Cultivating Curiosity

Not long now until our Practical Pathways course begins.

Submission to the Senate Community Affairs Legislation Committee
National Disability Insurance Scheme Amendment
(Securing the NDIS for Future Generations) Bill 2026

Amanda Larkin
Founder, Cultivating Curiosity AU Pty Ltd
Unregistered NDIS Provider delivering support under Capacity Building – Improved Daily Living Skills

1️⃣ About Me

I run Cultivating Curiosity AU Pty Ltd, a business owner in Perth, Western Australia. I am an unregistered NDIS provider delivering Capacity Building – Improved Daily Living Skills supports to a small participant cohort. These participants make up less than 20% of my client base.

My qualifications cover both disability support and education. They include a Bachelor of Primary Education, Certificate IV in Disability, Diploma of Counselling, Mini Certificate of Gifted Education, certified LEGO® SERIOUS PLAY® facilitator training, Coach (Growth Coaching International), and additional training in executive function supports for twice-exceptional participants. This combination is deliberate. The participants I work with need both.

My NDIS work is with twice-exceptional participants. For these participants, disability does not present in isolated ways. It appears through the interaction of co-occurring conditions, school environments, developmental stages, and the gap between what a participant can think and what their nervous system can manage on any given day. The supports I provide include executive functioning, emotional regulation, metacognitive development, and transition planning, are grounded in diagnosed disability and documented in service agreements and provider reports.

I have lived experience as a twice-exceptional person with DSM-5 diagnoses, and I am raising two twice-exceptional children.
In 2026, Cultivating Curiosity was nominated for a WA Disability Support Award in the Excellence in Innovation category for Camp Curiosity, a program built for twice-exceptional participants who fall between gifted education and disability support systems. That nomination sits in direct tension with this Bill. A provider recognised by the disability sector for innovation with complex neurodivergent participants is an unregistered provider. Under the direction this Bill signals, that may not remain an accessible service for the participants I work with. The Committee should ask what is lost when compliance costs push specialist providers out of the market.

I am submitting under my name because an anonymous submission carries less weight. That is not a comfortable decision. As a small, unregistered provider, I know that attaching my name to a public submission critical of this Bill creates a real risk of scrutiny of my practice. Participants face the same calculation. Challenging decisions about your plan, funding, or treatment carries real risk in a system that holds significant power over your life. That does not make these concerns less accurate. But the Committee should understand that the chilling effect on the people most affected by this Bill is not theoretical. It is one reason many providers and participants who share these concerns will not submit. That accountability gap matters too.

2️⃣ Flawed Administration

This Bill has one foundational problem. It assumes that disability, support needs, treatment, and permanence can all be assessed in direct, isolated, single-cause terms.

For the participants I work with, that assumption is clinically wrong. Twice-exceptional participants experience disability through the interaction of multiple co-occurring conditions, shaped by environment, developmental stage, and systems that were not built for them. Support needs do not arise neatly from one impairment. They arise from impairments compounding on each other in environments that repeatedly fail to accommodate them.

The change to paragraph 34(1)(aa), swapping “arising from” for “arising directly from”, is where this problem first appears in the text. But the same assumption is threaded throughout the Bill. It appears through the reasonable and necessary framework, assessment and reassessment processes, permanence and treatment provisions, and the provider framework itself. At every stage, participants with complex, interacting disabilities are filtered through a model that prioritises direct, isolated, single-cause relationships.

3️⃣ “Directly Arising From”

Schedule 1, Part 3 changes “arising from an impairment” to “arising directly from an impairment” in paragraph 34(1)(aa). For participants with co-occurring conditions, this is not a minor change.

A participant with autism and ADHD does not experience executive functioning difficulties separately from emotional regulation difficulties, school refusal, or burnout. These impairments interact and compound each other. Support needs arise from multiple interacting impairments meeting environments that are not built for them. The proposed wording gives the NDIA a mechanism to argue that the causal link is not direct enough.

The Bill also makes it easier to exclude supports by classifying them as another system’s responsibility, education, health, or another service framework. For many families, these are systems that have already failed to provide adequate support. “More appropriately funded elsewhere” may describe where government prefers the cost to sit. It does not mean equivalent support actually exists.

