1.Sweller J.Cognitive load theory,learning difficulty and instruction aldesign.Learning and Instruction.1994,4:295‐312.
2.Marsha L,Stephen L.Individual Differences in interest and narrative writing.Contemporary Educational Psychology.1996,21:305‐324.
3.Ferreiro E,Pontecorvo C.Managing the written text:the beginningof punctuation in children"s writing.Learning and Instruction.1999,9:543‐564.
4.Kellogg R T.The Psychology of Writing,Oxford University Press,1999.
5.Lee S H,Berninger V W.Individual differences in children"s working momory and writing skill.Journal of Experimental Child Psychology.1996,63:358‐385.
6.Fitzgerald J,Teasley A B.Effects of instruction in narrative structure onchildren"s writing.Journal of Educational Psychology.1986,6:424‐432.
7.Davis A,Mark A,Lynn K.Extended text and the writing proficiency ofstudents in Urban elementary schools.Journal of Educational Psychology.1994,4:556‐566.
8.McCutchen D,Covill A,Hoyne S H,Mildes K.Individual differences inwriting:Implications of translating fluency.Journal of Educational Psychology.1994,2:256‐266.
9.Benton S T,Kiewra K A,Whitfill J M,Dennison R.Encoding andexternal‐storage effects on writing processes.Journal of EducationalPsychology.1993,2:267‐280.
10.Paas F G W C.Training strategies for attaining transfer of problem‐solving skill in statistics:A cognitive‐load approach.Journal ofEducational Psychology.1992,4:429‐434.
11.Paas F G W C,van Merri迸nboer J G.Variability of worked examples and transfer of geometrical problem‐solving skills:A cognitive‐loadapproach.Journal of Educational Psychology.1994,1:122‐133.
12.Tuovinen J E,Sweller J.A comparison of cognitive load associated withdiscovery learning and worked examples.Journal of EducationalPsychology.1999,2:334‐341.
13.Mousavi S Y,Low R,Sweller J.Reducing cognitive load by mixing auditory and visual presentation models.Journal of EducationalPsychology.1995,2:319‐334.