Thoughts on text in context: Applying the think-aloud method to text processing

Abstract

The application of the think-aloud method to the study of different text processing tasks is illustrated and discussed. Exploratory studies indicated that some stable general characteristics of think-aloud comment during reading could be found. These characteristics could be categorized reliably in different studies of the reading of various texts. The suggested categories were also sensitive enough to capture the effects of different instructions and texts. In later studies, think-aloud comments were used to illuminate conditional reasoning and Interpretation of words in context. The thinkaloud comments formed the basis for suggesting a descnptive model for the latter task.To conclude, it was found that the think-aloud method forced the consideration of a wide ränge of aspects in describing text processing. Whereas previous models have mainly focused on intratextual relationships and readers* prior knowledge, the new aspects include the use ofprior knowledge not only for comprehension but also for idea processing and criticism.The think-aloud method further Stresses the importance of considering evaluation and monitonng processes. In particular, readers have to decide how to continue their processing, once they have failed to comprehend. Finally t the reconstruction of meaning adds a creative aspect t o the pure text processing.

Deriving word meaning from written context: a process analysis

“…However, previous think-aloud studies have shown that significant activities that involve an orientation towards the context (e.g. activation of schemata from long-term memory, the actual reading, the gathering of clues) do not often show up in the protocols as a result of automatization (Waern, 1988). Paraphrasing of the context, however, becomes perceptible in the protocols.…”

“…Three sources may be involved in this, namely internal clues in the word, external clues in the context and personal knowledge from long-term memory, which is automatically activated during reading (Waern, 1988). By gathering information from different sources, a reader selects constraints with which to restrict the word's meaning and to delineate the problem space (Boettcher, 1980;McKeown, 1985).…”

“…Automatic processes are not verbalized in the think-aloud protocols (Ericsson & Simon, 1993), and have therefore not been included. Search activities, for example, are not likely to show up in think-aloud protocols, and activation of schemata is also considered an unconscious process, which does not leave traces in the protocols either (Waern, 1988). Other activities from the infer and check and evaluation phase are likely to show up in the protocols.…”

Investigating the Processes of Reading-to-Assess among Dutch Legislators

“…Olshavsky (1976Olshavsky ( /1977 placed red dots behind every sentence to prompt readers to think aloud. Waern (1980Waern ( ,1988 instructed her readers to think aloud after reading every sentence. De Jong and Biemans (1988) presented each paragraph of the text on a separate computer screen.…”

Understanding metaphors in poetic texts: towards a determination of interpretative operations in secondary school students’ engagement with imagery

“…An important starting point for the derivation of coding systems are the works of Gerard Steen, who worked with adult readers (Steen, 1990;1994).He sees the understanding of metaphors as a problem-solving process (see Steen,1990: 301;Steen, 1994: 111), and selects as the basis for his very nuanced categorical system (especially in its early stages) a system developed by Yvonne Waern for identifying problem-solving strategies for understanding of an unknown word (see Waern, 1988).…”