Cognitive load theory states that problem-solving is often not enough. We need to keep the details of our goal in our working memory, adding extra load that can interfere with schema acquisition.

• Students can solve problems faster when they are told how to solve the problem rather than trying to figure it out on their own.
• Exploratory style practice may work better for solving complex problems.

But, replacing all problem solving with worked-out examples is based on the assumption that we already understand what skills we need to solve a problem.

Deliberate practise and doing the real thing address different problems.

• Deliberate practise: World-class performers get good by focused, and intensive practise sessions with the intention to improve, not by just doing the skill.
• Doing the real thing: However, for someone trying to advance in a big organisation, it isn't about getting better at a skill they have been doing for twenty years, but developing new skills. The programmer becomes a manager.

Direct practise cannot be a substitute for studying theory. Doing the real thing should be combined with studying theory.

If you keep getting stuck on a problem, practising more is unlikely to solve the problem. But exposing yourself to the broader theory behind the problem is more valuable even if it does not directly answer your particular problem.

• When choosing an approach to learning, there is a trade-off between cost and convenience, and doing the real thing.
• Ill-defined goals can make it harder to improve your practice. Dabbling may be useful to gauge your interest in a subject.
• Credentials may be necessary to signal your commitment.