Accessing Problem-Solving Strategy Knowledge: The Complementary Use of Concurrent Verbal Protocols and Retrospective Debriefing
This investigation explored the types of problem-solving strategy knowledge that can be accessed through the complementary use of 2 forms of verbal reports: concurrent verbal protocols (CVP) and retrospective debriefings (RD). Because the CVP-RD methodology is not commonly used, research-based guide...
Gespeichert in:
| Veröffentlicht in: | Journal of educational psychology 2000-09, Vol.92 (3), p.413-425 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 425 |
|---|---|
| container_issue | 3 |
| container_start_page | 413 |
| container_title | Journal of educational psychology |
| container_volume | 92 |
| creator | Taylor, K. Lynn Dionne, Jean-Paul |
| description | This investigation explored the types of problem-solving strategy knowledge that can be accessed through the complementary use of 2 forms of verbal reports: concurrent verbal protocols (CVP) and retrospective debriefings (RD). Because the CVP-RD methodology is not commonly used, research-based guidelines for each methodology were specified and explained in the context of information-processing theory. These guidelines were then applied in the collection of 36 data sets containing CVP and RD accounts of problem solving by professors and students in biology and political science. Secondary analysis of these data focused on the kinds of problem-solving strategy knowledge contained and the relationships between CVP and RD data. The complementary use of CVP and RD methodologies provided a detailed account of problem-solving strategies used, as well as the conditional knowledge, general beliefs, and strategy acquisition knowledge that mediate strategy use. The dual CVP-RD methodology also enhanced reliability and validity in data collection and interpretation. |
| doi_str_mv | 10.1037/0022-0663.92.3.413 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_85527819</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ620986</ericid><sourcerecordid>614353114</sourcerecordid><originalsourceid>FETCH-LOGICAL-a473t-bc05457ca6307cbdf367c46d7cf9f1f77b284f1bfecb945ed38fba3134b882513</originalsourceid><addsrcrecordid>eNp90d1LwzAQAPAgCs7pPyA-DBVftDOXz_ZxiN8DhelzSNNkdHTtTFpl_70tGxNFfUkI97tLcofQIeAhYCovMSYkwkLQYUKGdMiAbqEeJDSJCEixjXobsIv2QphhjGl76KGLkTE2hLycDp59lRZ2Hk2q4r07T2qvaztdDh7L6qOw2dTuox2ni2AP1nsfvd5cv1zdReOn2_ur0TjSTNI6Sg3mjEujBcXSpJmjQhomMmlc4sBJmZKYOUidNWnCuM1o7FJNgbI0jgkH2kdnq7oLX701NtRqngdji0KXtmqCijknMm6_10fHP-CsanzZvk0JYJRTaNd_EAGcCMFEh07-QsA5AyBEklaRlTK-CsFbpxY-n2u_VIBVNwjV9Vl1fVYJUVS1g2iTTteldTC6cF6XJg9fmRxzIB07WjHrc7OJXj8IgpNYtOHzVVgvtFqEpdG-zk1hg2m8t2WtbNb8cudP_Z19Av5Sqeg</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>614353114</pqid></control><display><type>article</type><title>Accessing Problem-Solving Strategy Knowledge: The Complementary Use of Concurrent Verbal Protocols and Retrospective Debriefing</title><source>EBSCOhost APA PsycARTICLES</source><source>Periodicals Index Online</source><creator>Taylor, K. Lynn ; Dionne, Jean-Paul</creator><contributor>Pressley, G. Michael</contributor><creatorcontrib>Taylor, K. Lynn ; Dionne, Jean-Paul ; Pressley, G. Michael</creatorcontrib><description>This investigation explored the types of problem-solving strategy knowledge that can be accessed through the complementary use of 2 forms of verbal reports: concurrent verbal protocols (CVP) and retrospective debriefings (RD). Because the CVP-RD methodology is not commonly used, research-based guidelines for each methodology were specified and explained in the context of information-processing theory. These guidelines were then applied in the collection of 36 data sets containing CVP and RD accounts of problem solving by professors and students in biology and political science. Secondary analysis of these data focused on the kinds of problem-solving strategy knowledge contained and the relationships between CVP and RD data. The complementary use of CVP and RD methodologies provided a detailed account of problem-solving strategies used, as well as the conditional knowledge, general beliefs, and strategy acquisition knowledge that mediate strategy use. The dual CVP-RD methodology also enhanced reliability and validity in data collection and interpretation.