| 期刊論文1. | Wong, A.、Leahy, W.、Marcus, N.、Sweller, J.(2012)。Cognitive load theory, the transient information effect and e-learning。Learning and Instruction,22(6),449-457。 | 2. | Schunk, D. H.、Zimmerman, B. J.(2007)。Influencing children's self-Efficacy and self-regulation of reading and writing through modeling。Reading and Writing Quarterly,23,7-25。 | 3. | VanLehn, K.(1996)。Cognitive skill acquisition。Annual Review of Psychology,47,513-539。 | 4. | Renkl, A.、Atkinson, R. K.(2003)。Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective。Educational Psychologist,38(1),15-22。 | 5. | Star, J. R.、Pollack, C.、Durkin, K.、Rittle-Johnson, B.、Lynch, K.、Newton, K.、Gogolen, C.(2015)。Learning from comparison in algebra。Contemporary Educational Psychology,40,41-54。 | 6. | Leppink, J.、Paas, F.、Van der Vleuten, C. P. M.、Van Gog, T.、Van Merriënboer, J. J. G.(2013)。Development of an instrument for measuring different types of cognitive load。Behavior Research Methods,45(4),1058-1072。 | 7. | Stark, R.、Kopp, V.、Fischer, M. R.(2011)。Case-based learning with worked examples in complex domains: Two experimental studies in undergraduate medical education。Learning and Instruction,21(1),22-33。 | 8. | Kalyuga, S.、Ayres, P.、Chandler, P.、Sweller, J.(2003)。The expertise reversal effect。Educational Psychologist,38(1),23-31。 | 9. | Sweller, John(2010)。Element interactivity and intrinsic, extraneous, and germane cognitive load。Educational Psychology Review,22(2),123-138。 | 10. | Schwartz, Daniel L.、Martin, Taylor(2004)。Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction。Cognition and Instruction,22(2),129-184。 | 11. | Ross, B. H.(1989)。Distinguishing types of superficial similarities: Different effects on the access and use of earlier problems。Journal of Experimental Psychology: Learning Memory, and Cognition,15,456-468。 | 12. | Kalyuga, S.、Singh, A. M.(2016)。Rethinking the boundaries of cognitive load theory in complex learning。Educational Psychology Review,28(4),831-852。 | 13. | Alfieri, L.、Brooks, P. J.、Aldrich, N. J.、Tenenbaum, H. R.(2011)。Does discovery-based instruction enhance learning?。Journal of Educational Psychology,103(1),1-18。 | 14. | Loibl, K.、Rummel, N.(2014)。The impact of guidance during problem-solving prior to instruction on students' inventions and learning outcomes。Instructional Science,42(3),305-326。 | 15. | 黃一泓、謝進泰(20160600)。兩種線段圖表徵解題策略在學習成效上的比較。教育心理學報,47(4),581-601。 延伸查詢 | 16. | 黃儒傑(20180300)。經濟弱勢學生目標設定、認知負荷與學習意志力之研究:以臺北市與新北市國小為例。教育心理學報,49(3),391-411。 延伸查詢 | 17. | Westermann, K.、Rummel, N.(2012)。Delaying instruction: Evidence from a study in a university relearning setting。Instructional Science,40(4),673-689。 | 18. | VanLehn, K.(1998)。Analogy events: How examples are used during problem solving。Cognitive Science,22,347-388。 | 19. | Van den Broek, P.、Kendeou, P.(2008)。Cognitive processes in comprehension of science texts: The role of co-activation in confronting misconceptions。Applied Cognitive Psychology,22,335-351。 | 20. | Sweller, J.、Paas, F.(2017)。Should self-regulated learning be integrated with cognitive load theory? A commentary。Learning and Instruction,51,85-89。 | 21. | Skinner, B. F.(1961)。Why we need teaching machines。Harvard Educational Review,31,377-398。 | 22. | Roll, I.、Holmes, N.、Day, J.、Bonn, D.(2012)。Evaluating metacognitive scaffolding in guided invention activities。Instructional Science,40(4),691-710。 | 23. | Renkl, A.(2014)。Towards an instructionally-oriented theory of example-based learning。Cognitive Science,38,1-37。 | 24. | Leppink, J.、Van den Heuvel, A.(2015)。The evolution of cognitive load theory and its application to medical education。Perspectives on Medical Education,4(3),119-127。 | 25. | Lee, H. S.、Anderson, J. R.(2013)。Student learning: What has instruction got to do with it?。Annual Review of Psychology,64,445-469。 | 26. | Kapur, M.、Bielaczyc, K.(2012)。Designing for productive failure。Journal of the Learning Sciences,21(1),45-83。 | 27. | Kapur, M.(2012)。Productive failure in learning the concept of variance。Instructional Science,40(4),651-672。 | 28. | Kapur, M.(2010)。A further study of productive failure in mathematical problem solving: Unpacking the design components。Instructional Science,39(4),561-579。 | 29. | Huang, Y.-H.(2018)。Influence of instructional design to manage intrinsic cognitive load on learning effectiveness。EURASIA Journal of Mathematics, Science and Technology Education,14(6),2653-2668。 | 30. | Große, C. S.、Renkl, A.(2007)。Finding and fixing errors in worked examples: Can this foster learning outcomes?。Learning and Instruction,17(6),612-634。 | 31. | Glogger-Frey, I.、Gaus, K.、Renkl, A.(2017)。Learning from direct instruction: Best prepared by several self-regulated or guided invention activities?。Learning and Instruction,51,26-35。 | 32. | Durkin, K.、Rittle-Johnson, B.(2012)。The effectiveness of using incorrect examples to support learning about decimal magnitude。Learning and Instruction,22(3),206-214。 | 33. | Chen, O.、Kalyuga, S.、Sweller, J.(2015)。The worked example effect, the generation effect, and element interactivity。Journal of Educational Psychology,107,689-704。 | 34. | Anderson, J. R.、Fincham, J. M.、Douglass, S.(1997)。The role of examples and rules in the acquisition of a cognitive skill。Journal of Experimental Psychology: Learning, Memory, and Cognition,23,932-945。 | 35. | VanLehn, K.(1999)。Rule-learning Events in the Acquisition of a Complex Skill: An Evaluation of Cascade。The Journal of the Learning Sciences,8(1),71-125。 | 會議論文1. | Roll, I.、Aleven, V.、Koedinger, K. R.(2011)。Outcomes and mechanisms of transfer in invention activities。The 33rd annual meeting of the cognitive science society。Cognitive Science Society。2824-2829。 | 2. | Roll, I.、Aleven, V.、Koedinger, K. R.(2009)。Helping students know 'further': increasing the flexibility of students' knowledge using symbolic invention tasks。The 31st annual conference of the cognitive science society。Cognitive Science Society。1169-1174。 | 圖書論文1. | Chi, M. T. H.(2000)。Self-explaining expository texts: The dual processes of generating inferences and repairing mental models。Advances in instructional psychology。Mahwah, NJ:Lawrence Erlbaum Associates。 | 2. | Sweller, J.(2010)。Cognitive load theory: Recent theoretical advances。Cognitive Load Theory。Cambridge University Press。 | 3. | Brünken, R.、Seufert, T.、Paas, P.(2010)。Measuring cognitive load。Cognitive Load Theory。New York, NY:Cambridge University Press。 | 4. | Renkl, A.(2011)。Instruction based on examples。Handbook of research on learning and instruction。New York, NY:Routledge。 | |