Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
1 reference
-
- Vol 4 RE: Chapter 11
protocol analysisthink-aloud methodsverbal reportscognitive processesretrospective reportsprotocol codingBook Evidence summaryAt a glance
Ericsson and Simon provide a theoretical and methodological framework for using verbal reports as evidence about cognitive processes. Their information-processing account distinguishes concurrent think-aloud reports from retrospective reports and explains when verbalisation is likely to reflect information already in focal attention.
Key ideas
Asking participants simply to verbalise attended information may leave the underlying task process largely unchanged, whereas requests for explanations, reasons, or interpretations can introduce additional processing and alter performance. The book examines completeness, accuracy, memory effects, instructions, task demands, recording, transcription, segmentation, encoding, and analysis of protocols, grounding recommendations in experimental evidence. Verbal data are neither transparent access to thought nor inherently invalid introspection; their value depends on a model of how reports are generated and on procedures aligned with the research question. Researchers should combine protocols with behavioural evidence, avoid treating silence as absence of cognition, and report elicitation and coding decisions clearly.
Why it matters
The revised edition established think-aloud methods as a rigorous tool across cognitive research and applied studies.
View or buy the cited work >>Read a similar article free online >>
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway