Epistemic Cognition when Students Read Multiple Documents Containing Conflicting Scientific Evidence: A Think-Aloud Study.

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Understanding and Promoting Thinking About Knowledge (2016, methodology): “…protocols (Ericsson & Simon, 1993) to surface participants’ epistemic cognition as they engage in everyday epistemic tasks such as searching the Internet for information (e.g., Barzilai & Zohar, 2012; Ferguson et al., 2012; Greene, Yu, & Copeland, 2014; Hofer, 2004; Mason et al., 2010, 2011).”
A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achievement (2018, methodology): “Through analysis of think-aloud protocols, Ferguson, Bråten, and Strømsø (2012) found support for a third dimension of justification: multiple justification.”
Handbook of Research on Learning and Instruction (2011, background): “…when presented with a challenging math problem, a student with performance-approach goals would be focused on demonstrating that she is better than others at solving the problem, whereas a student with performance-avoid goals would be focused on avoiding being seen as unable to solve the problem.”