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Using Think-Aloud Interviews and Cognitive Labs in Educational Research$
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Jacqueline P. Leighton

Print publication date: 2017

Print ISBN-13: 9780199372904

Published to Oxford Scholarship Online: February 2017

DOI: 10.1093/acprof:oso/9780199372904.001.0001

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Think-Aloud Interview Procedures

Think-Aloud Interview Procedures

Measuring Problem-Solving Response Processes

(p.21) 2 Think-Aloud Interview Procedures
Using Think-Aloud Interviews and Cognitive Labs in Educational Research

Jacqueline P. Leighton

Oxford University Press

The objective of the second chapter is to delve deeply into the theoretical and empirical distinction for think-aloud interviews. This chapter includes defining what think-aloud interviews are designed to measure—problem-solving processes and how these processes differ from other cognitive functions. The reader is introduced to distinctions between controlled versus automated processing in relation to problem solving, and identifying the specialized interview instructions and probing procedures required for think-aloud interviews; for example, concurrent interview probes. The chapter also presents the role of cognitive models for codifying verbal reports, ways to reduce bias or negative influences on the contents of verbal reports, task materials for eliciting reports, and human sample size considerations. Examples are used to illustrate concepts and ideas.

Keywords:   Problem solving, think-aloud interviews, cognitive model of information processing, type 1 and 2 verbalizations, verbal reports

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