☑️ Recommendation 1.
Retain “arising from” in paragraph 34(1)(aa), or provide explicit guidance that cumulative and interacting impairments meet the causal standard. Exclusions based on other service system responsibility should apply only where those systems demonstrably provide equivalent access and support.

4️⃣ Reasonable and Necessary

Schedule 1, Part 6 applies the same logic to the reasonable and necessary framework. Supports must now be consistent with financial sustainability, meet elevated evidence standards, and be measured against undefined “comparable supports”.
Financial sustainability belongs at the scheme level. It should not determine whether an individual participant’s support needs are considered legitimate. When it operates at the planning level, genuine need risks being reclassified as unaffordable.

This framework privileges large-scale, generalisable evidence. That disadvantages neuroaffirming, relational, and individualised supports, particularly for participant groups too small to generate conventional evidence bases. For the participants those programs serve, they are often the only supports that work. Deciding they do not qualify as evidence-based because they lack large-scale trial evidence is not neutral. It is a decision about whose evidence counts.

“Comparable supports” is not defined. A cheaper support is not automatically comparable. A group program is not comparable to individual coaching for a participant whose masking makes group settings harmful. A generalist is not comparable to a specialist when specialist knowledge is what makes the support effective.

☑️ Recommendation 2.
Remove financial sustainability as a criterion at the individual planning level. Define “comparable supports” according to functional equivalence, not cost. Require evidence standards to accommodate relational, neuroaffirming, and small-cohort approaches.

5️⃣ Assessment, Treatment and Access

🔵 Functional Capacity

Schedule 1, Part 1 assesses functional capacity without supports, assistive technology, or environmental context. Many participants I work with function because of scaffolding, co-regulation, and relational safety. Removing those supports does not reveal true capacity. It measures functioning without the conditions required for participation. The Bill risks interpreting successful support as evidence that less support is required.

🔵 Reassessment

Schedule 1, Part 2 limits reassessments to significant, ongoing, and unanticipated changes. For autistic burnout and psychosocial deterioration, distress is often invisible until it becomes acute. Early intervention is often more effective and less costly. This Bill makes preventative responses more difficult.

🔵 Appropriate Treatment

Schedule 1, Part 8 introduces “all appropriate treatment” as part of the permanence assessment. The Bill does not define what “appropriate” means, who determines it, or how harm is assessed.

Harm from therapeutic intervention is a real and documented risk when treatment is delivered without adequate consideration of a participant’s co-occurring conditions and full clinical profile. Participants and families who make careful, evidence-informed decisions to decline or modify interventions on that basis should not face losing NDIS support as a result. This Bill offers no protection against that outcome.

🔵 Access and Equity

Even where treatment is appropriate and well-delivered, participants in regional and remote areas, participants on long waitlists, culturally and linguistically diverse participants, and participants for whom culturally safe services do not exist may still be unable to access it. Support eligibility should not depend on services that are unavailable in practice.

The framework does not adequately recognise participant autonomy or informed refusal of treatment, including where treatment conflicts with a participant’s values, culture, or prior experience of harm. That sits in direct tension with the NDIS principle of choice and control.

☑️ Recommendation 3.

Define “appropriate treatment” to require consideration of a participant’s full profile of co-occurring conditions, not only their primary diagnosis. Provide explicit protections for participants and families who decline treatment on the basis of documented harm or contraindication. Require permanence determinations to account for actual geographic, cultural, and systemic access barriers. Affirm participant autonomy and informed decision-making without penalty.

6️⃣ Provider Viability

Schedule 2 expands the provider definition as the foundation for broader mandatory registration. The same logic that narrows what counts as a legitimate support need is now narrowing what counts as a legitimate provider. Compliance infrastructure and organisational scale are rewarded. Specialisation and relational continuity are not.

For small specialist providers operating under Capacity Building – Improved Daily Living Skills, registration costs already exceed revenue derived from NDIS-funded work. This is not unusual. It is the reality for many experienced providers working with complex neurodivergent participants, providers who have built specialist knowledge over years, who hold relationships with participants that cannot simply be transferred elsewhere, and who offer flexibility that larger organisations often cannot.
If mandatory registration is extended to providers in this category, the most likely outcome is not improved quality. It is that providers whose value comes from specialisation and continuity leave the market. What replaces them will typically be organisations with the infrastructure to absorb compliance costs and standardised service models that work least well for complex participants.

