一、中文部分
江淑卿（1997）：知識結構的重要特性之分析暨促進知識結構教學策略之實驗研究。國立台灣師範大學教育心理與輔導研究所博士論文（未出版）。
江淑卿、郭生玉（1997）：不同學習過程的概念構圖策略對促進知識結構專家化與理解能力之效果研究。師大學報─教育類，第42期，頁1-16。
余民寧（2000）：教育測驗與評量：成就測驗與教學評量。台北：心理出版社。
吳玲玲譯（1998）：認知心理學（Solso原著，Cognitive Psychology）。台北：華泰書局。
宋德忠、林世華、陳淑芬、張國恩(1998)：知識結構的測量：徑路搜尋法與概念構圖法的比較。教育心理學報，第30卷，第2期，頁123-142。
岳修平譯(1998)：教學心理學─學習的認知基礎（Gagne’, E. D. et al.原著，The Cognitive Psychology of School Learning）。台北：遠流出版社。
林原宏(1996)：知識結構分析－徑路搜尋、多向度量尺和集群分析的方法論探討。測驗統計年刊，第4輯，頁47-69。
林曉芳(1999)：數學低成就國中生在代數概念學習之評量研究。國立政治大學教育系碩士論文（未出版）。
邱上真（1989）：知識結構的評量：概念構圖技巧的發展與試用。特殊教育學報，頁31-51。
洪振方（1996）：科學知識重建的認知取向分析。國立高雄師範大學學報，第七期，頁293-328。
涂金堂（2001）：知識結構的評量與改變之研究─以國小學生數學文字題為例。國立政治大學教育研究所博士論文（未出版）。
張春興（1993）：現代心理學。台北：東華書局。
許松樑（1994）：國中生物概念構圖技巧評量研究。國立台灣教育學院科學教育研究所碩士論文（未出版）。
許榮富（1990）：從科學知識結構觀點探討物理教學。中等教育，41（4），頁4-12。
郭重吉（1990）：學生科學知識認知結構的評估與描述。彰化師範大學學報，第一期，頁279-320。
黃台珠（1994）：概念圖在國中生物教學上的成效研究（Ⅰ）。國科會研究報告：NSC83-0111-S-017-015。
黃希庭、李文權、張慶林譯(1992)：認知心理學（Robert L. Solso原著，Cognitive Psychology）。台北:五南圖書出版社。
黃秀瑄、林瑞欽譯(1991)：認知心理學（John. B. Best原著，Cognitive Psychology）。台北:師大書苑。
楊文金（1991）：形成假說技能試題之結構分析。國立台灣師範大學科學教育研究所博士論文（未出版）。
詹志禹（1998）：認知的主動性。教育研究資訊，6（1），頁28-51。
蔡佳燕（2000）：國小學生數學學科知識結構評量之研究。國立政治大學教育研究所碩士論文（未出版）。
鄭昭明（1994）：認知心理學─理論與實踐。台北：桂冠出版社。
二、西文部分
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