A previous study found that task shifting and fluid intelligence, but not working memory capacity (WMC) and prior knowledge, influenced the worked example effect (Schwaighofer, Buhner, & Fischer, 2016). To increase confidence in these findings, we report a preregistered extended replication study of Schwaighofer et al.’s investigation. University students (N = 231, Mage = 22.40 [SD = 4.33], 87% women) solved statistical problems with textbook materials presented on a laptop in one of four conditions in a 2 × 2 factorial between-subjects design. We compared worked examples versus problem-solving (replication) and with versus without time pressure (extension). Time pressure was added to test whether learners in the original study were able to offload WMC demands, which would explain why the WMC moderation was not found. Results showed that the advantage of worked examples over problem-solving decreased with increasing prior knowledge, suggesting that problem-solving becomes eventually more effective than worked example study. Similarly, the benefit of worked examples over problem-solving decreased with increasing shifting ability of a learner. However, contingencies on WMC or fluid intelligence were not detected. Our extension analysis indicated that the worked example effect was also not contingent on WMC even when learners were under time pressure. These findings underline the important role that task shifting might play in scaffolded learning environments and suggest that trading in the focus on WMC for a broader perspective on cognitive architecture provides novel explanations for instructional effectiveness. Our study further highlights the importance of more customized instructional support. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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工作记忆容量和转移对学习实例的重要性——复制研究。

之前的一项研究发现，任务转移和流体智力，而不是工作记忆容量 (WMC) 和先验知识，影响了工作示例效应 (Schwaighofer, Buhner, & Fischer, 2016)。为了增加对这些发现的信心，我们报告了 Schwaighofer 等人的调查的预注册扩展复制研究。大学生（N = 231，法师 = 22.40 [SD = 4.33]，87% 为女性）在 2 × 2 被试间因子设计的四种条件之一下，使用笔记本电脑上提供的教科书材料解决了统计问题。我们比较了工作实例与解决问题（复制）以及有时间压力与无时间压力（扩展）。增加了时间压力来测试原始研究中的学习者是否能够卸载 WMC 需求，这将解释为什么没有发现 WMC 调节。结果表明，工作实例相对于解决问题的优势随着先验知识的增加而减少，这表明问题解决最终变得比工作实例研究更有效。同样，随着学习者转换能力的增加，工作实例对解决问题的好处也随之减少。然而，没有检测到 WMC 或流体智能的突发事件。我们的扩展分析表明，即使学习者处于时间压力下，工作示例效果也不取决于 WMC。这些发现强调了任务转移在支架式学习环境中可能发挥的重要作用，并表明将 WMC 的重点换成对认知架构的更广泛的观点，为教学有效性提供了新的解释。我们的研究进一步强调了更多定制教学支持的重要性。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）