I am already accountable through formal service agreements linked to participant goals and regular provider reporting against reasonable and necessary criteria. The idea that all unregistered providers represent an accountability gap does not reflect the way many small specialist providers actually operate.

☑️ Recommendation 4.

Legislate a genuine tiered enrolment model separating low-risk specialist capacity-building supports from high-risk personal care and supported living services. Light-touch enrolment pathways for sole practitioners and small specialist providers should be included in primary legislation rather than left to subordinate instruments. Any impact analysis of expanded registration should model sole-trader and small-provider exit rates, and the resulting impact on participant access to specialist supports.

7️⃣ Closing

This Bill contains one core issue threaded throughout its provisions. It assumes that complex, interacting, contextual disability can be assessed, funded, treated, and supported through frameworks that prioritise direct, isolated, single-cause relationships.

The participants I work with have real, permanent, and significant disability. There is often no equivalent support system available to them outside the NDIS. The supports that work for them are frequently the very supports this Bill makes hardest to access and sustain.

I am asking the Committee to address this issue at its root and to make recommendations that protect the scheme for the people it was built to support.

This Gifted Awareness Week, I’ve written pieces about the kids. Their profiles, their needs, their brilliance, the systems that fail them and the strategies that don't. That's my work and I love it. But on the last day of Gifted Awareness Week 2026, I want to write about the mums.

Not because our stories matter more. But because they almost never get told.

Neihart and Betts identified six profiles of gifted learners. And if you've spent any time with me, you'll know I love them.

What we don't always recognise is how these profiles are reflected in our adulting lives too.

The Underground. The Twice-Exceptional. The Successful who is quietly falling apart behind the scenes. We spend so long learning to see our children clearly that we often forget to turn that lens on ourselves.

I started this week with a piece called Unmasking Missed Identification. I'm ending it by going back to something I wrote in 2020 for Gifted Awareness Week. I wrote it anonymously. It was about wellbeing. Actually, my kids', mostly, and mine somewhere in the margins. I set myself three goals: comfortable, healthy, happy. I was going to go to the gym. I was going to look at my diet as carefully as I looked at my kids'. I was going to model wellness.

This week the Varied Voices theme has hit differently for me Australian Association for the Education of the Gifted and Talented - AAEGT~ not just as an educator, but as an adult and as a mum. Because some of the most varied voices some of us deal with aren't in the classroom or the school meeting. They're inside our own heads. The voice that says you're not doing enough. The one that says you should have known better. The one that worries that you're 'that mum'. The one that doesn't want to ask for more. The one that fears the opinions of the carpark mafia. The one that pipes up at 2am when everyone else is asleep and you're still trying to work out if you made the right call.

Dads belong in this conversation too. Without doubt. But they deserve their own post written from their own lived experience. I believe hard in lived experience expertise and it would be hypocritical of me to write on their behalf. So this is a genuine invitation. If you're a dad of 2E kids who sees yourself in any of this and you want to create something together that's actually yours, reach out. I'd love to work with you.

**********

The following is an imagined conversation between 2020 Amanda and 2026 Amanda.

**********

2026: Hiya. Come in. Grab a seat. Yes, the oodie and uggies are absolutely fine in here. Honestly, you're here and that's a goal achieved in itself. This is a no shame, no blame, no judgement zone.

Before we begin, there are three things you need to know about this space.

This is our bubble of confidentiality.
You're free to say whatever you need to say, however you need to say it.

I will only break confidentiality for three reasons:
• I'm worried about your safety.
• I'm worried about the safety of others.
• You've done something epic and won't brag about it. I will, on your behalf, to your people.

One and two are because I'm a mandatory reporter. Three is because gifted kids are always being told to stay in their lane. I want them to own their truth.

**********

2026: So. How are you actually doing?

2020: Good. The kids are finally in good schools. It's been a wild ride but I think we're through the worst of it. I've written down my goals, gym, diet, being more comfortable talking about the kids' neurodiversity. I even gave myself an AND instead of an OR. Google dictionary can keep its definition.

2026: I remember writing that. What I'm asking is, how are YOU doing? Not the goals. Not the kids. You.

2020: I'm managing.

2026: That's not the same thing.

2020: Ok. I’m tired. I'm bone aching tired. But I feel like I'm not allowed to say that. We're finally in a good place, so who am I to complain about being tired?

