Not all worked examples are print-based as those in the Tarmizi and Sweller study. Consider the graphic below from Tarmizi and Sweller (1988). Chandler and Sweller (1992) suggested an important way to structure worked examples. The worked-example effect is a learning effect predicted by cognitive load theory (Sweller, 1988). This has been described as the expertise reversal effect (Kalyuga, Ayres, Chandler, & Sweller, 2003). The greatest single sweller of the Aslian vocabulary is the class of words called "expressive". Finally, both Sweller and Jonassen support problem-solving scenarios for more advanced learners. The term was first used in the early 1990s by Chandler and Sweller. Chandler and Sweller introduced the concept of extraneous cognitive load. That is, although they are engaged in activity, they may not be learning (Sweller, 1988). In the late 1980s John Sweller developed cognitive load theory (CLT) while studying problem solving. Sweller reported that a better alternative to discovery learning was guided instruction. Sweller argued that instructional design can be used to reduce cognitive load in learners.