On the public citation graph
Do examples of failure effectively prepare students for learning from subsequent instruction?
0 signed · 57 inferred · view as graph
Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.
Is this your work? Sign in with ORCID and put your name on the
claims that are yours.
Reference health. See whether every reference in this work resolves to a
known work and none has been retracted — and get a dated CiteStamped
badge you can embed.
What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1007/bf03172974openalex-snapshot
Learning mathematics from worked-out examples: Analyzing and fostering self-explanations
inferredcites →https://doi.org/10.1007/s10648-010-9134-7openalex-snapshot
Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives
inferredcites →https://doi.org/10.1007/s10648-016-9379-xopenalex-snapshot
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning
inferredcites →https://doi.org/10.1007/s11251-012-9209-6openalex-snapshot
Productive failure in learning the concept of variance
inferredcites →https://doi.org/10.1007/s11251-013-9282-5openalex-snapshot
The impact of guidance during problem-solving prior to instruction on students’ inventions and learning outcomes
inferredcites →https://doi.org/10.1007/s11251-013-9302-5openalex-snapshot
The impact of incorrect examples on learning fractions: A field experiment with 6th grade students
inferredcites →https://doi.org/10.1007/s11251-015-9360-yopenalex-snapshot
Learning from video modeling examples: does gender matter?
inferredcites →https://doi.org/10.1007/s11251-016-9399-4openalex-snapshot
Instruction-first and problem-solving-first approaches: alternative pathways to learning complex tasks
inferredcites →https://doi.org/10.1007/s11423-018-9579-9openalex-snapshot
Learning from failure: a meta-analysis of the empirical studies
inferredcites →https://doi.org/10.1007/s40593-015-0064-xopenalex-snapshot
Delayed Learning Effects with Erroneous Examples: a Study of Learning Decimals with a Web-Based Tutor
inferredcites →https://doi.org/10.1016/j.chb.2014.03.053openalex-snapshot
Using erroneous examples to improve mathematics learning with a web-based tutoring system
inferredcites →https://doi.org/10.1016/j.learninstruc.2015.05.001openalex-snapshot
Inventing a solution and studying a worked solution prepare differently for learning from direct instruction
inferredcites →https://doi.org/10.1016/s0959-4752(98)00040-1openalex-snapshot
Learning to write by observation of writing and reading processes: effects on learning and transfer
inferredcites →https://doi.org/10.1017/9781108235631.009openalex-snapshot
Learning How to Solve Problems by Studying Examples
inferredcites →https://doi.org/10.1037//0022-0663.94.2.405openalex-snapshot
Observational learning and the effects of model-observer similarity.
inferredcites →https://doi.org/10.1037/h0045550openalex-snapshot
Vicarious reinforcement and imitative learning.
inferredcites →https://doi.org/10.1080/01443410.2015.1109609openalex-snapshot
Testing the model-observer similarity hypothesis with text-based worked examples
inferredcites →https://doi.org/10.1080/10508406.2011.591717openalex-snapshot
Designing for Productive Failure
inferredcites →https://doi.org/10.1080/10508406.2013.819000openalex-snapshot
Comparing Learning From Productive Failure and Vicarious Failure
inferredcites →https://doi.org/10.1080/23735082.2015.1071231openalex-snapshot
Productive Failure as strategy against the double curse of incompetence
inferredcites →https://doi.org/10.1111/cogs.12107openalex-snapshot
Productive Failure in Learning Math
inferredcites →https://doi.org/10.1111/j.1467-8624.2006.00852.xopenalex-snapshot
Promoting Transfer: Effects of Self-Explanation and Direct Instruction
inferredcites →https://doi.org/10.1111/j.2044-8279.2011.02052.xopenalex-snapshot
The effect of observational learning on students’ performance, processes, and motivation in two creative domains
inferredcites →https://doi.org/10.1504/ijtel.2012.051583openalex-snapshot
Erroneous examples: effects on learning fractions in a web-based setting
inferredcites →https://doi.org/10.2307/1170234openalex-snapshot
Peer Models and Children's Behavioral Change
inferredcites →https://doi.org/10.5860/choice.32-0638openalex-snapshot
Encyclopedia of human behavior
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.2139/ssrn.4821975openalex-extracted
The Power of Many: Analyzing the Impact of Shared Leadership on Engineering Project Teams
inferred← citeshttps://doi.org/10.1002/acp.3701openalex-snapshot
Advances in designing instruction based on examples
inferred← citeshttps://doi.org/10.1002/acp.3702openalex-snapshot
Embracing complexity in research on learning from examples and from problem solving
inferred← citeshttps://doi.org/10.1002/acp.3706openalex-snapshot
Example‐based learning: New theoretical perspectives and use‐inspired advances to a contemporary instructional approach
inferred← citeshttps://doi.org/10.1002/acp.4004openalex-snapshot
Productive versus vicarious failure: Do students need to fail themselves in order to learn?
