First- and second-order reactivity to verbal protocols: an example from a study on strategy variability

References

• Ashcraft , M. H. and Kirk , E. P. 2001 . The relationships among working memory, math anxiety, and performance . Journal of Experimental Psychology-General , 130 ( 2 ) : 224 – 37 .
   PubMed Web of Science ®Google Scholar
• Block , E. 1986 . The comprehension strategies of second language readers . TESOL Quarterly , 20 ( 3 ) : 463 – 94 .
   Web of Science ®Google Scholar
• Branch, J.L. 2000. The trouble with think alouds: Generating data using concurrent verbal protocols. Paper presented at the CAIS 2000: Dimensions of a global information science, University of Alberta
   Google Scholar
• Chi , M. T.H. 2000 . “ Self-explaining: The dual process of generating inference and repairing mental models ” . In Advances in instruction psychology: Educational design and cognitive science , Edited by: Glaser , R. Vol. 5 , New Jersey, USA : Lawrence Erlbaum Associates .
   Google Scholar
• Chi , M. T.H. , Deleeuw , N. , Chiu , M. H. and Lavancher , C. 1994 . Eliciting self-explanations improves understanding . Cognitive Science , 18 ( 3 ) : 439 – 77 .
   Web of Science ®Google Scholar
• Dodson , C. , Johnson , M. and Schooler , J. 1997 . The verbal overshadowing effect: Why descriptions impair face recognition . Memory & Cognition , 25 ( 2 ) : 129 – 39 .
   PubMed Web of Science ®Google Scholar
• Ericsson , K. A. and Simon , H. A. 1993 . Protocol analysis – verbal reports as data , Cambridge , MA : MIT Press .
   Google Scholar
• Hyde , J. and Linn , M. 1988 . Gender differences in verbal ability: A meta-analysis . Psychological Bulletin , 104 ( 1 ) : 53 – 69 .
   Web of Science ®Google Scholar
• Jay, T. 2007. Explaining individual differences in strategy variability amongst secondary school mathematics students. Unpublished doctoral dissertation, University of Nottingham, Nottingham, UK
   Google Scholar
• Katz , I. , Bennett , R. and Berger , A. 2005 . Effects of response format on difficulty of SAT-mathematics items: It's not the strategy . Journal of Educational Measurement , 37 ( 1 ) : 39 – 57 .
   Web of Science ®Google Scholar
• Kirk , E. P. and Ashcraft , M. H. 2001 . Telling stories: The perils and promise of using verbal reports to study math strategies . Journal of Experimental Psychology-Learning Memory and Cognition , 27 ( 1 ) : 157 – 75 .
   PubMed Web of Science ®Google Scholar
• Klahr , D. , Fay , A. L. and Dunbar , K. 1993 . Heuristics for scientific experimentation: A developmental study . Cognitive Psychology , 25 : 111 – 46 .
   PubMed Web of Science ®Google Scholar
• Kuusela , H. and Paul , P. 2000 . A comparison of concurrent and retrospective verbal protocol analysis . American Journal of Psychology , 113 ( 3 ) : 387 – 404 .
   PubMed Web of Science ®Google Scholar
• LeFevre , J. , Sadesky , G. S. and Bisanz , J. 1996 . Selection of procedures in mental addition: Reassessing the problem size effect in adults . Journal of Experimental Psychology-Learning Memory and Cognition , 22 ( 1 ) : 216 – 30 .
   Web of Science ®Google Scholar
• Lussier , G. 1996 . Sex and mathematical background as predictors of anxiety and self-efficacy in mathematics . Psychological Reports , 79 ( 3 ) : 827 – 33 .
   PubMed Web of Science ®Google Scholar
• Luwel , K. , Siegler , R. and Verschaffel , L. 2008 . A microgenetic study of insightful problem solving . Journal of Experimental Child Psychology , 99 ( 3 ) : 210 – 32 .
   PubMed Web of Science ®Google Scholar
• McGilly , K. and Siegler , R. S. 1989 . How children choose among serial recall strategies . Child Development , 60 : 172 – 82 .
   PubMed Web of Science ®Google Scholar
• Mevarech , Z. and Stern , E. 1997 . Interaction between knowledge and contexts on understanding abstract mathematical concepts . Journal of Experimental Child Psychology , 65 ( 1 ) : 68 – 95 .
   Web of Science ®Google Scholar
• Miller , H. and Bichsel , J. 2004 . Anxiety, working memory, gender, and math performance . Personality and Individual Differences , 37 ( 3 ) : 591 – 606 .
   Web of Science ®Google Scholar
• Morrison , H. G. 1999 . Online catalogue research and the verbal protocol method . Library Hi Tech , 17 ( 2 ) : 197 – 206 .
   Google Scholar
• Nisbett , R. E. and Wilson , T. D. 1977 . Telling more than we can know: Verbal reports on mental processes . Psychological Review , 84 ( 3 ) : 231 – 59 .
   Web of Science ®Google Scholar
• Paas , F. , Renkl , A. and Sweller , J. 2003 . Cognitive load theory and instructional design: Recent developments . Educational Psychologist , 38 ( 1 ) : 1 – 4 .
   Web of Science ®Google Scholar
• Robinson , K. M. 2001 . The validity of verbal reports in children's subtraction . Journal of Educational Psychology , 93 ( 1 ) : 211 – 22 .
   Web of Science ®Google Scholar
• Sandberg , W. R. , Schweiger , D. M. and Hofer , C. W. 1988 . The use of verbal protocols in determining venture capitalists’ decision processes . Entrepreneurship Theory and Practice , : 8 – 20 .
   Google Scholar
• Siegler , R. S. 1987 . The perils of averaging data over strategies – an example from children's addition . Journal of Experimental Psychology-General , 116 ( 3 ) : 250 – 64 .
   Web of Science ®Google Scholar
• Siegler , R. S. and Stern , E. 1998 . Conscious and unconscious strategy discoveries: A microgenetic analysis . Journal of Experimental Psychology-General , 127 ( 4 ) : 377 – 97 .
   PubMed Web of Science ®Google Scholar
• Stratman , J. F. and Hamp-Lyons , L. 1994 . “ Reactivity in concurrent think-aloud protocols: Issues for research ” . In Speaking about writing: Reflections on research methodology , Edited by: Smagorinsky , P. 89 – 111 . Thousand Oaks , CA : Sage .
   Google Scholar
• van Someren , M. W. , Barnard , Y. F. and Sandberg , J. A.C. 1994 . The think aloud method: A practical guide to modelling cognitive processes , London : Academic Press .
   Google Scholar
• Wade , S. E. 1990 . Using think alouds to assess comprehension . The Reading Teacher , 43 ( 7 ) : 442 – 51 .
   Web of Science ®Google Scholar
• Williams , J. and Lombrozo , T. 2010 . The role of explanation in discovery and generalization: Evidence from category learning . Cognitive Science , 34 ( 5 ) : 776 – 806 .
   PubMed Web of Science ®Google Scholar
• Wilson , T. D. 1994 . The proper protocol: Validity and completeness of verbal reports . Psychological Science , 5 ( 5 ) : 249 – 52 .
   Web of Science ®Google Scholar
• Young , K. A. 2005 . Direct from the source: The value of ‘think-aloud’ data in understanding learning . Journal of Educational Enquiry , 6 ( 1 ) : 19 – 33 .
   Google Scholar