Overt and covert verbalization in problem solving

Wilder, Larry; Harvey, Donald J.

doi:10.1080/03637757109375707

Cited by 29 publications

(19 citation statements)

References 10 publications

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“…A third level of verbalization requires subjects to explain their thought processes or thoughts. This level significantly improves performance on the transfer task 1TI the Tower of Hanoi problem, in which disks of different sizes are moved among three pegs (Gagne & Smith, 1962;Wilder & Harvey, 1971). It therefore seems that by inducing more deliberate planning and forcing subjects to think, the third level of verbalization would change the nature and course of the thinking process.…”

Section: Methodsmentioning

confidence: 99%

Effects of learning contexts on implicit and explicit learning

Lee

1995

Mem Cogn

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Two parallel tasks involving rule learning were identified in Experiment IA and were used to assess implicit and explicit learning. In both tasks, subjects had to input numbers in order to reach the target values of outputs. The relationship between inputs and outputs was either simple (in the simple task) or complex (in the complex task), and the way in which target values were presented could be in the form of either numbers (in the simple task) or lines (in the complex task). Experiment IB examined the validity of the explicit measure in the complex task. Experiments 2--4 investigated the interaction between learning contexts and the simple/complex learning tasks. Verbalization and instructions to search for the rules facilitated the simple-task learning and hurt or have no effect on the complex-task learning. In the observational-learning condition, no learning occurred for the simple task, and the complex task learning was impaired. These results suggest that the complex task and simple task involve two distinct learning systems. Other implications are also discussed.

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Section: Methodsmentioning

confidence: 99%

Effects of learning contexts on implicit and explicit learning

Lee

1995

Mem Cogn

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“…Perhaps the most dramatic of these are what Ericsson and Simon (1993) called Type 3 verbalizations, in which participants are asked to introspect on their performance or provide reasons for their behavior. For example, studies have found that forcing participants who have not previously solved the Tower of Hanoi task to give reasons for their moves improves their performance on the task relative to controls (e.g., Ahlum-Heath & DiVesta, 1986;Gagne & Smith, 1962;Wilder & Harvey, 1971).…”

Section: Methods For Obtaining Accurate' and Nonintrusive Verbal Reportsmentioning

confidence: 99%

Protocol Analysis as a Tool for Behavior Analysis

Austin

Delaney

1998

Analysis Verbal Behav

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The study of thinking is made difficult by the fact that many of the relevant stimuli and responses are not apparent. Although the use of verbal reports has a long history in psychology, it is only recently that Ericsson and Simon's (1993) book on verbal reports explicated the conditions under which such reports may be reliable and valid. We review some studies in behavior analysis and cognitive psychology that have used talk-aloud reporting. We review particular methods for collecting reliable and valid verbal reports using the "talk-aloud" method as well as discuss alternatives to the talk-aloud procedure that are effective under different task conditions, such as the use of reports after completion of very rapid task performances. We specifically caution against the practice of asking subjects to reflect on the causes of their own behavior and the less frequently discussed problems associated with providing inappropriate social stimulation to participants during experimental sessions.

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“…Second, research examining verbal versus nonverbal justifications has also shown that the verbal component is not critical. Wilder and Harvey (1971) found that giving reasons reduced the mistakes made on the six-disk Tower of Hanoi transfer task, but differences in mistakes were not found among the verbal versus nonverbal components. Domer (1978) and BerardiColletta et al (1995) found that nonvocal self-reflection improved the performance on later presented tasks.…”

Section: Issues Surrounding Computer Usementioning

confidence: 97%

A real-time data collection system for problem-solving protocols

Kristovich¹

1996

Behavior Research Methods, Instruments, & Computers

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A computer program was developed to collect solution protocols with written explanations, with a level of detail difficult to obtain with traditional pencil-and-paper tasks. The program automatically presents the instructions, problems, solution entered, changes to the solution, explanation prompts, solution feedback, and system help in a Windows environment. The time to make each move and type each explanation is recorded, making it possible to compare solution times across treatment groups. Protocols are stored in individual ASCII files, eliminating transcription, and a summary data set for all protocols is created. The program was tested in a study where individual protocols were collected in small groups. This program can readily be adapted to different experimental contexts and can be a useful educational tool.

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Overt and covert verbalization in problem solving

Cited by 29 publications

References 10 publications

Effects of learning contexts on implicit and explicit learning

Effects of learning contexts on implicit and explicit learning

Protocol Analysis as a Tool for Behavior Analysis

A real-time data collection system for problem-solving protocols

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