inferred← citeshttps://doi.org/10.1007/s10648-021-09652-3openalex-snapshot
Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry?
inferred← citeshttps://doi.org/10.1007/s10648-025-10074-8openalex-snapshot
From Goal to Success: How Learning Goals and Relevant Knowledge Activation Promote Learning from Problem Solving Before Instruction
inferred← citeshttps://doi.org/10.1007/s11251-020-09528-zopenalex-snapshot
Preparatory effects of problem solving versus studying examples prior to instruction
inferred← citeshttps://doi.org/10.1007/s11251-021-09552-7openalex-snapshot
Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning?
inferred← citeshttps://doi.org/10.1007/s11251-021-09561-6openalex-snapshot
Effects of collaborative versus individual preparation on learning by teaching
inferred← citeshttps://doi.org/10.1007/s11251-022-09577-6openalex-snapshot
How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers
inferred← citeshttps://doi.org/10.1007/s11251-023-09619-7openalex-snapshot
Do students learn more from failing alone or in groups? Insights into the effects of collaborative versus individual problem solving in productive failure
inferred← citeshttps://doi.org/10.1007/s11251-023-09648-2openalex-snapshot
Learning from erroneous examples in the mathematics classroom: do students with different naïve ideas benefit equally?
inferred← citeshttps://doi.org/10.1007/s11251-025-09706-xopenalex-snapshot
When is observing failure productive? Investigating the role of solution diversity in vicarious failure
inferred← citeshttps://doi.org/10.1007/s11251-025-09709-8openalex-snapshot
Problem-solving before instruction for learning linear algebra in university mathematics
inferred← citeshttps://doi.org/10.1007/s11251-025-09727-6openalex-snapshot
Prior knowledge activation as preparation prior to instruction: does the coverage of relevant prior knowledge affect learning?
inferred← citeshttps://doi.org/10.1007/s11251-026-09802-6openalex-snapshot
Making the productive failure in PS-I more productive: the case of scaffolding the instruction phase
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2024.102001openalex-snapshot
Complexity affects performance, cognitive load, and awareness
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2024.102052openalex-snapshot
Investigating learner characteristics and processes in Productive Failure and Vicarious Failure to design adaptive guidance
inferred← citeshttps://doi.org/10.1017/9781108894333.006openalex-snapshot
Research Methods in Multimedia Learning
inferred← citeshttps://doi.org/10.1017/9781108894333.018openalex-snapshot
Principles for Reducing Extraneous Processing in Multimedia Learning
inferred← citeshttps://doi.org/10.1017/9781108894333.023openalex-snapshot
The Worked Example Principle in Multimedia Learning
inferred← citeshttps://doi.org/10.1108/ijmpb-05-2024-0132openalex-snapshot
The power of many: analyzing the impact of shared leadership on project teams
inferred← citeshttps://doi.org/10.1109/tpc.2024.3449508openalex-snapshot
Effects of Instruction–Problem Arrangements in Video Tutorials for Software Training
inferred← citeshttps://doi.org/10.1111/jar.70297openalex-snapshot
Developing Peer‐Mentored Cognitive Behavioural Therapy for Adolescents With Mild‐To‐Borderline Intellectual Disability and Anxiety: A Qualitative Study
inferred← citeshttps://doi.org/10.1126/scirobotics.adu5257openalex-snapshot
Observing a robot peer’s failures facilitates students’ classroom learning
inferred← citeshttps://doi.org/10.1272/jnms.jnms.2025_92-507openalex-snapshot
Factors Contributing to Genetic Counselors' Success as Facilitators in Role-Playing Workshops
inferred← citeshttps://doi.org/10.18608/jla.2022.7363openalex-snapshot
Using HeuristicsMiner to Analyze Problem-Solving Processes
inferred← citeshttps://doi.org/10.3102/00346543251390901openalex-snapshot
A Framework for Learning From Erroneous Examples and Meta-Analysis of Empirical Research
Editorial review for independent work. ICSAC — the Institute for Complexity
Science and Advanced Computing — runs a structured editorial panel for researchers
publishing outside journals, and publishes on CiteStamp rails. Submission is free
and goes through ORCID: icsacinstitute.org/submit.