Two experiments are reported that employed think-aloud methods to test predictions concerning relevance effects and rationalisation processes derivable from Evans' (1996) heuristic-analytic theory of the selection task. Evans' account proposes that card selections are triggered by relevance-determining heuristics, with analytic processing serving merely to rationalise heuristically cued decisions. As such, selected cards should be associated with more references to both their facing and their hidden sides than rejected cards, which are not subjected to analytic rationalisation. Experiment 1 used (...) a standard selection-task paradigm, with negative components permuted through abstract conditional rules. Support was found for all heuristic-analytic predictions. This evidence was shown to be robust in Experiment 2, where "select - don't select" decisions were enforced for all cards. Both experiments also clarify the role played by secondary heuristics in cueing the consideration of hidden card values during rationalisation. We suggest that whilst Evans' heuristic-analytic model and Oaksford and Chater's (e.g., 2003) optimal data selection model can provide compelling accounts of our protocol findings, the mental models theory fares less well as an explanation of our full dataset. (shrink)

It has been widely theorized and empirically proven that self-regulated learning (SRL) is related to more desired learning outcomes, e.g., higher performance in transfer tests. Research has shifted to understanding the role of SRL during learning, such as the strategies and learning activities, learners employ and engage in the different SRL phases, which contribute to learning achievement. From a methodological perspective, measuring SRL using think-aloud data has been shown to be more insightful than self-report surveys as it helps (...) better in determining the link between SRL activities and learning achievements. Educational process mining on the basis of think-aloud data enables a deeper understanding and more fine-grained analyses of SRL processes. Although students’ SRL is highly contextualized, there are consistent findings of the link between SRL activities and learning outcomes pointing to some consistency of the processes that support learning. However, past studies have utilized differing approaches which make generalization of findings between studies investigating the unfolding of SRL processes during learning a challenge. In the present study with 29 university students, we measured SRLviaconcurrent think-aloud protocols in a pre-post design using a similar approach from a previous study in an online learning environment during a 45-min learning session, where students learned about three topics and wrote an essay. Results revealed significant learning gain and replication of links between SRL activities and transfer performance, similar to past research. Additionally, temporal structures of successful and less successful students indicated meaningful differences associated with both theoretical assumptions and past research findings. In conclusion, extending prior research by exploring SRL patterns in an online learning setting provides insights to the replicability of previous findings from online learning settings and new findings show that it is important not only to focus on the repertoire of SRL strategies but also on how and when they are used. (shrink)

Thinking aloud is the concurrent verbalization of thoughts while performing a task. The study of thinking-aloud protocols has a long tradition in cognitive psychology, the field of education, and the industrial-organizational context. It has been used rarely in cultural and cross-cultural psychology. This paper will describe thinking aloud as a useful method in cultural and cross-cultural psychology referring to a few studies in general and one study in particular to show the wide applications of this method. Thinking- (...) class='Hi'>aloud protocols can be applied for a) improving the validity of cross-cultural surveys, b) process analysis of thoughts and the analysis of changes over time, c) theory development across cultures, d) the study of cultural meaning systems, and e) individual as well as group level analyses allowing hypothesis testing cross-culturally. Limitations of the thinking-aloud method are also discussed. (shrink)

The standard interpretation of cognitive reflection tests assumes that correct responses are reflective and lured responses are unreflective. However, prior process-tracing of mathematical reflection tests has cast doubt on this interpretation. In two studies (N = 201), we deployed a validated think-aloud protocol in-person and online to test how this assumption is satisfied by the new, validated, less familiar, and less mathematical verbal Cognitive Reflection Test (vCRT). Importantly, thinking aloud did not disrupt test performance compared to a (...) control group. Moreover, verbalized thoughts in both studies revealed that most (but not all) correct responses involved reflection and that most (but not all) lured responses lacked reflection. These data suggest that the vCRT usually satisfies the standard interpretation of the reflection tests (albeit not without exceptions) and that the vCRT can be a good measure of the construct theorized by the two-factor explication of ‘reflection’ (as deliberate and conscious). (shrink)

Why should musical compositions and artistic images be included among the types of expression covered by free speech principles? One way to answer this question is to show how expression in nonverbal media can be functionally similar to other types of verbal expression. But this leaves us with an intuitively unsatisfying explanation of why free speech principles cover nonverbal creative expression that does not functionally emulate literal speech. In this article, as an alternative justification, we develop and defend the idea (...) that musical and pictorial expression‚ much like literal speech, can be media through which people think aloud, as opposed to mere tools for the transmission of thought. We use this proposal to provide a more robust justification for including nonverbal creative expression in the scope of free speech coverage, and we outline some of the practical policy implications that come with adopting this justificatory strategy. (shrink)

