ohst, Bã©Atrice M. E. Fondu, Inga Glogger, Matthias Nã¼Ckles & Alexander Renkl - 2014 - Frontiers in Psychology 5.
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  7.  14
    Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics.Nora Harr, Andreas Eichler & Alexander Renkl - 2014 - Frontiers in Psychology 5.
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