Searching for a procedure can consume resources needed for learning.
Limited evidenceSupporting studies exist, but they are few and conditions matter.
Example
Editorial example: pair a completed invoice with explanations of its fields on first use.
Why it works
Sweller examines cognitive demands of problem solving and knowledge acquisition, distinguishing studying worked examples from searching for solutions, especially for novices.
On the web
Place relevant explanations near the task and reduce competing material. Let experienced users skip and reopen examples.
When it backfires
Removing information can also remove necessary understanding. Compare errors and task time separately for novice and experienced users.
Sources
Examines cognitive load during problem solving and its relationship with learning.
Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12, 257–285. Open source