Verbal Protocols and Demonstrating Performance of a Complex Skill

2005 ◽  
Author(s):  
Lauren E. McEntire ◽  
Eric A. Day ◽  
Jazmine Espejo ◽  
Paul R. Boatman ◽  
Vanessa Kowollik ◽  
...  
Keyword(s):  
Verbal Protocols ◽  
Complex Skill

Segmentation of design protocol using EEG

2018 ◽  
Vol 33 (1) ◽  
pp. 11-23 ◽  
Author(s):  
Philon Nguyen ◽  
Thanh An Nguyen ◽  
Yong Zeng
Keyword(s):  
Automated Segmentation ◽  
Manual Segmentation ◽  
Engineering Systems ◽  
Verbal Protocols ◽  
Segmentation Method ◽  
Average Deviation ◽  
Domain Experts ◽  
Design Activities ◽  
The Mind ◽  
Design Protocol

AbstractDesign protocol data analysis methods form a well-known set of techniques used by design researchers to further understand the conceptual design process. Verbal protocols are a popular technique used to analyze design activities. However, verbal protocols are known to have some limitations. A recurring problem in design protocol analysis is to segment and code protocol data into logical and semantic units. This is usually a manual step and little work has been done on fully automated segmentation techniques. Physiological signals such as electroencephalograms (EEG) can provide assistance in solving this problem. Such problems are typical inverse problems that occur in the line of research. A thought process needs to be reconstructed from its output, an EEG signal. We propose an EEG-based method for design protocol coding and segmentation. We provide experimental validation of our methods and compare manual segmentation by domain experts to algorithmic segmentation using EEG. The best performing automated segmentation method (when manual segmentation is the baseline) is found to have an average deviation from manual segmentations of 2 s. Furthermore, EEG-based segmentation can identify cognitive structures that simple observation of design protocols cannot. EEG-based segmentation does not replace complex domain expert segmentation but rather complements it. Techniques such as verbal protocols are known to fail in some circumstances. EEG-based segmentation has the added feature that it is fully automated and can be readily integrated in engineering systems and subsystems. It is effectively a window into the mind.

scholarly journals Processos de estudo e avaliação da aprendizagem no desenvolvimento da expertise

2018 ◽  
Vol 29 (71) ◽  
pp. 386
Author(s):  
Gustavo Danicki Aureliano Rosa ◽  
Afonso Celso Tanus Galvão
Keyword(s):  
Cognitive Development ◽  
Problem Solving ◽  
Educational Assessment ◽  
Learning Processes ◽  
Learning Assessment ◽  
Verbal Protocols ◽  
Expertise Development ◽  
Educational Objectives ◽  
Assessment Of Learning ◽  
Palabras Clave