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/0022-0663.92.3.413</identifier><identifier>CODEN: JLEPA5</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Biological and medical sciences ; Cognition. Intelligence ; Cognitive Processes ; Cognitive Psychology ; College Faculty ; College Students ; Fundamental and applied biological sciences. Psychology ; Higher Education ; Human ; Knowledge Level ; Methodology ; Problem Solving ; Psychology ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Reasoning. Problem solving ; Self Evaluation (Individuals) ; Strategies ; Verbal Communication</subject><ispartof>Journal of educational psychology, 2000-09, Vol.92 (3), p.413-425</ispartof><rights>2000 American Psychological Association</rights><rights>2000 INIST-CNRS</rights><rights>Copyright American Psychological Association Sep 2000</rights><rights>2000, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a473t-bc05457ca6307cbdf367c46d7cf9f1f77b284f1bfecb945ed38fba3134b882513</citedby><cites>FETCH-LOGICAL-a473t-bc05457ca6307cbdf367c46d7cf9f1f77b284f1bfecb945ed38fba3134b882513</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27848,27903,27904</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ620986$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=1505123$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><contributor>Pressley, G. Michael</contributor><creatorcontrib>Taylor, K. Lynn</creatorcontrib><creatorcontrib>Dionne, Jean-Paul</creatorcontrib><title>Accessing Problem-Solving Strategy Knowledge: The Complementary Use of Concurrent Verbal Protocols and Retrospective Debriefing</title><title>Journal of educational psychology</title><description>This investigation explored the types of problem-solving strategy knowledge that can be accessed through the complementary use of 2 forms of verbal reports: concurrent verbal protocols (CVP) and retrospective debriefings (RD). Because the CVP-RD methodology is not commonly used, research-based guidelines for each methodology were specified and explained in the context of information-processing theory. These guidelines were then applied in the collection of 36 data sets containing CVP and RD accounts of problem solving by professors and students in biology and political science. Secondary analysis of these data focused on the kinds of problem-solving strategy knowledge contained and the relationships between CVP and RD data. The complementary use of CVP and RD methodologies provided a detailed account of problem-solving strategies used, as well as the conditional knowledge, general beliefs, and strategy acquisition knowledge that mediate strategy use. The dual CVP-RD methodology also enhanced reliability and validity in data collection and interpretation.</description><subject>Biological and medical sciences</subject><subject>Cognition. Intelligence</subject><subject>Cognitive Processes</subject><subject>Cognitive Psychology</subject><subject>College Faculty</subject><subject>College Students</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Higher Education</subject><subject>Human</subject><subject>Knowledge Level</subject><subject>Methodology</subject><subject>Problem Solving</subject><subject>Psychology</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Reasoning. Problem solving</subject><subject>Self Evaluation (Individuals)</subject><subject>Strategies</subject><subject>Verbal Communication</subject><issn>0022-0663</issn><issn>1939-2176</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2000</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><recordid>eNp90d1LwzAQAPAgCs7pPyA-DBVftDOXz_ZxiN8DhelzSNNkdHTtTFpl_70tGxNFfUkI97tLcofQIeAhYCovMSYkwkLQYUKGdMiAbqEeJDSJCEixjXobsIv2QphhjGl76KGLkTE2hLycDp59lRZ2Hk2q4r07T2qvaztdDh7L6qOw2dTuox2ni2AP1nsfvd5cv1zdReOn2_ur0TjSTNI6Sg3mjEujBcXSpJmjQhomMmlc4sBJmZKYOUidNWnCuM1o7FJNgbI0jgkH2kdnq7oLX701NtRqngdji0KXtmqCijknMm6_10fHP-CsanzZvk0JYJRTaNd_EAGcCMFEh07-QsA5AyBEklaRlTK-CsFbpxY-n2u_VIBVNwjV9Vl1fVYJUVS1g2iTTteldTC6cF6XJg9fmRxzIB07WjHrc7OJXj8IgpNYtOHzVVgvtFqEpdG-zk1hg2m8t2WtbNb8cudP_Z19Av5Sqeg</recordid><startdate>20000901</startdate><enddate>20000901</enddate><creator>Taylor, K. Lynn</creator><creator>Dionne, Jean-Paul</creator><general>American Psychological Association</general><general>American Psychological Association, etc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>EOLOZ</scope><scope>FKUCP</scope><scope>IZSXY</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7T9</scope></search><sort><creationdate>20000901</creationdate><title>Accessing Problem-Solving Strategy