2026: You're the person who held it all together. And that takes spoons. Sometimes more spoons than we have. What are you juggling right now?

2020: Everything. Appointments. School. Keeping the house running. Trying to be present. Trying to be...

2026: That's the struggle of the juggle. And I won't tell you it goes away. But here's something that changed the way I look at things. Not all balls are equal. Some are glass. Some are plastic. The plastic ones, drop them. They bounce. They're fine. The glass ones need your hands. The trick is working out which is which. Most of us treat every single one like it's glass, for years.

2020: How do you know the difference?

2026: You ask yourself honestly. If I drop this, what actually breaks? Not what feels like it'll break. What actually will. The answer is usually fewer things than you think. And the glass ones, you don't have to juggle those alone. Share them with people you trust. Take some of theirs. Glass can melt and mold together. It's stronger that way. And those people, the ones worth holding glass with, they're the ones who don't care if you're a hot mess, a cold mess, or a tepid mess. They just show up more often than not as their own version of mess.

2020: Is that what happens? We put some of it down?

2026: Oh no, nopey, nope, no. You pick up more. But it stops feeling like weight and starts feeling like purpose. That's the goal.

2020: I'm not the one who needs advocating for. The kids are.

2026: That is the most important thing I need you to hear today. Because I said it too. For years. And it wasn't modesty. It was a story I'd been telling myself since those tiny humans arrived in this world. I needed to be the Successful Mum.

2020: That's Betts and Neihart. That's the kids' experience.

2026: It's ours too. It always was. It will continue to be.

2020: What do you mean?

2026: I mean that one day you'll sit in a room and someone will read you numbers from a piece of paper, and you'll stare at them and feel like they belong to someone else. And it'll take a long time, longer than it should, to accept that the truth you fight for every day for your kids also applies to you. That you were never the problem.

2020: I wrote about being comfortable. About modelling it to the kids. About being healthy and happy, for them, so they could see it.

2026: I noticed that. Every single goal you set for yourself, you justified it through them. Even your own self-care needed a reason that wasn't just you. That's not selflessness. That's erasure. And I say that with a lot of compassion, because I did it too.

2020: But what about the guilt? When I look back at decisions and think, I should have known better. Pushed harder. Done more.

2026:You can only make decisions based on what you know and the resources you have at the time. Full stop. My psych pulled me up mid-guilt spiral once and said the evidence you're using to judge that decision didn't exist then. The research paper hadn't been published yet. You cannot hold yourself to knowledge that wasn't available to you.

2020: That feels like letting myself off the hook.

2026: It's not. It's being honest with yourself. And it's the best advice I've ever been given. Write it down. Start a decision journal. Every major decision, what you chose, why, what you knew, what you had to work with. Keep the evidence. Because guilt has a very selective memory and it will rewrite your history if you let it. The journal doesn't. And as a bonus, it'll give future historians something really weird to analyse.

2020: For real?

2026: For real, especially about the historians. But more seriously, you deserve the same standard of evidence you apply to everything else. You wouldn't condemn a kid for not knowing something they were never taught. Don't do it to yourself.

2020: So what do I actually do? Right now?

2026: You let yourself be seen. Not just the capable one. Not just the advocate. You, exhausted and hopeful and grieving and determined, all at the same time. You stop making yourself anonymous.

2020: I wrote that piece without my name on it.

2026: I know. Because you didn't feel safe yet. You were worried about being judged by the Varied Voices. And that was okay. But one day you'll sign your name to things. And it'll feel terrifying and right at exactly the same time and that matters.

2020: Does it get less terrifying?

2026: No. You just get more okay with terrifying. Actually, you don't get more okay with it, you'll build strategies to help you and a tribe to support you. Self-compassion isn't something you get at the end of the hard part. It's what makes the hard part survivable. And being authentic, actually yourself, not the version that's easier for everyone else, that's not a destination. It's a practice. Some days will be better than others.

2020: The varied voices.

2026: Exactly. The ones inside your head. The days the kind voice wins. The days it doesn't. All of it is the journey. None of it means you're failing.

2020: I think I knew that.

2026: You did. You just needed someone to say it out loud. That's what we do for the kids, isn't it? We name what they already know but can't say yet.

2020: Yeah.

2026: Same applies to us. Always did. And it will always continue to be.

