Assistant Professor of Psychology Nathan Foster has published “Self-Regulated Learning of Principle-based Concepts: Do Students Prefer Worked Examples, Faded Examples, or Problem Solving?” in the journal “Learning and Instruction.” (Foster, N. L, Rawson, K. A. & Dunlosky, J. (2018).

The paper follows three experiments, as participants learned how to solve probability problems under practice conditions involving either a combined schedule of worked examples, partial examples, and problem solving; problem solving only; or self-regulated learning in which participants could choose a worked example, a partial example, or problem solving on each trial.