도경수, 황혜란 (2006). 멀티미디어 학습에서 인지 양식과 제시 순서가 파지와 이해에 미치는 영향. 인지과학, 17(3), 231-253.

조경자, 한광희. (2002). 멀티미디어 환경에서 인지양식이 학습수행에 미치는 영향. 한국심리학회지: 인지 및 생물, 14(3), 165-185.

조광희 (2012). 고등학생의 계열 선택 및 과학․수학 선택 과목 이수에 관한 의견 조사. 교과교육학연구, 16, 839-857.

Alloway, T. P. (2007). Automated working memory assessment. London: Pearson Assessment.

Alloway, T. P., Banner, G. E., & Smith, P. (2010). Working memory and cognitive styles in adolescents' attainment. British Journal of Educational Psychology, 80, 567-581.

Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J. (2009). The working memory rating scale: A classroom-based behavioral assessment of working memory. Learning and Individual Differences, 19, 242-245.

Anderson, K. L., Casey, M. B., Thompson, W. L., Burrage, M. S., Pezaris, E., & Kosslyn, S. M. (2008). Performance on Middle School Geometry Problems With Geometry Clues Matched to Three Different Cognitive Styles. Mind, Brain and Education, 2, 188-197.

Baddeley, A. D., & Hitch, G. J. (1974). Working memory (Vol.8). New York: Academic Press.

Blajenkova, O., Kozhevnikov, M., & Motes, M. A. (2006). Object-spatial imagery: New self-report imagery questionnaire. Applied Cognitive Psychology, 20, 239-263.

Blazhenkova, O., & Kozhevnikov, M. (2009). The new object-spatial-verbal cognitive style model: Theory and measurement. Applied Cognitive Psychology, 23, 638-663.

Blazhenkova, O., & Kozhevnikov, M. (2010). Visual-object ability: A new dimension of non-verbal intelligence. Cognition, 117, 276- 301.

Bull, R., & Scerif, G. (2001). Executive Functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology, 19, 273-293.

Casey, M. B., Winner, E., Hurwitz, I., & DaSilva, D. (1991). Does processing style affect recall of the Rey-Osterrieth or Taylor complex figures? Journal of Clinical and Experimental Neuropsychology, 13, 600-606.

Chara, P. J., Jr., & Hamm, D. A. (1989). An inquiry into the construct validity of the Vividness of Visual Imagery Questionnaire. Perception and Motor skills, 69, 127-136.

Chein, J. M., & Morrison, A. B. (2010). Expanding the mind's workspace: Training and transfer effects with a complex working memory span task. Psychonomic Bulletin & Review, 17, 193-199.

Collins, D. W., & Kimura, D. (1997). A large sex difference on a two-dimensional mental rotation task. Behavioral Neuroscience, 111, 845-849.

Courtney, S. M., Petit, L., Maisog, J. M., Ungerleider, L. G., & Haxby, J. V. (1998). An area specialized for spatial working memory in human frontal cortex. Science, 279, 1347-1351.

Courtney, S. M., Ungerleider, L. G., Keil, K., & Haxby, J. V. (1996). Object and spatial visual working memory activate separate neural systems in human cortex. Cerebral Cortex, 6, 39-49.

Cowan, N., & Alloway, T. P. (2008). The development of working memory. In N. Cowan (Ed.), Development of memory in childhood (2ed., pp.303-342). Hove: Psychology Press.

de Jong, P. F. (1998). Working memory deficits of reading disabled children. Journal of Experimental Child Psychology, 70, 75-96.

Della Sala, S., Gray, C., Baddeley, A., Allamano, N., & Wilson, L. (1999). Pattern span: a tool for unwelding visuo-spatial memory. Neuropsychologia, 37, 1189-1199.

Farah, M. J., Hammond, K. M., Levine, D. N., & Calvanio, R. (1988). Visual and spatial mental imagery: dissociable systems of representation. Cognitive Psychology, 20, 439-462.

Geary, D. C., Gilger, J. W., & Elliott-Miller, B. (1992). Gender differences in three-dimensional mental rotation: a replication. Journal of Genetic Psychology, 153, 115-117.

Grimley, M., Dahraei, H., & Riding, R. J. (2008). The relationship between anxiety-stability, working memory and cognitive style. Educational Studies, 34, 211-221.

Grimleya, M., & Banner, G. (2008). Working memory, cognitive style, and behavioural predictors of GCSE exam success. Educational Psychology, 28, 341-351.

Halpern, D. F. (2000). Sex differences in cognitive abilities (3rd ed.). Mahwah, NJ, USA: Lawrence Erlbaum Associates Publishers.

Harkin, B., & Kessler, K. (2011). How Checking as a Cognitive Style Influences Working Memory Performance. Applied Cognitive Psychology, 25, 219-228.

Heuer, F., Fischman, D., & Reisberg, D. (1986). Why does vivid imagery hurt colour memory? Canadian Journal of Psychology, 40, 161-175.

Hiscock, M. (1976). Effects of Adjective Imagery on Recall from Prose. The Journal of General Psychology, 94, 295-299.

Hyde, J. S., & Linn, M. C. (1988). Gender differences in verbal ability: A meta-analysis. Psychological Bulletin, 104, 53-69.