Two studies examined the use of think aloud (TA) protocol as a means for collecting data of cognitive processes during performance in golf. In study 1, TA was employed to examine if different verbalisation (Level 2 or Level 3 TA) instructions influence performance of high and low skilled golfers. Participants performed 30 putts using TA at either Level 2, Level 3, or no verbalization condition. Although Level 3 verbalization produced a higher volume of verbal data than Level 2, (...) TA at either level 2 or 3 did not impair putting performance compared to no verbalization. Study 2 examined the congruence between data collected via TA at Level 3 and cued retrospective recall of cognitive processes during golf performance. Experienced golfers performed six holes of golf whilst engaging in Level 3 TA. After performance, three semi-structured retrospective interviews were conducted (ten minutes after performance, 24 hours after performance and 48 hours after performance). A comparison of the themes identified large discrepancies between the information reported during TA and at interview, with only 38-41% similarity in variables reported to influence decision making on each hole. Both studies suggest TA is a valuable method for recording cognitive processes of individuals during task performance. TA provides richer verbal data regarding decisions than cued retrospective recall, and TA does not negatively impact performance. (shrink)

Ethics isn’t a conversation exclusive to philosophers. There is value, then, in not only understanding how laypeople think about issues in ethics, but also bringing their judgments into dialogue with those of philosophers in order to make sense of agreement, disagreement, and the consequences of each. Experimental philosophers facilitate this dialogue uniquely by capturing laypeople’s judgments and analyzing them in light of philosophical theory. They have done so almost exclusively by using face valid quantitative surveys about philosophically interesting thought (...) experiments. Based on high participant support for this or that response, researchers conclude that a given theory is more or less intuitive, and in some cases that it is or isn’t true. However, such conclusions can only be drawn from quantitative survey data if one assumes those data accurately reflect laypeople’s thinking on the issues of interest, an assumption that can’t be justified by the quantitative data itself since they are potentially opaque. This is the methodological problem of experimental philosophy: experimental philosophers who use quantitative methods alone can’t sufficiently demonstrate their data to be reflective of relevant judgments/intuitions. To better explore people’s judgments on issues in ethics and to determine whether experimental philosophers are or aren’t getting what they take themselves to be getting in surveys, I recreated part of an experiment by Chituc, Henne, Sinnott-Armstrong, and De Brigard on the Kantian principle that “ought implies can”, or that whenever an agent ought to do something then it is the case that she can, and added a layer of qualitative data to it by having participants think aloud while completing the surveys and conduct a follow-up interview. With similar quantitative results to those from Chituc et al., I argue that my qualitative results 1) cast doubt on Chituc et al.’s data being reflective of many people’s judgments, especially on the more interesting questions relating to moral obligation; 2) reveal unique insights into how people think about OIC; 3) generally speak to the value of experimental philosophers using triangulation of methods in better understanding laypeople’s complex and varied thinking about questions important to ethics and beyond. Supplemental documents: Appendices A, B, C, D, and E are surveys I used in my study. Appendices C and D are derived from Chituc et al.’s publication “Blame, Not Ability, Impacts Moral ‘Ought’ Judgments for Impossible Actions: Toward an Empirical Refutation of ‘Ought’ Implies ‘Can.’” Appendix F is the recruitment flyer I distributed for my study. Appendix H is the quantitative data from my study. (shrink)

The squared paper or graphs are grid-based design representations used in engineering, industrial and craft design practices wherein designs are drawn over symmetrical grids. This paper reports grid-processing strategies undertaken by actors in a native craft practice, viz. Kashmiri carpet-weaving having three task contexts: (1) _design_, wherein designs are drawn on graph sheets and color scheme given by assigning practice-specific symbolic codes to the motifs by designers; (2) _coding_, wherein a cryptic script, called _talim_, is generated from these encoded graphs (...) by talim-writers; and (3) _weaving_, wherein this script is read, decoded and communicated in an equally cryptic trade-language by weavers among their teams. 32 video-recorded think-aloud sessions were conducted with talim-writers to understand their graph-processing and resultant coding strategies. The observations and qualitative analysis of transcripts revealed highly _situated_ strategies undertaken by experts keen on imbibing visuality of design embedded in the grids, in contrast to _embodied_ strategies undertaken by less-experienced coders keen on processing grids’ structural features and getting overwhelmed by grid-clutter in the process. In this landscape, the findings revealed a negotiated nature of errors instead of being deviations from the underlying grid and thereby objectively assessable. The paper makes recommendations for CAD systems to include more of those grid features exploited by experts during their graph processing to facilitate designers. (shrink)

