This paper investigated the apparent failure of subjects to assess accurately their own reading comprehension. The results showed that readers who exhibited an illusion of knowing tended to have shown distortions in their passage summaries, whereas subjects who knew that they had failed to comprehend were more likely to have omitted information…

Describes the results of a study that asked two classes of 14 and 15 year olds to think aloud in the presence of an interviewer through their several readings of a poem. (DF)

Outlines procedures used in an investigation of college students' thinking aloud protocols and discusses the framework developed for differentiating student-text interactions and identifying the common problems of less able comprehenders. Suggests ways to use protocols to look into the ways students comprehend texts, to identify comprehension…

Focuses on three ideas pertaining to modeling and thinking aloud, presents examples of how the processes can be applied to teaching both text comprehension and study strategies to college developmental readers, and discusses reasons for using modeling and thinking aloud in the classroom. (FL)

Monitoring and evaluating whether a charter school is in compliance with statutory and regulatory requirements and performing financially, organizationally, and academically requires the authorizer to examine a host of information about an individual school. Some of this information is reported by the school itself; vehicles such as self-reports,…

Examines think-aloud protocols of experts from three disciplines generated as they revised mismatched text/illustration combinations from biology textbooks; 14 biology students also gave protocols as they read and interpreted the combinations. Indicates that the experts worked in similar ways, but many were not able to predict the…

A model for the recalibration of teacher assessment that assesses and evaluates in one operation is formulated. The instructional effectiveness coefficient is discussed as an edumetric device, and a new research-evaluation model that is quantitatively intuitive and empirical is formulated. The model is nonstochastic in its logic. (Author/SLD)

Provides a systematic analysis of the cognitive processes required for acquiring skill in practical ethical reasoning in a professional domain. Reports striking differences in students' and ethicists' use of knowledge and reasoning. Points to the importance of professional knowledge and role-specific professional obligations in resolving ethical…

Investigated reading strategies used by 38 Taiwanese English-as-a-Foreign-Language (EFL) college students who worked on an English expository essay that described a familiar cultural event. Results of think-aloud protocols are discussed. (Author/VWL)

Describes an informal assessment procedure that uses think alouds (readers' verbal self-reports about their thinking processes) to obtain information about how they attempt to construct meaning from text. (MG)

Describes the problem-solving behaviors of experts and novices engaged in solving seven chemical equilibrium problems. Lists 27 behavioral tendencies of successful and unsuccessful problem solvers. Discusses several implications for a problem solving theory, think-aloud techniques, adequacy of the chemistry domain, and chemistry instruction.…

Describes a study that examined the effects of different kinds of cues (unrestricted, bibliographic and structural) on the recall of a text. Results are analyzed by the degree to which protocol vocabulary matched index terms and propositions from the article. Implications for known-item retrieval and the design of information system interfaces are…

A study involving 32 undergraduate students was conducted to identify mechanisms by which instructional objectives affect learning. Protocols for thinking out loud were examined for evidence of rehearsal activity. Results suggest that instructional objectives enhanced real-time rehearsal activity, recall, and reading time. (TJH)

Examines the effects of participant and observer perspectives on the quantity and quality of information recalled from conversations. Finds that conversational memory may be linked to the social cognitive bias, which has long been associated with the observer perspective. (MS)

Compares experts', advanced students', and novice students' use of genetics knowledge to generate and test hypotheses while solving genetic pedigree problems. Reports that experts identified more critical cues, tested more hypotheses, were more rigorous in the falsification of alternative hypotheses, and were more flexible to their solving…