<p>Desenvolve-se uma análise de protocolos verbais de processos de estudo, tendo como inspiração a taxonomia de objetivos educacionais de Bloom et al. (1977), para a geração de subsídios para a avaliação educacional. Os protocolos foram gerados a partir da entrevista com seis indivíduos que realizaram o estudo com materiais de domínio e não domínio inferido. Os resultados da pesquisa sugerem que: i) informações importantes para o realinhamento das ações em uma situação de ensino e aprendizagem podem ser obtidas, tais como termos-chave que tenham significado para os indivíduos e que estejam inseridos em materiais de não domínio; e ii)  uma categorização como a proposta neste estudo para a tomada de decisão pode contribuir para o trabalho efetivo do estudante em situações adequadas ao seu nível de desenvolvimento rumo ao domínio completo de determinado material de estudo.</p><p><strong>Palavras-chave:</strong> Avaliação da Educação, Taxonomia, Resolução de Problemas, Desenvolvimento Cognitivo.</p><p>  </p><p><em><strong>Procesos de estudio y evaluación del aprendizaje en el desarrollo de la expertise</strong></em></p><p><em>Se desarrolla un análisis de protocolos verbales de procesos de estudio, cuya inspiración es la taxonomía de objetivos educacionales de Bloom et al. (1977), a fin de generar subsidios para la evaluación educacional. Los protocolos se originaron a partir de la entrevista con seis individuos que realizaron el estudio con materiales de dominio y no dominio inferido. Los resultados de la investigación sugieren que: i) se pueden obtener informaciones importantes para la realineación de las acciones en una situación de enseñanza y aprendizaje, tales como términos clave que tengan significado para los individuos y que estén insertos en materiales de no dominio; y ii)  una categorización como la propuesta en este estudio para la toma de decisión puede contribuir para el trabajo efectivo del estudiante en situaciones adecuadas a su nivel de desarrollo rumbo al dominio completo de un determinado material de estudio.</em></p><p><em><strong>Palabras clave:</strong> Evaluación de la Educación, Taxonomía, Resolución de Problemas, Desarrollo Cognitivo.</em></p><p><em>  </em></p><p><em><strong>Learning processes and learning assessment for expertise development</strong></em></p><p><em>An analysis of verbal protocols of learning processes, and their categorization based on Bloom’s et al. (1977) taxonomy of educational objectives, is developed to generate subsidies for an educational assessment of learning processes. The participants were six academics who were observed while solving problems involving domain and non-domain material. Results suggest that: i) knowledge that is relevant for the realignment of actions in situations of teaching, such as keywords that are meaningful for individuals that can be obtained even when inserted into nondomain materials; and ii) categorizations such as the ones proposed for this study can contribute to the effectiveness of students’ learning processes in situations that are appropriate for their level of development and towards the mastery of study content.</em></p><p><em><strong>Keywords:</strong> Educational Assessment, Taxonomy, Problem Solving, Cognitive Development.</em></p>

Short and Long-term Transfer of Training in a Tablet-based Teen Driver Hazard Perception Training Program

2018 ◽  
Vol 62 (1) ◽  
pp. 1965-1969 ◽  
Author(s):  
Nima Ahmadi ◽  
Aftefeh Katrahmani ◽  
Matthew R. Romoser
Keyword(s):  
Training Program ◽  
Situation Awareness ◽  
Training System ◽  
Verbal Protocols ◽  
Driver Training ◽  
Hazard Perception ◽  
Positive Effects ◽  
Short And Long Term ◽  
Teen Drivers

Engaged Driver Training System (EDTS) is a tablet-based training method which was developed to elevate hazard perception skills of teen drivers. The objective was to investigate the effectiveness of the EDTS training program on drivers’ hazard perception skills in driving situations. Drivers’ situation awareness was measured by mapping eye movements and verbal protocols of teen drivers to Endsley’s model of situation awareness. Thirty-two drivers were randomly assigned to two groups: the experimental and placebo group. Drivers’ situation awareness was first measured at one week and six months after training via an 8-mile on road drive. The situation awareness of drivers in two groups were compared with each other’s in four categories of driving scenarios: crosswalks, turns, 4-way intersections, and rotary. Results show that in most of the categories the EDTS training had both short-term and long-term positive effects on drivers’ hazard perception skills.

Evaluating and Managing Cognitive Load in Games

2009 ◽  
pp. 719-737 ◽  
Author(s):  
Slava Kalyuga ◽  
Jan L. Plass
Keyword(s):  
Cognitive Load ◽  
Rating Scales ◽  
Educational Games ◽  
Cognitive Architecture ◽  
Human Mind ◽  
Subjective Rating ◽  
Cognitive Resources ◽  
Verbal Protocols ◽  
Game Based Learning ◽  
Cognitive Limitations

This chapter provides an overview of our cognitive architecture and its implications for the design of game-based learning environments. Design of educational technologies should take into account how the human mind works and what its cognitive limitations are. Processing limitations of working memory, which becomes overloaded if more than a few chunks of information are processed simultaneously, represent a major factor influencing the effectiveness of learning in educational games. The chapter describes different types and sources of cognitive load and the specific demands of games on cognitive resources. It outlines information presentation design methods for dealing with potential cognitive overload, and presents some techniques (subjective rating scales, dual-task techniques, and concurrent verbal protocols) that could be used for evaluating cognitive load in electronic gaming in education.

