4GABRIELE CIERNIAKA,KATHARINA SCHEITERB, PETER GER- JETS.Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? [J ]. Computers in Human Behavior, 2009,25( 2 ): 315-324.
4Schneider, W., & Shiffrin, R. M. (1977). Controlled and automatic human information processing. I. Detection,search, and attention. Psychological R.eview,84(1),1-66.
5Chi,M., Glaser, R.,& Kees, E.(1982).Expertise in problem solving. In R. Stemberg (ed.), Advances in the Psychology of Human inteUigence (pp.7-75.), Erlbaum, HiUsdale, NJ.
6SweUer, J., Merrienboer, J., & Paas, F. (1998).Cognitive architecture and instructional design. Educational Psychology Review,10(3),251-296.
7Sweller, J. & Chandler, P.(1994). Why some material is difficult to learn. Cognition and Instruction,12,185-233.
8Marcus, N., Cooper, M., & Sweller, J. (1996). Understanding instructions. Journal of Educational Psychology,88(1),49-63.
9Chandler, P. & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction,8(4),293-332.
10P,.enld, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cognitive skills acquisition: A cognitive load perspective. Educational Psychologist,38(1), 15-22.