The use of remember–know judgments to assess subjective experience associated with memory retrieval, or as measures of recollection and familiarity processes, has been controversial. In the current study we had participants think aloud during study and provide verbal reports at test for remember–know and confidence judgments. Results indicated that the vast majority of remember judgments for studied items were associated with recollection from study , but this correspondence was less likely for high-confidence judgments . Instead, high-confidence judgments were (...) more likely than remember judgments to be associated with incorrect recollection and a lack of recollection. Know judgments were typically associated with a lack of recollection , but still included recollection from the study context . Thus, although remember judgments provided fairly accurate assessments of retrieval including contextual details, know judgments did not provide accurate assessments of retrieval lacking contextual details. (shrink)

Data literacy – the ability to analyze, interpret, evaluate, and use data and data visualizations – has become increasingly important for understanding and communicating information in the discipline of history. In the United States, curricular standards and standardized assessments already reflect this importance, but educators lack a clear picture of how students use data visualizations when reasoning about the past. How do students use data visualizations when reasoning about a historical question? To what degree does using data visualizations enhance students’ (...) historical reasoning? What challenges do students face when attempting to use data visualizations? This study addresses these questions, investigating how fifth-grade, eighth-grade, and high school students use data visualizations from typical school textbooks. Twenty-seven students were interviewed, surveyed, and asked to think aloud about a historical question while using a textbook entry that included a data visualization. Results from qualitative and quantitative analyses highlight the potential for data visualizations to enhance historical reasoning. However, results also indicate that students are unlikely to read data visualizations on their own, underscoring the importance of providing targeted data literacy instruction. (shrink)

This paper considers the piloting of an online learning component of a final-year social work degree ethics module at an inner-city English university. An Action Research approach was used to evaluate this pilot project and the paper illustrates how students were involved in developing and designing the teaching programme as part of the Action Research cycle. The paper explores theoretical aspects of e-learning pedagogy through an analysis of issues emerging during the planning and delivery of this pilot project. The cognitive (...) and affective impact of both face-to-face and electronic learning is discussed. It is suggested that some students may experience e-learning as a safe space for thinking about ethical dilemmas. The challenges for teachers and learners are highlighted and the author argues that in order to support student learning, online teaching needs to be carefully designed and appropriately resourced. (shrink)

Einstellung effects designate the phenomenon where established routines can prevent people from finding other, possibly more efficient solutions. Here we investigate the mechanism behi...

I mention the benefits, challenges, and costs of using small group activities to enhance our students’ learning of critical thinking skills in our courses, and then describe ten examples of these groups. Two of these examples are not commonly reported in the literature on small groups, so I describe them in greater detail to facilitate their use in our courses.

Summary Why and how is the Gestalt theorists’ concept of productive thinking particularly suitable for being applied to the educational question of how student motivation can be encouraged, thus providing an important condition for self-regulated, intrinsically motivated learning? An answer to this question has been sought using an approach to the fostering of text comprehension ability, based upon the features specific to productive thinking, originally identified by Wertheimer and Duncker. Firstly, these specific features are dealt with and their educational implications (...) compared with those deriving from the definitions of problem-solving used most frequently in educational research. Secondly, an analysis is made of the process by which the features specific to productive thinking are turned into the conditions for a kind of text analysis suitable for designing an instructional project aimed at enhancing text comprehension ability and, at the same time, encouraging intrinsic motivation and self-regulation on the part of the learner. Thirdly, an educational project centred on the thinking-aloud poor reader is described, where thinking aloud and reflection–response are combined in order to guarantee the maximum level of intrinsic motivation. In the concluding section, the most important features of the project are discussed in relation to reciprocal teaching and scaffolding. (shrink)

The article reflects on the nature of the political in theatre, assessing the notion that theatre is the last free public space and evaluating the claims to be political of rival, problematic modes of writing—the theatre of fact or verbatim theatre and the allegorical late plays of Bond, Pinter and Churchill, turning to consider the problematic legacy of Brecht, the avatar of the political. The discussion turns to writers often excluded from the political nomenclature, developing the notion of the centrality (...) of critique and offering an argument for the Naturalist writers as propagators of true ‘thinking aloud’, thereby suggesting they provide a model for theatre as such. The piece concludes with a discussion of the author’s own contribution to the genre in the light of these analyses. (shrink)

In spite of the wide variety of approaches to ethics training it is still debatable which approach has the highest potential to enhance professionals’ integrity. The current effort assesses a novel curriculum that focuses on metacognitive reasoning strategies researchers use when making sense of day-to-day professional practices that have ethical implications. The evaluated trainings effectiveness was assessed by examining five key sensemaking processes, such as framing, emotion regulation, forecasting, self-reflection, and information integration that experts and novices apply in ethical decision-making. (...) Mental models of trained and untrained graduate students, as well as faculty, working in the field of physical sciences were compared using a think-aloud protocol 6 months following the ethics training. Evaluation and comparison of the mental models of participants provided further validation evidence for sensemaking training. Specifically, it was found that trained students applied metacognitive reasoning strategies learned during training in their ethical decision-making that resulted in complex mental models focused on the objective assessment of the situation. Mental models of faculty and untrained students were externally-driven with a heavy focus on autobiographical processes. The study shows that sensemaking training has a potential to induce shifts in researchers’ mental models by making them more cognitively complex via the use of metacognitive reasoning strategies. Furthermore, field experts may benefit from sensemaking training to improve their ethical decision-making framework in highly complex, novel, and ambiguous situations. (shrink)

