Think-aloud data - Revision history

Koedinger at 13:59, 24 October 2008

2008-10-24T13:59:29Z

← Older revision		Revision as of 13:59, 24 October 2008
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	When students do an activity, such as solving a problem, the experimenter can ask them to "think aloud" as they work ~~and record their speech~~. ~~Usually, this is done by running Camtasia or some other screen-capture recording system so that the analyst can see what the students are talking about~~ and ~~doing~~. ~~Speech quality is often better if students wear close-talk headset mikes.~~		When study participants, like students or domain experts, are asked do an activity or perform a task, such as solving a problem, the experimenter can ask them to "think aloud" as they work. The researcher typically records participants' speech and may also video tape their actions.

	There ~~was once considerable~~ controversy about whether think-aloud data collection ~~affected~~ students' cognition. After many experiments comparing performance with and without such data collection, the answer is "it depends" on what the activity is. See		When the participant is working on a computer, often a screen-capture recording system (like Camtasia) is used so that the analyst can see what it is on the computer screen that participants are talking about and doing. Speech quality is often better if students wear close-talk headset microphones.

			There has been controversy and research about whether think-aloud data collection affects students' cognition. After many experiments comparing performance with and without such data collection, the answer is "it depends" on what the activity is. See
	* Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. ''Psychological Review, 87''(3), 215-251.		* Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. ''Psychological Review, 87''(3), 215-251.
	* M. W. van Someren, Y. Barnard, J. A.C. Sandberg (1994) [http://www.eurisco.org/pdf/Think-aloud-method.pdf The Think Aloud Method: A practical guide to modelling cognitive processes], Academic Press, London, 1994.		* M. W. van Someren, Y. Barnard, J. A.C. Sandberg (1994) [http://www.eurisco.org/pdf/Think-aloud-method.pdf The Think Aloud Method: A practical guide to modelling cognitive processes], Academic Press, London, 1994.

	[[Category:Glossary]]		[[Category:Glossary]]

Vanlehn at 22:24, 15 February 2007

2007-02-15T22:24:12Z

← Older revision		Revision as of 22:24, 15 February 2007
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	* Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. ''Psychological Review, 87''(3), 215-251.		* Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. ''Psychological Review, 87''(3), 215-251.
	* M. W. van Someren, Y. Barnard, J. A.C. Sandberg (1994) [http://www.eurisco.org/pdf/Think-aloud-method.pdf The Think Aloud Method: A practical guide to modelling cognitive processes], Academic Press, London, 1994.		* M. W. van Someren, Y. Barnard, J. A.C. Sandberg (1994) [http://www.eurisco.org/pdf/Think-aloud-method.pdf The Think Aloud Method: A practical guide to modelling cognitive processes], Academic Press, London, 1994.

			[[Category:Glossary]]

Vanlehn at 21:55, 15 February 2007

2007-02-15T21:55:06Z

New page

When students do an activity, such as solving a problem, the experimenter can ask them to "think aloud" as they work and record their speech. Usually, this is done by running Camtasia or some other screen-capture recording system so that the analyst can see what the students are talking about and doing. Speech quality is often better if students wear close-talk headset mikes.

There was once considerable controversy about whether think-aloud data collection affected students' cognition. After many experiments comparing performance with and without such data collection, the answer is "it depends" on what the activity is. See
* Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. ''Psychological Review, 87''(3), 215-251.
* M. W. van Someren, Y. Barnard, J. A.C. Sandberg (1994) [http://www.eurisco.org/pdf/Think-aloud-method.pdf The Think Aloud Method: A practical guide to modelling cognitive processes], Academic Press, London, 1994.