Knowledge</title><author>Taylor, K. Lynn ; Dionne, Jean-Paul</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a473t-bc05457ca6307cbdf367c46d7cf9f1f77b284f1bfecb945ed38fba3134b882513</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2000</creationdate><topic>Biological and medical sciences</topic><topic>Cognition. Intelligence</topic><topic>Cognitive Processes</topic><topic>Cognitive Psychology</topic><topic>College Faculty</topic><topic>College Students</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Higher Education</topic><topic>Human</topic><topic>Knowledge Level</topic><topic>Methodology</topic><topic>Problem Solving</topic><topic>Psychology</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Reasoning. Problem solving</topic><topic>Self Evaluation (Individuals)</topic><topic>Strategies</topic><topic>Verbal Communication</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Taylor, K. Lynn</creatorcontrib><creatorcontrib>Dionne, Jean-Paul</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 01</collection><collection>Periodicals Index Online Segment 04</collection><collection>Periodicals Index Online Segment 30</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Taylor, K. Lynn</au><au>Dionne, Jean-Paul</au><au>Pressley, G. Michael</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ620986</ericid><atitle>Accessing Problem-Solving Strategy Knowledge: The Complementary Use of Concurrent Verbal Protocols and Retrospective Debriefing</atitle><jtitle>Journal of educational psychology</jtitle><date>2000-09-01</date><risdate>2000</risdate><volume>92</volume><issue>3</issue><spage>413</spage><epage>425</epage><pages>413-425</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><coden>JLEPA5</coden><abstract>This investigation explored the types of problem-solving strategy knowledge that can be accessed through the complementary use of 2 forms of verbal reports: concurrent verbal protocols (CVP) and retrospective debriefings (RD). Because the CVP-RD methodology is not commonly used, research-based guidelines for each methodology were specified and explained in the context of information-processing theory. These guidelines were then applied in the collection of 36 data sets containing CVP and RD accounts of problem solving by professors and students in biology and political science. Secondary analysis of these data focused on the kinds of problem-solving strategy knowledge contained and the relationships between CVP and RD data. The complementary use of CVP and RD methodologies provided a detailed account of problem-solving strategies used, as well as the conditional knowledge, general beliefs, and strategy acquisition knowledge that mediate strategy use. The dual CVP-RD methodology also enhanced reliability and validity in data collection and interpretation.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0663.92.3.413</doi><tpages>13</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0022-0663 |
| ispartof | Journal of educational psychology, 2000-09, Vol.92 (3), p.413-425 |
| issn | 0022-0663 1939-2176 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_85527819 |
| source | EBSCOhost APA PsycARTICLES; Periodicals Index Online |
| subjects | Biological and medical sciences Cognition. Intelligence Cognitive Processes Cognitive Psychology College Faculty College Students Fundamental and applied biological sciences. Psychology Higher Education Human Knowledge Level Methodology Problem Solving Psychology Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reasoning. Problem solving Self Evaluation (Individuals) Strategies Verbal Communication |
| title | Accessing Problem-Solving Strategy Knowledge: The Complementary Use of Concurrent Verbal Protocols and Retrospective Debriefing |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-27T06%3A50%3A33IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Accessing%20Problem-Solving%20Strategy%20Knowledge:%20The%20Complementary%20Use%20of%20Concurrent%20Verbal%20Protocols%20and%20Retrospective%20Debriefing&rft.jtitle=Journal%20of%20educational%20psychology&rft.au=Taylor,%20K.%20Lynn&rft.date=2000-09-01&rft.volume=92&rft.issue=3&rft.spage=413&rft.epage=425&rft.pages=413-425&rft.issn=0022-0663&rft.eissn=1939-2176&rft.coden=JLEPA5&rft_id=info:doi/10.1037/0022-0663.92.3.413&rft_dat=%3Cproquest_cross%3E614353114%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=614353114&rft_id=info:pmid/&rft_ericid=EJ620986&rfr_iscdi=true |