Research in the fields of complex problem solving (CPS) and dynamic decision making using microworlds has been mainly conducted in Western industrialized countries. This study analyzes the CPS process by investigating thinking‐aloud protocols in five countries. Participants were 511 students from Brazil, Germany, India, the Philippines, and the United States who worked on two microworlds. On the basis of cultural‐psychological theories, specific cross‐national differences in CPS strategies were hypothesized. Following theories of situatedness of cognition, hypotheses about the specific frequency (...) of problem‐solving strategies in the two microworlds were developed. Results of the verbal protocols showed (a) modification of the theoretical CPS model, (b) task dependence of CPS strategies, and (c) cross‐national differences in CPS strategies. Participants’ CPS processes were particularly influenced by country‐specific problem‐solving strategies. (shrink)

This article presents an exploratory analysis of the metaphoric structure of five artistic paintings within “Think aloud” protocols, in which a group of 14 English speakers with a low self-rated level of expertise in art and history of art expertise were asked to verbalize all their thoughts, ideas and impressions of the artworks. The main findings of this study can be summarized as follows: (1) multiple interpretations for the same artwork are possible, (2) the interpretations of the metaphorical (...) structures described by the participants often diverge from those advanced by the researchers. These findings challenge the methods by which metaphor identification and analysis in pictorials is currently approached. As a matter of fact, most of the research in pictorial metaphors tends to reduce stimuli such as artistic paintings to unique metaphoric interpretations generally produced by a single researcher by means of introspection. By addressing this methodological problem in metaphor research, this article contributes to the development of a theoretical and operational participant-based framework that takes into account the role of metaphoric conceptualization within the domain of art and art cognition. (shrink)

The study examined the development of Chinese as a second language learners’ formulaic knowledge through comparing the processing of Chinese idioms versus non-idiomatic formulaic sequences (FSs) by advanced-level learners (ALs), super-advanced learners (SLs), and native speakers (NSs). Using two phrase acceptability judgment tasks with and without think-aloud protocols, we collected data on participants’ processing accuracy, processing speed, and processing strategies of reading the two types of FSs. Four processing patterns emerged from the analyses of the datasets. First, learners’ (...) processing accuracy and speed increased along with their proficiency. Second, learners’ idiom processing ability was generally lower than that of non-idiom processing ability, but they demonstrated an improving trend as their proficiency level increased. Third, learners’ use of processing strategies did not change much as proficiency rose and demonstrated a categorical difference from NSs. Fourth, all three groups exhibited poorer productive idiom knowledge than productive non-idiom knowledge. The overall findings denote that second language learners’ formulaic knowledge can evolve beyond the lexical plateau as learners move from the advanced to a higher proficiency level, but the productive idiom knowledge can be a long-term problem. The findings provide implications for measuring and teaching Chinese formulaic knowledge at the higher-than-advanced stage. (shrink)

The digital revolution has widened the array of curriculum materials available to history teachers. Given the variable quality of these new materials and the deeply contextual nature of teaching, educators need better tools for selecting among the vast options available. This study aimed to validate a device designed for that purpose, called the Curriculum Materials Evaluation Tool (CMET). Using a questionnaire and think-aloud interview, the study examined how four social studies teachers evaluated a novel material set for potential (...) classroom use, and how the CMET mediated their analysis. Findings showed that the teachers preferred when materials are readily accessible and adaptable for their specific teaching context, in contrast to “one-size-fits-all” resources that dominate the Web. The CMET appeared to foster a deeper and broader analysis of the given material set, especially regarding its political and cultural orientation. The study suggests that teachers’ role in vetting and adapting digital materials be recognized and embraced. The CMET can contribute to that end through its use in district adoption committees, teacher professional development, and collaborative curriculum research. (shrink)

This exploratory study aims at integrating the psychometric approach to studying creativity with an eye-tracking methodology and thinking-aloud protocols to potentially untangle the nuances of the creative process. Wearing eye-tracking glasses, one hundred adults solved a drawing creativity test – The Test of Creative Thinking-Drawing Production (TCT-DP) – and provided spontaneous comments during this process. Indices of visual activity collected during the eye-tracking phase explained a substantial amount of variance in psychometric scores obtained in the test. More importantly, however, (...) clear signs of methodological synergy were observed when all three sources (psychometrics, eye-tracking, and coded thinking-aloud statements) were integrated. The findings illustrate benefits of using a blended methodology for a more insightful analysis of creative processes, including creative learning and creative problem-solving. (shrink)

