Thinking aloud during problem solving: Facilitation effects

Abstract

According to many cognitive psychologists, thinking aloud during problem solving does not alter task performance, but instead elucidates the cognitive processes employed by the learner. The assumption that performance is not altered while thinking aloud was questioned by three separate studies. Study 1 involved normally achieving fifth graders completing two identical sets of analogies under one of four conditions: (1) Silent/Silent; (2) Silent/Thinking Aloud; (3) Thinking Aloud/Silent; and (4) Thinking Aloud/Thinking Aloud. Analyses revealed superior performance while thinking aloud as compared to silent performance. Study 2 was designed to determine the generality of the think aloud findings across diagnostic groups, including learning disabled and developmentally handicapped. All three groups of fifth graders profited significantly from thinking aloud on both verbal and spatial analogies. Finally, Study 3 examined the generality of the think aloud findings to normally achieving and learning disabled adults. No facultative effects were experienced by adults. The theoretical and educational implications of these findings are discussed.