scholarly journals The Visual Self

2021 ◽  
Vol 43 ◽  
pp. 41-66 ◽  
Author(s):  
Claudia Riesmeyer ◽  
Amelie Hagleitner ◽  
Pauline Sawatzki
Keyword(s):  
Negative Evaluation ◽  
Think Aloud ◽  
Self Presentation ◽  
Advertising Message ◽  
Knowledge Based ◽  
Think Aloud Protocols ◽  
Almost All ◽  
Advertising Literacy ◽  
Depth Interviews

This article analyzes adolescents’ self-presentation on Instagram, the role influencers might play in such content, and adolescents’ advertising literacy, defined as recognizing and evaluating advertising presented by influencers as well as using advertising knowledge. Based on 32 in-depth interviews and think-aloud protocols, this study identifies five types of self-presentation (staged, natural, covert, changed, and two-sided). Influencers were important benchmarks for almost all the adolescents interviewed; the participants each followed one or more influencers on Instagram and were inspired by the advertised products. Furthermore, they recognized influencers’ commercial interests and presentation strategies. Their positive or negative evaluations of these strategies were linked to their self-presentation and ranged from approval to rejection. A negative evaluation of advertising did not automatically lead to a rejection of the implied advertising message. A discrepancy between the adolescents’ knowledge and actions became clear when they admitted buying advertised products despite being critical of advertising or knowing which advertising mechanisms were being applied.

Are Subjective Reports of Conscious Recollection Valid? Evidence from Think Aloud Protocols

2008 ◽  
Author(s):  
Jeffrey K. Boman ◽  
David P. McCabe ◽  
Amanda E. Sensenig ◽  
Matthew G. Rhodes ◽  
Meghan T. Lee
Keyword(s):  
Think Aloud ◽  
Think Aloud Protocols ◽  
Conscious Recollection ◽  
Valid Evidence ◽  
Subjective Reports

The interplay of glossing with text difficulty and comprehension levels

2021 ◽  
pp. 136216882110204
Author(s):  
Seyede Faezeh Hosseini Alast ◽  
Sasan Baleghizadeh
Keyword(s):  
Undergraduate Students ◽  
First Language ◽  
Think Aloud ◽  
Text Difficulty ◽  
L2 Reading ◽  
Think Aloud Protocols ◽  
Significant Difference ◽  
The Impact ◽  
L2 Reading Comprehension ◽  
Underlying Processes

The aim of this experiment was to investigate how glossing influences second language (L2)reading comprehension in relation to text difficulty and the two local and global meaning representations. Fifty-eight undergraduate students were asked to read three easy, moderate, and difficult texts and, following each passage, answer twenty comprehension questions targeting local and global concepts in one of the two first-language-glossed and unglossed conditions. Half of the participants in each group were supposed to think aloud while reading. The results revealed a significant difference between the performance of glossed and unglossed groups on comprehension of local concepts in all three difficulty levels. However, the impact of glossing on comprehension of global concepts was significantly influenced by text difficulty. The qualitative analysis of think-aloud protocols suggested a substantial difference in glossing functionality on fluency between the easy and the difficult texts. Furthermore, it is suggested that revisiting the glossing effect in combination with text difficulty on the reading product and underlying processes might reconcile some divergent hypotheses on glossing impact on fluency.

scholarly journals Understanding Traditional Meat Processing Knowledge among the Borana Pastoralist of Northern Kenya

2018 ◽  
Vol 7 (4) ◽  
pp. 30 ◽  
Author(s):  
Buke Dabasso ◽  
Hassan Roba ◽  
Anselimo Makokha ◽  
Arnold Onyango ◽  
Julius Maina
Keyword(s):  
Meat Products ◽  
Meat Production ◽  
Meat Processing ◽  
Northern Kenya ◽  
Future Consumption ◽  
Meat Preservation ◽  
Almost All ◽  
Shelf Stable ◽  
And Storage ◽  
Depth Interviews

Indigenous knowledge on food preparation is an activity practised in almost all agricultural production system. Amongst the Borana pastoralist of Northern Kenya, milk and meat production are the cornerstone of livelihood, and more often abundance occurs without possibility of immediate consumption, triggering the need to preserve surplus for future consumption. The objective of this paper is to document and understand traditional meat preparation knowledge amongst Borana pastoralist’s women of Northern Kenya.The method of collecting information included in-depth interviews and participant observations to document meat preparation skills and knowledge of Borana people as appertains to traditional food ways. It was observed that methods of traditional meat processing and preparation included different forms of drying, use of heat and storage in fat. Fourteen traditional meat products and seven preservation techniques were documented. Drying and deep frying were the major form of meat preservation. Women skillfully put a lot of effort in all stages of meat preparation to produce an end product that is not only shelf stable but traditional products that are appreciated and nutritious. It was observed that only four of the products are currently in use, an indication of steady decline in meat handling knowledge and preparation. 

scholarly journals Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing

2017 ◽  
Vol 19 (2) ◽  
pp. 87-100
Author(s):  
Claudio Díaz Larenas ◽  
Lucía Ramos Leiva ◽  
Mabel Ortiz Navarrete
Keyword(s):  
Foreign Language ◽  
Teacher Candidates ◽  
Cognitive Strategies ◽  
Think Aloud ◽  
Writing Intervention ◽  
Writing Program ◽  
Post Intervention ◽  
Essay Writing ◽  
Think Aloud Protocols ◽  
Before And After

This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as summarizing, reaffirming, and selecting ideas were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay—two key considerations for the devising of any writing program.

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