Experimental philosophers rely almost exclusively on quantitative surveys that potentially misrepresent participants’ multifarious judgments. To assess the efficacy of qualitative methods in experimental philosophy and reveal limitations with quantitative surveys, a study was conducted on the Kantian principle that ‘ought implies can’, which limits moral obligation to actions that agents can do. Specifically, the think aloud method and a follow-up interview were employed in a modified version of a prominent experiment that recorded participants’ judgments of ability, blame, and (...) obligation using quantitative surveys. The modified version produced quantitative results similar to the original experiment along with qualitative data that reveal that the surveys fundamentally misrepresented participants’ judgments. The qualitative transcripts from 40 participants are analyzed to show that ‘ought implies can’ judgments are complex and multifarious, that ‘ought implies can’ judgments are misrepresented by quantitative survey questions, and that the majority of participants uphold or preserve ‘ought implies can.’ The results suggest that experimental philosophers can more accurately capture judgments by using qualitative methods, and that studies which rely on quantitative surveys possibly misrepresent participants’ judgments. (shrink)

Soc. …I speak of what I scarcely understand; but the soul when thinking appears to me to be just talking—asking questions of herself and answering them, affirming and denying. And when she has arrived at a decision, either gradually or by a sudden impulse, and has at last agreed, and does not doubt, this is called her opinion. I say, then, that to form an opinion is to speak, and opinion is a word spoken,—I mean, to oneself and in silence, (...) not aloud or to another: What think you? Theaet. I agree. (shrink)

This book, based on a critical/collective/auto/ethnographic research project, describes an assemblage of theoretically informed, arts-based methods that aim to promote multiplicity and thinking. It explores multiplicities of knowing, sensing, doing and being, generated by analyzing knowing frames, poetry, reading aloud, fableing, playwriting and other inventive, playful and scholarly ways of working with experiences and stories. By offering engaging and inspiring strategies that can disturb standardizations and interrupt cultural normativities, the book sheds light on the conditions that might be present (...) in cultural contexts that enable diversity and creativity. The research project on which this book is based originated from a contradictory set of conditions characterized on the one hand by a marked interest in creative research methods and novel knowledge practices and, on the other hand, by a widespread concern that we live in increasingly standardized times, featuring systems that specify objectives ahead of time, demand compliance and narrow the possibilities for human action. The book takes readers on an arts-based journey designed to enhance the opportunities for imaginative and ethical professional practice in education, human services and the arts. (shrink)

In this study, we intend to examine information retrieval behaviors from a psychological point of view using a search engine on the World Wide Web (WWW). We investigated information retrieving behaviors in detail based on both the recorded data of retrievers’ web browsing actions and their thinking processes by the “think aloud” method. We focused on selected keywords for retrieving and compared them between retrievers who had enough knowledge about their task and those who did not. Our goal (...) was to learn about the literacy needed for finding required information efficiently on the WWW. (shrink)

One of the most influential studies in all expertise research is de Groot’s (1946) study of chess players, which suggested that pattern recognition, rather than search, was the key determinant of expertise. Many changes have occurred in the chess world since de Groot’s study, leading some authors to argue that the cognitive mechanisms underlying expertise have also changed. We decided to replicate de Groot’s study to empirically test these claims and to examine whether the trends in the data have changed (...) over time. Six Grandmasters, five International Masters, six Experts, and five Class A players completed the think-aloud procedure for two chess positions. Findings indicate that Grandmasters and International Masters search more quickly than Experts and Class A players, and that both groups today search substantially faster than players in previous studies. The findings, however, support de Groot’s overall conclusions and are consistent with predictions made by pattern recognition models. (shrink)

Interest in thought experiments (TEs) derives from the paradox: “How can findings that carry conviction result from a new experiment conducted entirely within the head?” Historical studies have established the importance of TEs in science but have proposed disparate hypotheses concerning the source of knowledge in TEs, ranging from empiricist to rationalist accounts. This article analyzes TEs in think‐aloud protocols of scientifically trained experts to examine more fine‐grained information about their use. Some TEs appear powerful enough to discredit (...) an existing theory—a disconfirmatory purpose. In addition, confirmatory and generative purposes were identified for other TEs. One can also use details in transcript data, including imagery reports and gestures, to provide evidence for a central role played by imagistic simulations in many TEs, and to suggest that these simulations can generate new knowledge using several sources, including the “extended application” of perceptual motor schemas, implicit prior knowledge, and spatial reasoning operations, in contrast to formal arguments. These sources suggest what it means for TEs to be grounded in embodied processes that can begin to explain the paradox above. This leads to a rationalistic view of TEs as using productive internal reasoning, but the view also acknowledges the historical role that experience with the world can play in forming certain schemas used in TEs. Understanding such processes could help provide a foundation for developing a larger model of scientific investigation processes grounded on imagistic simulation (Clement, 2008). (shrink)

