References
- Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation: Advances in research and theory (Vol. 2, pp. 89–195). Academic Press.
- Baddeley, A. D., & Hitch, G. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 8, pp. 47–89). Academic Press.
- Baddeley, A. D. (1996). Exploring the central executive. Quarterly Journal of Experimental Psychology Section a-Human Experimental Psychology, 49(1), 5–28. https://doi.org/10.1080/713755608
- Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11), 417–423. https://doi.org/10.1016/S1364-6613(00)01538-2
- Baddeley, A. D. (2012). Working memory, theories models and controversy. The Annual Review of Psychology, 63(1), 12.1–12.29. https://doi.org/10.1146/annurev-psych-120710-100422
- Brünken, R., Seufert, T., & Paas, F. (2010). Measuring cognitive load. In J. L. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. 181–202). Cambridge University Press.
- Cowan, N. (1995). Attention and memory: An integrated framework. Oxford University Press.
- Cowan, N. (2005). Working memory capacity. Psychology Press.
- Cowan, N. (2008). What are the differences between long-term, short-term, and working memory? In W. S. Sossin, J. C. Lacaille, V. F. Castellucci, & S. Belleville (Eds.), Progress in brain research (Vol. 169, pp. 323–338). Elsevier B.V.
- Cowan, N. (2011). The focus of attention as observed in visual working memory tasks: Making sense of competing claims. Neuropsychologia, 49(6), 1401–1406. https://doi.org/10.1016/j.neuropsychologia.2011.01.035
- Cowan, N. (2014). Working memory underpins cognitive development, learning, and education. Educational Psychology Review, 26(2), 197–223. doi: 10.1007/s10648-013-9246-y
- Cowan, N. (2016). The many faces of working memory and short-term storage. Psychonomic Bulletin & Review, 24(4), 1158–1170. https://doi.org/10.3758/s13423-016-1191-6
- Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4), 450–466. https://doi.org/10.1016/S0022-5371(80)90312-6
- Engle, R. W., Tuholski, S. W., Laughlin, J. E., & Conway, A. R. A. (1999). Working memory, short-term memory, and general fluid intelligence: A latent-variable approach. Journal of Experimental Psychology: General, 128(3), 309–331. https://doi.org/10.1037/0096-3445.128.3.309
- Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102(2), 211–245. https://doi.org/10.1037/0033-295X.102.2.211
- Forrester, J. W. (1961). Industrial dynamics. Pegasus Communications.
- Forrester, J. W. (1968). Principles of systems: Text and workbook chapters 1 through 10 (2nd preliminary ed.). MIT Press.
- Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational Psychology Review, 23(1), 1–19. https://doi.org/10.1007/s10648-010-9150-7
- Miller, E. K., & Cohen, J. D. (2001). An integrative theory of prefrontal cortex function. Annual Review of Neuroscience, 24(1), 167–202. https://doi.org/10.1146/annurev.neuro.24.1.167
- Miller, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. https://doi.org/10.1037/h0043158
- Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4. https://doi.org/10.1207/S15326985EP3801_1
- Ranganath, C., Johnson, M. K., & D’Esposito, M. (2003). Prefrontal activity associated with working memory and episodic long-term memory. Neuropsychologia, 41(3), 378–389. https://doi.org/10.1016/S0028-3932(02)00169-0
- Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124(3), 372–422. https://doi.org/10.1037/0033-2909.124.3.372
- Schnotz, W., & Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19(4), 469–508. https://doi.org/10.1007/s10648-007-9053-4
- Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4
- Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19–30). Cambridge University Press.
- Sweller, J. (2008). Human cognitive architecture. In J. Spector, M. Merril, J. Van Merrienboer, & M. Driscoll (Eds.), Handbook of research on educational communications and technology (pp. 369–381). Erlbaum.
- Sweller, J. (2010). Element interactivity and intrinsic, extraneous and germane cognitive load. Educational Psychology Review, 22(2), 123–138. https://doi.org/10.1007/s10648-010-9128-5
- Sweller, J. (2011). Cognitive load theory. In J. Mestre & B. Ross (Eds.), The psychology of learning and motivation: Cognition in education (Vol. 55, pp. 37–76). Academic Press.
- Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185–233. https://doi.org/10.1207/s1532690xci1203_1
- Van Gog, T., & Paas, F. (2008). Instructional efficiency: Revisiting the original construct in educational research. Educational Psychologist, 43(1), 16–26. https://doi.org/10.1080/00461520701756248