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Using Think-Aloud Interviews and Cognitive Labs in Educational Research$
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Jacqueline P. Leighton

Print publication date: 2017

Print ISBN-13: 9780199372904

Published to Oxford Scholarship Online: February 2017

DOI: 10.1093/acprof:oso/9780199372904.001.0001

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Cognitive Laboratory Interview Procedures

Cognitive Laboratory Interview Procedures

Measuring Comprehension and Understanding

Chapter:
(p.57) 3 Cognitive Laboratory Interview Procedures
Source:
Using Think-Aloud Interviews and Cognitive Labs in Educational Research
Author(s):

Jacqueline P. Leighton

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199372904.003.0003

In alignment with the second chapter, the objective of the third chapter is to delve deeply into the theoretical and empirical distinction for cognitive laboratory interviews. This chapter presents cognitive laboratory interview procedures aimed at collecting verbal reports of comprehension processes, including defining the object of measurement—comprehension and understanding—and how it differs from problem solving. The chapter also presents how a cognitive model of knowledge representation and organization (comprehension and learning) can guide data collection or, more often than not, is developed from the data collected. The chapter also presents instructions to elicit verbal reports, including retrospective interview probes, task materials, variables that can bias the reports, and human sample size considerations. Examples are used to illustrate concepts and ideas.

Keywords:   Comprehension, cognitive laboratory interviews, type 3 verbalizations, reactivity and veridicality, verbal reports

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