Experiment in which university undergraduates were given word definitions and asked to say aloud responses that came to mind in the course of their attempts to retrieve target words is described. Results indicated phonologically similar responses and word-fragments were predictors of target-word knowledge and likelihood of success in retrieval was…

The study investigated the effectiveness of a pragmatic language function protocol with a sample of 240 normal preschool children, aged 2-5, in a structured setting. The protocol was shown to be used reliably and was sensitive to differences in the mastery of language skills of normal children of different ages. (Author/JDD)

Discusses: how artificial intelligence (AI) can advance education; if the future of software lies in AI; the roots of intelligent computer-assisted instruction; protocol analysis; reactive environments; LOGO programming language; student modeling and coaching; and knowledge-based instructional programs. Numerous examples of AI programs are cited.…

Mathematical norms are important cultural knowledge of mathematical activities. This paper reports an analysis of mathematical norms in ten consecutive lessons taught by an eighth-grade Japanese teacher. The lessons were located in the unit of simultaneous linear equations. The videotapes of the lessons, their transcripts, and the interview data…

Describes several projects that have enabled teachers to leave the isolation of their own classrooms and think together about student work in the broader contexts of school improvement and professional development. (Contains 18 references.) (Author/MLF)

Identifies cognitive strategies used during the categorization of qualitative data and investigates how various factors may be related to the testimonial validity of the categories. Essay writers ranked sets of categories in terms of overall quality and rated them while thinking aloud. Think-aloud protocols for the "best" and…

Studied the cognitive equivalence of computerized and paper-and-pencil reading comprehension tests using verbal protocol analysis. Results for 48 college students indicate that the only significant difference between the computerized and paper-and-pencil tests was in the frequency of identifying important information in the passage. (SLD)

Documents strategy, affective reactions, and metacognitive assessments of beginning French students encountering their first French reading exercise via think-aloud and recall protocols. Findings suggest that beginning second language readers transfer strategies from the first language and other reading experiences to new reading situations and…

Investigates the ways children used their schemes of fractions to interpret fraction situations. Records clinical interviews with nine children (grades three through five). Reports that children do not establish relationships among different schemes when giving meaning to a given situation. (Author/YP)

Analyzes two transcripts of children's mathematical behavior to observe the nature of recursive levels and interrelationships among them. Describes several levels of the recursions. (YP)

Describes a study that measured students' comprehension of a selection of library terms. Protocol analyses were used to examine the reasoning processes employed by subjects. The results show that patrons misunderstand library terms approximately half of the time, and a continuum of solutions is offered. (16 references) (Author/CLB)

Examines the strategies readers engage in by analyzing their self reporting responses during and after reading a passage. Argues that teachers should instruct children to be aware of the nature and effectiveness of their own reading strategies. (RAE)

Presents results of a qualitative study of problem solving in the domain of instructional design. Novice and expert instructional designers worked on a "think aloud" design task, and their instruction protocols were analyzed for problem-solving processes. Analysis revealed that experts and novices used divergent design models and…

A mental model analysis was conducted with 27 graduate and 29 undergraduate students in the statistical hypothesis testing domain to determine the nature of relevant mental models that can be taught to novices. Results suggest the efficacy of using separate and diagrammatic strategies in teaching novices introductory hypothesis testing. (SLD)

Examines a fourth-grade teacher's interactions with a child, showing that actually allowing students to use their point of view when discussing literature is a real challenge that requires most classroom teachers to rethink their roles as readers and listeners. (RS)