The Trouble With Think Alouds: Generating Data Using Concurrent Verbal Protocols

2013 ◽  
Author(s):  
Jennifer L. Branch
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Information Seeking ◽  
Protocol Analysis ◽  
Junior High ◽  
Verbal Protocol ◽  
Verbal Protocols ◽  
School Students ◽  
Verbal Protocol Analysis ◽  
Think Alouds

Verbal protocol analysis is a methodology that is frequently used in cognitive psychology and education. The use of this method in library and information studies, however, is still very limited. Verbal protocol analysis aims to find cognitive processes while solving a problem. However, concurrent verbal protocols have been seen to cause problems when the task involves a high cognitive load, when the information is difficult to verbalize because of its form, i.e., visual data, or when the processes are automatic for the participants. This paper looks at studies using concurrent verbal protocols and summarizes the findings of this research. Then, this paper compares and contrasts the analysis of 130 concurrent verbal protocols (Think Alouds) gathered from twelve junior high school students from Inuvik, Canada. These Think Alouds are from a case study of the information-seeking processes of junior high students when accessing information from CD-ROM encyclopedias. Preliminary analysis indicates that several of the participants experienced difficulty with Think Alouds. A discussion of possible reasons for these difficulties will be included.

scholarly journals Pupil Diameter Tracks the Exploration–Exploitation Trade-off during Analogical Reasoning and Explains Individual Differences in Fluid Intelligence

2016 ◽  
Vol 28 (2) ◽  
pp. 308-318 ◽  
Author(s):  
Taylor R. Hayes ◽  
Alexander A. Petrov
Keyword(s):  
Individual Differences ◽  
Locus Coeruleus ◽  
Analogical Reasoning ◽  
Fluid Intelligence ◽  
Temporal Dynamics ◽  
Pupil Diameter ◽  
Pupillary Response ◽  
Annual Review ◽  
Verbal Protocols ◽  
Exploration And Exploitation

The ability to adaptively shift between exploration and exploitation control states is critical for optimizing behavioral performance. Converging evidence from primate electrophysiology and computational neural modeling has suggested that this ability may be mediated by the broad norepinephrine projections emanating from the locus coeruleus (LC) [Aston-Jones, G., & Cohen, J. D. An integrative theory of locus coeruleus-norepinephrine function: Adaptive gain and optimal performance. Annual Review of Neuroscience, 28, 403–450, 2005]. There is also evidence that pupil diameter covaries systematically with LC activity. Although imperfect and indirect, this link makes pupillometry a useful tool for studying the locus coeruleus norepinephrine system in humans and in high-level tasks. Here, we present a novel paradigm that examines how the pupillary response during exploration and exploitation covaries with individual differences in fluid intelligence during analogical reasoning on Raven's Advanced Progressive Matrices. Pupillometry was used as a noninvasive proxy for LC activity, and concurrent think-aloud verbal protocols were used to identify exploratory and exploitative solution periods. This novel combination of pupillometry and verbal protocols from 40 participants revealed a decrease in pupil diameter during exploitation and an increase during exploration. The temporal dynamics of the pupillary response was characterized by a steep increase during the transition to exploratory periods, sustained dilation for many seconds afterward, and followed by gradual return to baseline. Moreover, the individual differences in the relative magnitude of pupillary dilation accounted for 16% of the variance in Advanced Progressive Matrices scores. Assuming that pupil diameter is a valid index of LC activity, these results establish promising preliminary connections between the literature on locus coeruleus norepinephrine-mediated cognitive control and the literature on analogical reasoning and fluid intelligence.

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