Kail, R., Carter, P., & Pellegrino, J. (1979). The locus of sex differences in spatial ability. Perception & Psychophysics, 26, 182-186.

Kirby, J. R. (1993). Collaborative and competitive effects of verbal and spatial processes. Learning and Instruction, 3, 201-214.

Kosslyn, S. M., & Koenig, O. (1995). Wet mind: the new cognitive neuroscience (1st Free Press pbk. ed.). New York: Free Press.

Kozhevnikov, M., Blazhenkova, O., & Becker, M. (2010). Trade-off in object versus spatial visualization abilities: restriction in the development of visual-processing resources. Psychonomic Bulletin and Review, 17, 29-35.

Kozhevnikov, M., Hegarty, M., & Mayer, R. E. (2002). Revising the visualizer/verbalizer dimension: evidence for two types of visualizers. Cognition & Instruction, 20, 47-77.

Kozhevnikov, M., Kosslyn, S., & Shephard, J. (2005). Spatial versus object visualizers: A new characterization of visual cognitive style. Memory & Cognition, 33, 710-726.

Levine, D. N., Warach, J., & Farah, M. (1985). Two visual systems in mental imagery: dissociation of “what” and “where” in imagery disorders due to bilateral posterior cerebral lesions. Neurology, 35, 1010-1018.

Linn, M. C., & Petersen, A. C. (1985). Emergence and characterization of sex differences in spatial abilities: a meta-analysis. Child Development, 56, 1479-1498.

Logie, R. H., & Pearson, D. G. (1997). The inner eye and the inner scribe of visuo-spatial working memory: Evidence from developmental fractionation. European Journal of Cognitive Psychology, 9, 241-257.

Marks, D. F. (1973). Visual imagery differences in the recall of pictures. British Journal of Psychology, 64, 17-24.

Mayringer, H., & Wimmer, H. (2000). Pseudoname learning by German-speaking children with dyslexia: Evidence for a phonological learning deficit. Journal of Experimental Child Psychology, 75, 116-133.

McKelvie, S. J. (1995). The VVIQ as a psychometric test of individual differences in visual imagery vividness: A critical quantitative review and plea for direction. Journal of Mental Imagery, 19, 1-106.

Messick, S. (1976). Individuality in learning. Oxford, England: Jossey-Bass.

Milner, A. D., & Goodale, M. A. (1995). The visual brain in action. Oxford; NewYork: Oxford University Press.

Motes, M. A., Malach, R., & Kozhevnikov, M. (2008). Object-processing neural efficiency differentiates object from spatial visualizers. Neuroreport, 19, 1727-1731.

Nelson, C. A., Monk, C. S., Lin, J., Carver, L. J., Thomas, K. M., & Truwit, C. L. (2000). Functional neuroanatomy of spatial working memory in children. Developmental Psychology, 36, 109-116.

Oliveri, M., Turriziani, P., Carlesimo, G. A., Koch, G., Tomaiuolo, F., Panella, M., et al. (2001). Parieto-frontal interactions in visual-object and visual-spatial working memory: Evidence from transcranial magnetic stimulation. Cerebral Cortex, 11, 606-618.

Pavio, A. (1971). Imagery and verbal processes. Oxford: Holt: Rinehart & Winston.

Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology, 90, 25-36.

Richardson, A. (1977). Verbalizer-visualizer: a cognitive style dimension. Journal of Mental Imagery, 1, 109-125.

Riding, R. J. (1991). Cognitive Styles Analysis. Birmingham: Learning and Training Technology.

Riding, R. J. (2000). Information Processing Index. Birmingham: Learning and Training Technology.

Riding, R. J., Grimley, M., Dahraei, H., & Banner, G. (2003). Cognitive style, working memory and learning behaviour and attainment in school subjects. British Journal of Educational Psychology, 73, 149-169.

Sadler-Smith, E., & Riding, R. (1999). Cognitive style and instructional preferences. Instructional Science, 27, 355-371.

Schmiedek, F., Lovden, M., & Lindenberger, U. (2010). Hundred days of cognitive training enhance broad cognitive abilities in adulthood: findings from the COGITO study. Frontiers in Aging Neuroscience, 2.

Seigneuric, A., Ehrlich, M. F., Oakhill, J. V., & Yuill, N. M. (2000). Working memory resources and children's reading comprehension. Reading and Writing, 13, 81-103.

Swanson, H. L. (1994). Short-Term-Memory and Working-Memory - Do Both Contribute to Our Understanding of Academic-Achievement in Children and Adults with Learning- Disabilities. Journal of Learning Disabilities, 27, 34-50.

Uhl, F., Goldenberg, G., Lang, W., Lindinger, G., Steiner, M., & Deecke, L. (1990). Cerebral correlates of imagining colours, faces and a map-Ⅱ. Negative cortical DC potentials. Neuropsychologia, 28, 81-93.

Ungerleider, L. G., & Haxby, J. V. (1994). ‘What’ and ‘where’ in the human brain. Current Opinion in Neurobiology, 4, 157-165.

Voyer, D., Voyer, S., & Bryden, M. P. (1995). Magnitude of sex differences in spatial abilities: a meta-analysis and consideration of critical variables. Psychological Bulletin, 117, 250-270.