1. Ainsworth, S. E., & Iacovides, I. (2005). Learning by constructing self-explanation diagrams. Paper presented at the 11th EARLI Conference, Munich, Germany. Retrieved from
http://www.psychology.nottingham.ac.uk/staff/sea/earli2005/ainsworth_abstract.pdf
2. Ainsworth, S., & Loizou, A. T. (2003). The effects of self-explaining when learning with text or diagrams. Cognitive Science, 27, 609–681.
3. Ainsworth, S., Prain, V., & Tytler, R. (2011). Drawing to learn in science. Science, 333, 1096–1097.
4. Berthold, K., Eysink, T. H. S., & Renkl, A. (2009). Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science, 37, 345–363.
5. Berthold, K., Röder, H., Knörzer, D., Kessler, W., & Renkl, A. (2011). The double-edged effects of explanation prompts. Computers in Human Behavior, 27, 69–75.