**********

I never went to the gym. I did go once but it was to go to a comic swap meet thing.

My diet at the moment is alphabetti spaghetti, Dino nuggies, and Pepsi Max.

Two kids changed schools more times than anyone should have to count. There was homeschooling and every education system.

There were two dogs, because why have one fur baby with attitude that ignores you when you can have two.

There was a diagnosis that finally gave words to a lifetime of almost-but-not-quite.

There was a business that grew in the middle of all of it.

There were hard seasons and easier seasons.

My mantra now is fed, bed, story read. By fed I mean Maccas. By bed I mean asleep wherever you fall. By story read I mean TV. On the hard days, that is serious levels of success.

I'm learning which balls are glass and which ones are very shiny plastic. I still get it wrong a lot.

And slowly, slowly, I’ve started putting my name on things.

**********

To every mum reading this ~ your journey will look different from mine. The details will be yours. But if any part of this felt familiar, if you recognised yourself in the exhaustion, the managing, the goals justified through your kids, the self talk that changes day to day, your voice is a varied one too.

You don't have to have it all figured out to
start putting your name on things.

It’s the penultimate day of Gifted Awareness Week for 2026.

I set myself a goal to have this post ready by 6pm and yeah - that didn’t happen. I’m sitting here under a warm blanket with two Bichons who are supposed to be on their way to becoming therapy dogs, but mostly just make me need more therapy as I try to train them.

I cannot remember what my original plan for today’s post was. I have zero spoons.

And that? That is what Varied Voices looks like.

Today looked like going to the shops to do adulting. It looked like working with 2E kids. It looked like writing an NDIS submission that is currently 14 pages of notes that needs to come down to three, while every part of me wants every single note in there and then some. It looked like two hours in a group chat doing body doubling, going through a Bill that is going to strip provisions from our 2E kids.

Our kids are often excluded from the very provisions they need because they mask so well. They hold it together in the places where they feel watched and judged, and fall apart in the places that feel safe. The system was not built to see them - our gifted kids from low socioeconomic backgrounds, from culturally and linguistically diverse communities, First Nations, girls, rural and remote. The ones who present in asynchronous ways. The ones most likely to fall through the gap in places just as varied as their voices.

I never thought, when I started my journey with my 2E kids, that my knowledge of legislation would be where it is today. I am predominantly a systems thinker with buckets of empathy and apparently not enough time. I genuinely need one of our kids to figure out how to get 28 hours into a 24 hour day.

This is what lived 2E looks like. Burnout. Fatigue. Learning, slowly, that pulling up the drawbridge and flooding the moat is not giving up. It is survival. It is self-preservation. It is necessary.

But it is not all gothic horror. Varied Voices is also a friend who cleaned my kitchen. It is a hot water bottle. It is a community showing up in the small, medium and large ways that actually matter. It is kids with incredible ideas and plans that will change our world. Kids whose puns are so swift and subtle it’s like being taken out by a word play ninja. Kids with so many facts and interests and stuff to share. Yes, stuff. My words aren’t wording.

And Varied Voices is also this: I voice recorded my notes and ran this post through AI to tidy it up, because I cannot even type right now. It is the community who fills my cup after a day like today. It is being supported, and knowing that even as the adult, I am allowed to be the one who needs to sit quietly sometimes - 2E kids grow up to be 2E adults.

I am saving one spoon tonight for dinner. Spag-A-Saurus straight from the tin. No shame, no judgement, just pasta, tomato and cheese goodness.

Tomorrow I will spend the day doing the thing that fills my cup back up again, working with 2E kiddos.

That is Varied Voices. That is Shared Future.

My voice will be different tomorrow. And the same. As will theirs.

And that, I think, is the most important point of all.

Australian Association for the Education of the Gifted and Talented - AAEGT

We need your help…

Our Friyay Flabbergasters are due for an update, and we know you’ve got some absolute gems.

You know the ones…

The questions that stop you mid-tea-sip

The comments that make you laugh, think, and wonder how such a tiny human just said that

Add your your child’s most fabulous, frustrating, and flabbergastiest quote below.

Don’t forget to include their age.

Or if you’d prefer, feel free to send them through via PM.

Let’s build a collection that celebrates curiosity, creativity, and those beautifully unexpected conversation moments.

