Fading worked-out solution steps helps learning by fostering self-explanations

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The goal of the proposed project is to directly examine the positive learning gains associated with using a fading procedure to structure the transition from example study in early phases of cognitive skill acquisition to problem solving in later phases. More specifically, we intend to show the effects of fading on problems of different transfer distance and to test to what extent fading effects are mediated by reducing errors during learning and by self-explanation activities. For this purpose, we will compare the conditions "fading" and "example-problem pairs" with respect to learning outcomes and with regard to learning processes, that is, error reduction and self-explanations (Experiment 1). In addition, hypotheses about the effects of different sequences of fading out solution steps will be tested (Experiment 2). The proposed project will deepen our theoretical unterstanding of cognitive skill acquisition and will provide fruitful guidance for the design of learning environments.