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^ 3.03.1Ward, Mark; Sweller, John. Structuring Effective Worked Examples. Cognition and Instruction. 1990, 7 (1): 1–39. ISSN 0737-0008. doi:10.1207/s1532690xci0701_1(英语).
^ 4.04.1Chandler, Paul; Sweller, John. Cognitive Load Theory and the Format of Instruction. Cognition and Instruction. 1991, 8 (4): 293–332 [2021-08-31]. ISSN 0737-0008. doi:10.1207/s1532690xci0804_2. (原始内容于2021-11-06) (英语).
^Chandler, Paul; Sweller, John. The Split-Attention Effect as a Factor in the Design of Instruction. British Journal of Educational Psychology. 1992, 62 (2): 233–246. doi:10.1111/j.2044-8279.1992.tb01017.x(英语).
^Purnell, Kenneth N.; Solman, Robert T.; Sweller, John. The effects of technical illustrations on cognitive load. Instructional Science. 1991-09-01, 20 (5): 443–462. ISSN 1573-1952. S2CID 62549191. doi:10.1007/BF00116358(英语).