🎨 The Stroop Effect, Cognitive Load, and Why Managing Working Memory for Gifted and 2E Kids Is Different 🎨

🖼️ Try the activities on the cards in the image ...

🤔What do you notice?

That's the Stroop effect. And what it reveals about how the brain learns, processes information, and sometimes gets in its own way has everything to do with how we understand and support our gifted and 2E learners.

🖍️ What the Stroop Effect Actually Shows Us

The Stroop effect was first published by J.R. Stroop in 1935. It demonstrates what happens when two competing pieces of automatic information clash in working memory. Reading has become so automatic that it fires without conscious effort. When that process conflicts with a task requiring deliberate attention, like naming a colour, the brain works harder to override it. Reaction time slows. Errors increase (Stroop, 1935).

This is cognitive interference in action. Cognitive load theory, developed by John Sweller, builds on this. Working memory is limited. The average person can hold and actively work on only around four chunks of new information at one time (Centre for Education Statistics and Evaluation, 2017). When it is overloaded, learning slows down, stops, or misfires.

The critical insight for gifted and 2E education is this - the point at which something becomes automatic is different for every learner.

For gifted learners, curriculum content they have already automated is not engaging their working memory productively. The result is what gets labelled in classrooms as boredom, disengagement, inattention, or behaviour. They are not struggling to keep up. They are waiting for something that requires actual thinking.

✏️ The Expertise Reversal Effect

Cognitive load research has identified the expertise reversal effect. Instructional approaches that help novice learners can actually become counter-productive for more expert ones (Centre for Education Statistics and Evaluation, 2017). For a novice, a worked example reduces cognitive load and supports learning. For an expert, that same worked example creates redundant processing. The brain crosschecks guidance against what it already knows, using up working memory space without adding anything to understanding.

This matters enormously for gifted learners. Advanced cognitive challenge goes beyond advanced content. What matters is that the challenge aligns with the cognitive age of the learner, not just their chronological age, and sits within their zone of proximal development where learning is genuinely happening. A gifted learner working below their cognitive level is not learning. They are waiting.

🖊️ Asynchronous Profiles Add Another Layer Of Complexity

For twice-exceptional learners, the picture is different again. Asynchronous development is the defining characteristic of gifted children. As Dr Linda Kreger Silverman has noted, gifted children develop in an uneven manner, are more complex and intense than their age-mates, and often feel out of sync with age-appropriate curriculum (Newitt, 2014).

For 2E learners, this asynchrony is totally unique. A student may be expert-level in conceptual understanding and novice-level in written expression. Their working memory is not evenly distributed across tasks. Cognitive load management for these learners cannot follow a one-size-fits-all approach.

The question is never just "is this task within the student's working memory capacity?"

It is "which channel is this task loading, and is that load in the right place for this particular learner right now?"

And underpinning all of this is a principle that is the most important of all - Maslow before Bloom. Before any of this cognitive architecture can work the way it is supposed to, a learner needs to feel physically, emotionally, and psychologically safe.

When a gifted or 2E learner does not feel secure, connected, seen, and validated, their working memory is already carrying a load that has nothing to do with the curriculum. Cognitive load theory tells us that overloaded working memory inhibits learning. Maslow tells us that unmet foundational needs are a form of cognitive load too.

When we understand how our most complex learners' brains are actually working, we can stop misreading the signals and start cultivating the conditions they need to thrive.

📔 If you want to go deeper on this with practical strategies for home and classroom conversations, our Parent Advocacy Program - Practical Pathways program is running from June 2026 and covers differentiation, higher order thinking, metacognitive study strategies and more.
Find out more and register here: https://events.humanitix.com/practical-pathways-winter-2026

📚 References:

Centre for Education Statistics and Evaluation. (2017). Cognitive load theory: Research that teachers really need to understand. NSW Department of Education.https://education.nsw.gov.au/content/dam/main-education/about-us/educational-data/cese/2017-cognitive-load-theory.pdf

Newitt, S. (2014). Asynchronous development. Gilbert Supporters of the Gifted. https://gilbertgifted.blogspot.com/2014/04/asynchronous-development.html

Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-19.https://www.aft.org/sites/default/files/Rosenshine.pdf

Stroop, J. R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 18(6), 643-662. https://doi.org/10.1037/h0054651

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1207/s15516709cog1202_4