Think-aloud approaches to cognitive assessment and the articulated thoughts in simulated situations paradigm.

1997 ◽  
Vol 65 (6) ◽  
pp. 950-958 ◽  
Author(s):  
Gerald C. Davison ◽  
Ralph S. Vogel ◽  
Sandra G. Coffman
Keyword(s):  
Cognitive Assessment ◽  
Think Aloud ◽  
Articulated Thoughts

scholarly journals Cognitive-Affective Change Mechanisms in Personalized Normative Feedback via the Articulated Thoughts in Simulated Situations Paradigm

2020 ◽  
Vol 17 (3) ◽  
pp. 690
Author(s):  
Justin F. Hummer ◽  
Melissa R. Hatch ◽  
Gerald C. Davison
Keyword(s):  
Think Aloud ◽  
Normative Feedback ◽  
Personalized Normative Feedback ◽  
Articulated Thoughts ◽  
Affective Processes ◽  
Science Intervention ◽  
Affective Change ◽  
Change Mechanisms ◽  
Adjudicated Students

The research explored explanatory mechanisms of change for a personalized normative feedback (PNF) intervention, through an adapted application of the Articulated Thoughts in Simulated Situation (ATSS) cognitive think-aloud paradigm. A sample of 70 (51% female) U.S. adjudicated students were randomly assigned to one of three conditions: a PNF-ATSS condition, a PNF-Only condition (without ATSS), and an active Control+ATSS condition which received psychoeducation about alcohol use. Students in both the PNF-Only and PNF-ATSS conditions reported significant reductions in their misperceived peer drinking norms and alcohol-related consequences at the 30-day follow-up, relative to students in the control condition. Participants in the PNF-ATSS condition drank significantly fewer drinks per week at follow-up than participants in the PNF-Only condition, but not less than participants in the control condition. Significant indirect effects were found for the ATSS codes of participants’ neutrality and believability toward PNF content. This study presents a proof of concept for an adapted ATSS think-aloud methodology as a clinical science intervention tool to specify the cognitive-affective processes of change linked to complex intervention for particular problems, persons, and contexts.

scholarly journals Experimentally induced distraction impacts cognitive but not emotional processes in think-aloud cognitive assessment

2014 ◽  
Vol 5 ◽  
Author(s):  
Kean J. Hsu ◽  
Kalina N. Babeva ◽  
Michelle C. Feng ◽  
Justin F. Hummer ◽  
Gerald C. Davison
Keyword(s):  
Cognitive Assessment ◽  
Think Aloud ◽  
Emotional Processes ◽  
Experimentally Induced

Are cognitive assessment methods equal? A comparison of think aloud and thought listing

1985 ◽  
Vol 9 (4) ◽  
pp. 399-413 ◽  
Author(s):  
Richard T. Blackwell ◽  
John P. Galassi ◽  
Merna Dee Galassi ◽  
Thomas E. Watson
Keyword(s):  
Cognitive Assessment ◽  
Assessment Methods ◽  
Think Aloud ◽  
Thought Listing

GENDER SCHEMATIC PARAPRAXES IN THE ARTICULATED THOUGHTS OF EX-SMOKERS

1990 ◽  
Vol 18 (2) ◽  
pp. 261-266 ◽  
Author(s):  
David A. F. Haaga
Keyword(s):  
Information Processing ◽  
Cognitive Assessment ◽  
Sex Role ◽  
Schema Theory ◽  
Assessment Methods ◽  
Gender Schema ◽  
Sex Role Stereotypes ◽  
Articulated Thoughts ◽  
Gender Schema Theory ◽  
Traditional Roles

The Articulated Thoughts during Simulated Situations (ATSS) para digm for cognitive assessment may be useful for identifying gender schematic information processing. In a study of smoking relapse, several ex-smokers articulated thoughts indicating that they mistook the gender of audiotaped actors whose roles violated sex role stereotypes. The same speakers were never misidentified when portraying more traditional roles. Discussion focused on (a) the possible utility of this finding for research on Gender Schema Theory, and (b) the value of open-ended cognitive assessment methods such as ATSS for enhancing the likelihood of serendipitous findings.

Guidance Lacking for Cognitive Assessment

2011 ◽  
Vol 44 (2) ◽  
pp. 26
Author(s):  
MICHELE G. SULLIVAN
Keyword(s):  
Cognitive Assessment
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