ABSTRACT
It is often argued that one important prerequisite for skilled problem solving is the availability of problem-type schemata, i.e., representations of problem categories together with category-specific solution procedures. A ubiquitous answer on how such schemata can be acquired is that studying concrete instances of problem categories (i.e., examples) is necessary for schema acquisition. It is commonly assumed that those instructional worked examples should be designed in a molar way to convey knowledge on problem categories (defined by multiple structural problem features) and category-specific solution procedures (category-focusing examples).
