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Direct linkPeskin, Joan; Ellenbogen, Beverly – Cognition and Instruction, 2019
To identify expert poets' cognitive processes as they compose poetry, we asked 10 expert poets and 10 novice writers of poetry to think aloud as they composed a poem. Compared to the novices, expert poets revealed an associative playfulness and surrendering of consciousness, similar to that shown in research on general creativity in domains such…
Descriptors: Cognitive Processes, Poetry, Protocol Analysis, Expertise
Smith, Mark; Breakstone, Joel; Wineburg, Sam – Cognition and Instruction, 2019
This article reports a validity study of History Assessments of Thinking (HATs), which are short, constructed-response assessments of historical thinking. In particular, this study focuses on aspects of cognitive validity, which is an examination of whether assessments tap the intended constructs. Think-aloud interviews with 26 high school…
Descriptors: History, History Instruction, Thinking Skills, Multiple Choice Tests
Loughlin, Sandra; Grossnickle, Emily; Dinsmore, Daniel; Alexander, Patricia – Cognition and Instruction, 2015
Art-based reading instruction and interventions for elementary and middle school students are growing in popularity despite scant theoretical rationale and empirical research support. This study explored the degree to which painting comprehension processes map onto text comprehension processes in this population. In particular, we used think aloud…
Descriptors: Reading Instruction, Art Education, Painting (Visual Arts), Elementary School Students
Stieff, Mike; Hegarty, Mary; Deslongchamps, Ghislain – Cognition and Instruction, 2011
Increasingly, multi-representational educational technologies are being deployed in science classrooms to support science learning and the development of representational competence. Several studies have indicated that students experience significant challenges working with these multi-representational displays and prefer to use only one…
Descriptors: Educational Technology, Visual Aids, Science Instruction, Organic Chemistry
Peer reviewedBreetvelt, Iris; And Others – Cognition and Instruction, 1994
Investigated the relationships between cognitive activities and text quality using think-aloud protocols. Found that some cognitive activities appeared to be relatively restricted to the first part of the writing process, whereas others dominated at later stages. The relationships between text quality and cognitive activities seemed to depend on…
Descriptors: Cognitive Processes, High School Students, High Schools, Protocol Analysis
Peer reviewedLawson, Michael J.; Chinnappan, Mohan – Cognition and Instruction, 1994
The problem-solving performance of high-achieving (HA) and low-achieving (LA) 11th-grade students was compared during solution of geometry problems using a think-aloud procedure. Detailed analysis of problem-solving protocols indicated that HA students not only accessed a greater body of geometrical knowledge but also used that knowledge more…
Descriptors: Academic Achievement, Cognitive Processes, Comparative Analysis, Geometry