Research in education and cognitive development suggests that explaining plays a key role in learning and generalization: When learners provide explanations—even to themselves—they learn more effectively and generalize more readily to novel situations. This paper proposes and tests a subsumptive constraints account of this effect. Motivated by philosophical theories of explanation, this account predicts that explaining guides learners to interpret what they are learning in terms of unifying patterns or regularities, which promotes the discovery of broad generalizations. Three experiments provide (...) evidence for the subsumptive constraints account: prompting participants to explain while learning artificial categories promotes the induction of a broad generalization underlying category membership, relative to describing items (Exp. 1), thinking aloud (Exp. 2), or free study (Exp. 3). Although explaining facilitates discovery, Experiment 1 finds that description is more beneficial for learning item details. Experiment 2 additionally suggests that explaining anomalous observations may play a special role in belief revision. The findings provide insight into explanation’s role in discovery and generalization. (shrink)

In this paper we argue that the protocols of subjects recalling the names of their high school classmates, as well as an army of traditional memory phenomena, can be understood from an information processing analysis which interprets retrieval as a problem‐solving process. This characterization of retrieval focuses on the reconstructive and recursive nature of the process of remembering. Retrieval is viewed as a process in which some information about a target item is used to construct a description of the item (...) and this description is used in attempts to recover new fragments of information. A new description i s formed and the process continues recursively. Three subprocesses are identified: FIND A CONTEXT, in which a proper environment for conducting a search i s established: SEARCH, in which bits and pieces of information appropriate to the context are recovered until an adequate description can be formed within the search context; and VERIFY, in which recovery information is checked for consistency.From the perspective this characterization, we examine the protocols of subjects asked to think aloud while recalling the names of their classmates. Subjects' retrievals continued for a surprisingly long period and were characterized by the phenomena of overshoot, systematic hypothesizing, fabrications, establishment of search contexts, self‐corrections, and the use of a number of basic search strategies. The view of memory as a problem‐solving process not only leads us to the identification of these phenomena but also to a framework for a coherent interpretation for them. (shrink)

Current theories of reasoning such as mental models or mental logic assume a universal cognitive mechanism that underlies human reasoning performance. However, there is evidence that this is not the case, for example, the work of Ford (1995), who found that some people adopted predominantly spatial and some verbal strategies in a syllogistic reasoning task. Using written and think-aloud protocols, the present study confirmed the existence of these individual differences. However, in sharp contrast to Ford, the present study (...) found few differences in reasoning performance between the two groups, in terms of accuracy or type of conclusion generated. Hence, reasoners present an outward appearance of ubiquity, despite underlying differences in reasoning processes. These findings have implications for theoretical accounts of reasoning, and for attempts to model reasoning data. Any comprehensive account needs to account for strategic differences and how these may develop in logically untrained individuals. (shrink)

This paper considers methodological issues of awareness during adult second language acquisition. Specifically, the paper deals with the issue of instructional orientations, the issue of biases in knowledge measurement, and the issue of reactivity in the online think-aloud protocol. Detailed reviews of prominent SLA research that has investigated the possibility of implicit SLA reveal that the instruction on implicit learning does not guarantee that learners engage in the implicit learning mode, that the majority of SLA research has employed (...) only tests of “explicit learning” such as untimed grammaticality judgment, and that there is some evidence that the online think-aloud protocol causes negative reactivity particularly when it is metalinguistic in nature. (shrink)

To add to the currently limited research on the degree of cultural uniqueness of Chinese EFL learners’ anxiety and the multidimensional nature of second language writing anxiety (SLWA), the present qualitative study used think-aloud protocol and interview to examine Chinese EFL learners’ three dimensions of SLWA and the related variables, so as to probe into this problem that could pose an obstacle to sustainable second language writing. Findings showed that Chinese EFL learners experienced much Cognitive Anxiety, but relatively (...) little Avoidance Behavior. Learner-internal, teacher-related, and human-external variables interacted with SLWA in a dynamic way. To a certain degree, Chinese EFL learners showcased uniqueness in some aspects of SLWA, under cultural influences, regarding ethnic culture, local culture, academic culture, and disciplinary culture. (shrink)

