一、中文部分
孔繁鐘編譯(民89)：精神疾病的診斷與統計。台北市：合記圖書出版社。
古明峰(民86)：加減法應用題語文知識對問題難度之影響暨動態評量在應用問題之學習與遷移歷程上研究。國立台灣師範大學教育心理與輔導研究所博士論文，未出版。古明峰(民87)：數學應用題的解題認知歷程之探討。教育研究資訊，1998.5.，6(3)，63-77。李甯(民88)：功能溝通訓練對促進無口語自閉症兒童溝通行為成效之研究。國立台灣師範大學特殊教育研究所碩士論文，未出版。杜正治譯(民83)：單一受試研究法。台北：心理出版社。
何縕琪(民83)：表徵策略教學對提昇國小低解題正確率學生解題表現之效果研究。國立台灣師範大學教育心理與輔導研究所碩士論文，未出版。
吳昭容(民79)：圖示對國小學童解數學應用問題之影響。國立台灣大學心理研究所獨立研究，未出版。
岳修平譯(民87)：教學心理法。台北：遠流出版社。
林佳真(民88)：數學文字題的表徵教學策略。科學教育研究與發展，15，59-67。
林美和(民76)：數學障礙兒童學習問題之研究。國立台灣師範大學社會教育學刊，16，43-76。林清山譯(民80)：教育心理學─認知取向。台北市：遠流出版社。
林淑玲(民88)：國小數學學習障礙學生對「比較類」加減應用題解題表徵之研究。國立台灣師範大學特殊教育研究所碩士論文，未出版。施青豐(民88)：認知解題策略教學對解題困難聽覺障礙學生解題成效之研究。國立台灣師範大學特殊教育研究所碩士論文，未出版。徐文鈺(民81)：圖示策略訓練課程對國小五年級學生的數學應用題解題能力與錯誤類型之影響。國立台灣師範大學教育心理與輔導研究所碩士論文，未出版。紀惠英(民80)：國小六年級學生數學應用問題表徵類型與同構性之研究。國立台灣師範大學特殊教育研究所碩士論文，未出版。翁嘉英(民77)：國小兒童解數學應用問題的認知歷程。國立台灣大學心理研究所碩士論文，未出版。張憶壽譯(民75)：怎樣解題。台北市：長橋出版社。
葉雪梅(民79)：國小兒童對「比較類應用問題」的解題行為。國立政治大學教育研究所碩士論文，未出版。鄭昭明(民78)：認知與語言的基礎研究-教學心理的歷程分析。發展月刊，17，21-38。
蔣治邦(民83)：由表徵觀點探討實驗教材數與計算活動的設計。載於八十二學年度數學教育研討會論文暨會議實錄彙編PP.132-149。
謝孟珊(民89)：以不同符號表徵未知數對國二學生解方程式表現之探討。國立台北師範學院數理教育研究所碩士論文，未出版。謝毅興(民80)：國小兒童解數學應用問題的策略。國立台灣大學心理研究所碩士論文，未出版。二、英文部分
Briars , D. J. ,& Larkin , J. H. (1984). An intergrated
model of skill in solving elementary word problems. Cognition and Instruction ,1,3,245-296.
Carpenter , T. P. (1985). Learning to add and subtract : An exercise in problem solving . In E. A. Silver (Ed.), Teaching and learning mathematical problem solving : Multiple research perspectives . Hillsdale , NJ : Lawrence Erlbaum Associates.
DeCorte, E. , & Verschaffel, L ., & DeWin , L .(1985). Influence of rewording verbal problems on children’s problem representations and solutions . Journal of Educational Psychology , 77 , 460-470 .
Dufour-Janvier , B. ,Bednarz , N . , & Belanger , M . (1987) . Pedagogical considerations concerning the problem of representations . In C. Janvier(Ed.), Problems of representation in the teaching and learning of mathematics(pp.109-122). Hillsdale , NJ : Lawrence Erlbaum Associates.
Fuson , K.C., & Willis , G. B.(1989). Second graders’ use of schematic drawings in solving addition and subtraction word problems . Journal of Educational Psychology , 81,514-520
Gagn’e , E.D.(1985). The cognitive psychology of school learning . Boston : Little , Brown and company.
Glass , A.L. & Holyoak , K.J.(1986). Cognition(2nd
ed.).New York : Random House .
Greeno ,J.G .(1987). Instructional representations based on research about understanding . In A.H. Schoenfeld (Ed.) , Cognitive Science and Mathematics Education . Hillsdale .
Heller,J.I.,& Greeno ,J.G .(1978). Semantic processing in arithmetic word problem solving . Pater presented at the Midwestern Psychological Association Convention ,Chicago ,May.
Huges ,M .(1986). Children and number : Difficulties in learning mathematics . NY : Basil Blackwell .
Kaput, J.J. (1987) . Representation systems and mathematics . In C. Janvier (Ed.) , Problems of Representation in the teaching and learning of mathematics (pp.19-26). Hillsdale, NJ: Erlbaum Associates.
Kinstsch , W . , & Greeno , J . G .(1985) .Understanding and solving word arithmetic problems . Psychology Review , 92 , 109-129 .
Lesh, R. (1987) . The evolution of problem representation in the presence . In C. Janvier (Ed.) , problems of representation in the teaching and learning of mathematics . Hillsdale, NJ: Lawrence Erlbaum Associates.
Lewis , A . B . & Mayer , R . E. (1987) . Students’ miscpmprehention of relational statementas in arithmatic word problems . Journal of Educational Psychology , 79(4) , 363-371 .
Lewis , A . B . (1989) . Training students to represent arithmetic word problems . Journal of Educational Psychology , 81,521-531.
Machida , K., & Carlson , J .(1984). Effects of verbal mediation strategy on cognitive processes in mathematics learning . Journal of Educational Psychology , 76,382-385.
Mayer , R .E .(1985) . Mathematical ability .In Sternberg ,R.J .(Ed.).Human ability : An information processing approach . 127-150. New York: Freeman.
Mayer , R .E .(1987) . Educational psychology : A cognitive approach . Boston , MA: Little , Brown .
Mayer , R .E .(1992) . Thinking , problem solving , cognition . New York: Freeman.
Miller , S .P. , & Mercer , C. D. (1997). Educational aspects of mathematics disabilities . Journal of Learning Disabilities ,30(1),47-56
Moyer ,J.C.,Sowder , L., Threadgill- Sowder, J.,& Moyer, M.B.(1984). Story problem formats : Drawn versus verbal versus telegraphics . Journal for Research in Mathematics Education , 15, 342-351.
Riley , M. S. (1981). Conceptual and procedural knowledge development . Unpublished master’s thesis ,University of Pittsburgh .
Riley , M. S. ,Grenno , J. G. ,& Heller , J. I. (1983). Development of children’s problem —solving ability in arithmatic . In H .P . Ginsburg (Ed.), The development of arithmatic thinking . (pp .153-196) . New York : Academic Press .
Riley , M. S. ,Grenno , J. G. (1988). Developmental analysis of understanding language about quantities and of solving problems . Cognition and Instruction , 5, 49-101.
Stern , E.(1993). What makes certain arithemetic word problems involving the comparison of sets so difficult for children . Journal of Educational Psychology , 85,7-23.
Sternberg , R.J.(1996).Cognitive Psychology . Orlando ,FL:Harcourt Brace .
Thomas , E. S., & Margo , A.M.(1998). Summarizing single-subjest research . Behavior Modification ,22, 3,221-242.
Willis , G. B., & Fuson , K.C.(1988). Teaching children to use schematic drawings to solve addition and subtraction word problems . Journal of Educational Psychology , 80,192-201.