參考書目
一、中文部分
方吉正（2000）。認知學徒制在國小數學解題教學成效之研究。國立高雄師範大學教育學系博士論文（未出版）。
王明傑（2003）。國小學生自我調整學習模式之驗證暨應用性向與事件評量融入社會領域之自我調整閱讀理解教學效果之研究。國立台灣師範大學教育心理與輔導學系博士論文（未出版）。何俊青（2000）。建構式概念教學在國民小學社會科的實驗研究。國立高雄師範大學教育系博士論文（未出版）。吳幸宜譯（1994）。學習理論與教學應用。台北：心理。
吳玲玲譯（1998）。認知心理學。台北：華泰。
吳武典、張正芬（1984）。國語文能力測驗指導手冊。國立台灣師範大學特殊教育中心。
吳淑敏（1991）。創造性問題解決之心像教學方案對國小資優學生問題解決能力、創造力、自我概念及認知風格之影響。國立臺灣師範大學特殊教育研究所碩士論文（未出版）。
李麗香（2004）。國小教師創意教學與學生自我概念學習動機學習策略及學習成效之相關研究。國立高雄師範大學教育系碩士論文（未出版）。
李咏吟（1998）。認知教學---理論與策略。台北：心理。
周容瑜（1995）。心像與文章結構對文章閱讀的影響。私立輔仁大學應用心理研究所碩士論文（未出版）。林淑貞（1990）。圖畫心像策略對國中輕度智能不足學生記憶文章內容效果之研究。國立彰化師範大學特殊教育研究所碩士論文（未出版）。邱皓政（2004）。第二章組織創新的認知歷程。線上檢索日期：2004年9月25日。網址：http://cnet.creativity.edu.tw/cnet-html/90final-publish/pdf-online/manage/manage-ch2.pdf
柯志忠（2000）。社會互動寫作教學方法對國小高年級學童寫作品質及寫作態度影響之研究。國立嘉義大學國民教育研究所碩士論文（未出版）。
胡永崇（1985）。心象中介對智能不足學生語文配對聯想學習之影響。國立彰化師範大學特殊教育研究所碩士論文（未出版）。
張世彗、蔣明珊（1991）。心像創造在問題解決上的運用。創造思考教育，3，38-43。
張春興（1996）。教育心理學：三化取向的理論與實踐。台北：東華。
張春興（1997）。現代心理學。台北：東華。
張秋琪（1993）。引起心像的廣告策略對廣告溝通效果之影響。國立台灣大學商學系碩士論文（未出版）。莊明貞（1999）。多元文化的動態評量與教學-從維高斯基觀點談起，教師天地，99，25-31。
連淑鈴（2002）。電腦看圖故事寫作對國小二年級學童寫作成效及寫作態度影響之研究。臺北市立師範學院國民教育研究所碩士論文（未出版）。郭淑禎（2003）。從建構取向教學的教室環境營造提昇學童科學學習動機之行動研究。國立花蓮師範學院科學教育研究所碩士論文（未出版）。
陳淑絹（1995）。「指導—合作學習」教學策略增進國小學童閱讀理解能力之實徵研究。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）。陳鳳如（1999）。閱讀與寫作整合的寫作歷程模式驗證及其教學效果之研究。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）。陳增穎（2000）。心像技術在哀傷諮商中的應用。諮商與輔導，177，13-15。
黃雪慧（1989）。圖片與心像對國中智能不足學生語句記憶效果之研究。國立彰化師範大學特殊教育研究所碩士論文（未出版）。黃錫昭（2003）。情境教學模式對國小智能障礙學生購物技能學習效果之研究。國立嘉義大學特殊教育學系研究所碩士論文（未出版）。
鄔瑞香、林文生（民86）。建構主義在國小數學科教學試煉。國教世紀，178，52-55。廖美惠（2003）。教導學習策略對國中學生數學科的學習成效研究。國立高雄師範大學物理研究所碩士論文（未出版）。
劉英茂（1977）。心象記憶法的研究—英文字彙之習得。科學發展月刊，5，987-999。
蔡銘津（1995）。文章結構分析策略教學對增進學童閱讀理解與寫作成效之研究。國立高雄師範大學教育系博士論文（未出版）。鄭晉昌（1993）。電腦輔助學習的新教學設計觀---認知學徒制，教育資料與圖書館學，31（1），56-66。謝琇玲（1997）。心像指導對國中生學習中國成語影響之研究。義守大學學報，4，397-410。
藍雅慧（2002）。知情意整合的國中生數學學習歷程模式之建構。國立台灣師範大學教育心理與輔導研究所碩士論文（未出版）。二、英文部分
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