The increasing interconnectedness of academic research and external industry has left research vulnerable to conflicts of interest. These conflicts have the potential to undermine the integrity of scientific research as well as to threaten public trust in scientific findings. The present effort sought to identify themes in the perspectives of faculty researchers regarding conflicts of interest. Think-aloud interview responses were qualitatively analyzed in an effort to provide insights with regard to appropriate ways to address the threat of conflicts (...) of interest in research. Themes in participant responses included disclosure of conflicts of interest, self-removal from situations where conflict exists, accommodation of conflict, denial of the existence of conflict, and recognition of complexity of situations involving conflicts of interest. Moral disengagement operations are suggested to explain the appearance of each identified theme. In addition, suggestions for best practices regarding addressing conflicts of interest given these themes in faculty perspectives are provided. (shrink)

This paper describes the academic personality of one Professor that spent all his life in the university: Polo. Professor of a lot of philosophy topics, investigator of the truth in its higher level, in the interdisciplinarity, etc. His courses, without repetitions, were always thinking aloud, paying his attention to the most important points. Most of his book are transcripts of his lessons. Using a single word, his knowledge can be described as a philosophy of Hope.

On Pragmatics, Exercitive Speech Acts and Pornography Suppose that a suspect being questioned by the police says, "I think I'd better talk to a lawyer." Whether that suspect has invoked her right to an attorney depends on which particular speech act her utterance is. If she is merely thinking aloud about what she ought to do, then she has not invoked that right. If, on the other hand, she has thereby requested a lawyer, she has. Similarly, suppose that (...) an unhappily married man says "I want my wife dead." Whether he has thereby solicited his wife's murder depends on which particular speech act his utterance is. If he is merely describing his desires, he has committed no crime. If, by contrast, he has thereby hired an assassin, he has. As one can see, experts on speech acts have a lot to say about various issues in the law.I believe that expertise in speech act theory also illuminates various issues regarding free speech. In what follows, we consider how speech act theory may apply to certain arguments regarding the free speech status of pornography. In particular, we consider several speech act accounts of MacKinnon's claim that pornography subordinates women, but, before turning to such accounts, some background is offered. (shrink)

Power and organizational hierarchies are ubiquitous to social institutions that form the foundation of modern society. Power differentials may act to constrain or enhance people’s ability to make good ethical decisions. However, little scholarly work has examined perceptions of this important topic. The present effort seeks to address this issue by interviewing academics about hypothetical ethical problems that involve power differences among those involved. Academics discussed what they would do in these scenarios, often drawing on their own experiences. Using a (...) think-aloud protocol, participants were prompted to discuss their reasoning and thinking behind their ethical decisions. These interview data were content analyzed using a semantic analysis program that identified a number of distinct ways that academics think about power differences and abuses in ethical situations. Implications of these findings are discussed. (shrink)

This study investigates metaphor in its role to mediate concepts in academic textbooks and promote content understanding in the English-medium instruction (EMI) context. Of particular interest is how the language of the discourse affected and possibly hindered metaphor comprehension. Drawing on the theoretical insights found in sociocultural theory and cognitive linguistics, a stance was assumed in which language is treated as embodied and contextual, and verbalizing thoughts (languaging) assists understanding. Three pairs of Japanese students with varying English proficiency levels were (...) invited to participate in online group-based think-aloud protocols where they read and discussed selected paragraphs taken from two social and two natural science textbooks written in English. After accessing the participants’ general knowledge about the main topic of each paragraph, content understanding was accounted for in form of prompts during the think-aloud sessions and a 3-week delayed posttest. In total, over 8 hours of video data were collected, transcribed, and treated with the metaphor identification procedure MIPVU. Qualitative inspections of charged moments in discourse pinpoint metaphor as an important tool for compressing abstract entities or processes into meaningful, dense bundles of information. Participants also created their own analogies and expanded on found metaphoric expressions in textbooks when attempting to make sense of abstract phenomena in science. Further, this study confirms that the lack of English proficiency or schematic knowledge can result in non-understanding, misunderstanding, or partial understanding of metaphoric expressions which has implications for the EMI context. (shrink)

This paper presents a cognitive model of the planning process. The model generalizes the theoretical architecture of the Hearsay‐ll system. Thus, it assumes that planning comprises the activities of a variety of cognitive “specialists.” Each specialist can suggest certain kinds of decisions for incorporation into the plan in progress. These include decisions about: (a) how to approach the planning problem; (b) what knowledge bears on the problem; (c) what kinds of actions to try to plan; (d) what specific actions to (...) plan; and (e) how to allocate cognitive resources during planning. Within each of these categories, different specialists suggest decisions at different levels of abstraction. The activities of the various specialists are not coordinated in any systematic way. Instead, the specialists operate opportunistically, suggesting decisions whenever promising opportunities arise. The paper presents a detailed account of the model and illustrates its assumptions with a “thinking aloud” protocol. It also describes the performance of a computer simulation of the model. The paper contrasts the proposed model with successive refinement models and attempts to resolve apparent differences between the two points of view. (shrink)

