Accessing Problem-Solving Strategy Knowledge: The Complementary Use of Concurrent Verbal Protocols and Retrospective Debriefing.

By K. Taylor, Jean-Paul Dionne. 2000

176 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/114812335784dd039d9527eaf85daeea78c12c65

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Citations in the corpus

Measuring strategic processing when students read multiple texts (2011, methodology): “1999) as well as with data from retrospective debriefing (Taylor and Dionne 2000).”
Aiding Transfer in Statistics: Examining the Use of Conceptually Oriented Equations and Elaborations during Subgoal Learning. (2003, methodology): “Specifically, this experiment was modeled after the dual CVP-RD methodology of Taylor and Dionne (2000), whereby the participant is asked to talk out loud while studying the instructional material and solving subsequent problems, followed by a short question-and-answer session in which the…”
Approaches to Learning by Students in the Biological Sciences: Implications for teaching (2007, methodology): “The concurrent verbal and retrospective debriefing protocols were used (Taylor & Dionne, 2000 ), mindful of the guidelines suggested by Ashworth and Lucas (2001) for the conduct of such studies.”
Using the Attribute Hierarchy Method to Make Diagnostic Inferences about Examinees' Cognitive Skills in Algebra on the SAT. (2008, background): “…models are often created and validated by having examinees think aloud as they solve items to identify the information requirements and processing skills elicited by the tasks (Ericsson & Simon, 1993; Leighton, 2004; Leighton & Gierl, 2007b; Royer, Cisero, & Carlo, 1993; Taylor & Dionne, 2000).”
Undergraduate Students' Beliefs about Engineering Problem Solving (2016, methodology): “As a result of these limitations, some researchers use retrospective interviews in addition to concurrent reporting to create a richer dataset (Taylor & Dionne, 2000; Koro-Ljungberg et al., 2013).”
Retrospective vs. concurrent think-aloud protocols: Testing the usability of an online library catalogue (2003, background): “…concurrent and retrospective verbal protocols, while in fact they describe the kind of research which was previously referred to as retrospective research, i.e. research which fails to include stimuli to recall the task performance (Branch 2000, Kuusela and Paul 2000, Taylor and Dionne 2000).”
Can Students Evaluate Online Sources? Learning From Assessments of Civic Online Reasoning (2018, methodology): “As a final step in evaluation, we conducted think-aloud interviews with students (Ericsson & Simon, 1993; Taylor & Dionne, 2000) as they completed the tasks.”
Measuring cognitive load with subjective rating scales during problem solving: differences between immediate and delayed ratings (2015, background): “Up to now, it seems that both immediate and delayed techniques have their advantages and disadvantages (Kuusela and Paul 2000; Taylor and Dionne 2000; Van Gog et al. 2012).”
Lateral Reading and the Nature of Expertise: Reading Less and Learning More When Evaluating Digital Information (2019, background): “Metaanalyses of think-aloud protocols show that they do not cause extensive disruption in the kinds of thought processes in which participants engage (Taylor & Dionne, 2000).”