Research investigating the intricacies of how self-regulated writing strategies are used in a finely focused area of the second language writing process is still lacking. This study takes a mixed-methods approach to explore Chinese English as a Foreign Language learners’ use of self-regulated writing strategies when revising based on automated, peer, and teacher feedback in an online EFL writing context. Thirty-six Chinese university learners filled in three questionnaires. In addition, four learners followed a think-aloud protocol while revising and (...) responding to a stimulated recall interview to provide further data. The results revealed that learners employed an array of self-regulated writing strategies to attain their feedback revision goals. Learners used more cognitive strategies when revising based on automated feedback compared with peer and teacher feedback and more motivational strategies when revising based on teacher feedback. The think-aloud data and stimulated recall interviews coincided with the quantitative findings. Textual analysis revealed that feedback type and quantity were associated with self-regulated writing strategy use. (shrink)

Three studies were conducted to examine the relation of spatial visualization to solving kinematics problems that involved either predicting the two‐dimensional motion of an object, translating from one frame of reference to another, or interpreting kinematics graphs. In Study 1, 60 physics‐naíve students were administered kinematics problems and spatial visualization ability tests. In Study 2, 17 (8 high‐ and 9 low‐spatial ability) additional students completed think‐aloud protocols while they solved the kinematics problems. In Study 3, the eye movements (...) of fifteen (9 high‐ and 6 low‐spatial ability) students were recorded while the students solved kinematics problems. In contrast to high‐spatial students, most low‐spatial students did not combine two motion vectors, were unable to switch frames of reference, and tended to interpret graphs literally. The results of the study suggest an important relationship between spatial visualization ability and solving kinematics problems with multiple spatial parameters. (shrink)

Reflective thought, as sustained in writing, is attributed to two‐way communication between a content problem space and a rhetorical problem space. An instructional experiment involving sixth‐graders aimed at helping them sustain such a two‐way process independently, in place of the more typical one‐way process of generating content and writing it out. Instruction included modeling of thinking aloud, both by instructors and students, use of cues to stimulate self‐questioning during planning monologues, and direct strategy instruction emphasizing dialectical synthesis of conflicting (...) ideas. Increased numbers of reflective statements in thinking‐aloud protocols and rated reflectiveness of compositions indicate gains were made at the level of reflection on individual ideas. (shrink)

Despite the importance of effective observational analysis in the technical aspects of climbing performance, limited research informs this aspect of climbing coach education. Thus, the purpose of the present research was to explore cognitive-perceptual mechanisms underpinning visual search strategies of expert and novice climbing coaches through the novel combination of eye-tracking technology and retrospective think-aloud methodology. Analysis of gaze data revealed expert climbing coaches to demonstrate fewer fixations of greater duration, and fixate on distinctly different areas of the (...) visual display, than their novice counterparts. Retrospective think-aloud interviews further demonstrated differences in the cognitive-perceptual mechanisms underpinning these visual search strategies, with expert coaches more cognisant of their visual search strategy. To expand, the gaze behaviour of expert climbing coaches was underpinned by hierarchical and complex knowledge structures relating to principles of climbing movement. This enabled expert coaches to actively focus on the most relevant aspects of a climber’s performance for analysis. Findings demonstrate the utility of combining eye tracking and retrospective think-aloud interviewing as a new, efficient methodology of capturing the cognitive-perceptual processes of climbing coaches to inform coaching education/strategies. (shrink)

This article focuses on academics’ conceptions of teaching research ethics and integrity. Seventeen academics from a Finnish research intensive university participated in this qualitative study. The data were collected using a qualitative multi-method approach, including think-aloud and interview data. The material was scrutinized using thematic analysis, with both deductive and inductive approaches. The results revealed variation in academics’ views on the responsibility for teaching research integrity, the methods employed to teach it and the necessity of intervening when misconduct (...) occurs. The academics emphasized the responsibility of the individual teacher and the student to foster integrity as well as the shared responsibility of all members of the academic community. However, many academics felt that they themselves needed pedagogical training. Most shared the view that practices of responsible conduct in research can be explicitly and intentionally taught through demonstration, explanation, and practice. However, the academics also noted that learning research integrity and ethics takes place implicitly. A few questioned the need for and the utility of training in the form of courses or through an explicitly addressed topic included in, for instance, methods courses. Their views on the question of how to deal with alleged cases of misconduct varied. While many academics considered a proactive approach the best way to prevent misconduct, some trusted more in a reactive approach. The results show that, while in general academics agree on the importance of research ethics, their conceptions of teaching it vary. The teaching conception bears consequences for the teaching methods chosen, assignment of responsibility for both teaching and students learning, and for the way in which teachers believe that misconduct should be responded to. (shrink)