Thinking Aloud Research Articles

William Kentridge: Being Led by the Nose by Jane Taylor

Reviewed by: William Kentridge: Being Led by the Nose by Jane Taylor Hazel Rickard William Kentridge: Being Led by the Nose. By Jane Taylor. Chicago: University of Chicago Press, 2017; pp. 224. Jane Taylor’s William Kentridge: Being Led by the Nose explores William Kentridge’s 2010 production of The Nose for the New York Metropolitan Opera. Dmitri Shostakovich’s 1928 opera is based on Nikolai Gogol’s satire (1836) of the same name in which the nose of Collegiate Assessor Kovalev abandons him and succeeds him in rank. Taylor argues that the theme at the heart of The Nose is the internal contradiction of the divided self, and that this can be seen as an allegory for William Kentridge’s mode of art-making. The dialectical relationship between parts of the self drives Taylor’s project in content and form, and the style of writing itself performs the main thrust of the argument. By deliberately employing her writing to mirror Kentridge’s mode of working, Taylor creates not only an insightful critical study of Kentridge’s creative process, but a sophisticated piece of performative writing as well. In her first chapter titled “Nasal Passages,” Taylor discusses the prehistories of the production, including the life of Shostakovich and Kentridge’s position as a political artist in South Africa. She explores the ambiguities and contradictions that characterize art under a totalitarian regime: most significantly, that double-speak is necessary to survive and that consistent identity is almost an impossibility. Taylor goes on to explore how Kentridge’s oeuvre investigates this problem, as well as how he strategically employs internal division in his process. In the second chapter, “Nose Bleeds,” she describes the range of media, images, and ideas that emerged while making The Nose. In the third chapter, “A Special Theory of Relativity,” Taylor explores issues of artistic lineage and familial relation as it informs Kentridge’s art. “Object Lessons,” her fourth chapter, centers the type of dialogue that happens between “Kentridge the artist” and “Kentridge the filmmaker,” which she argues are two separate though dialectically related entities (121). In his studio the critical impulse is held at bay while the hand plays, and in the secondary phase of filmmaking he employs a mode of repair rather than invention. During this later time of reflection when drawings are revised, compiled, and animated to create a film, certain themes emerge in new ways, but they are always grounded in the material work of the other Kentridge. The theme of splitting and possible reconciliation appears throughout Taylor’s book, and in her fifth chapter, “Collegiate Assessments,” she frames this predicament as the problem of modernity: that there is anxiety over internal personal coherence in environments wherein censorship makes it almost impossible to reconcile disparate parts of the self; one must hide and show certain things strategically. Taylor poses the question: “Can allegory and history be viewed through a single frame?” (147). In other words, can the absurd contradictions of life be seen through the same artistic lens as the very real and specific terrors of political regimes? Kentridge and Taylor attempt to do so. Kentridge proceeds by bringing negative images in his work (distance, separation, shadow, or the black space of a censored page) into light (erasing an image until the screen is bare, for example). He sometimes reverses the cinematic image to make a broken image whole again. Taylor shows that, on the one hand, there is hope and humor in his artistic gestures, but on the other that there is a deep seriousness, a sense of division and loss. Taylor chose the form of dialogue to stage an encounter with Kentridge as other authors have done before, most notably Angela Breidbach in William Kentridge: Thinking Aloud (2006) and Rosalind Morris in That Which Is Not Drawn: Conversations (2014). Like them, Taylor develops insightful commentary on Kentridge’s work, but she also engages critically with the form of dialogue itself. She takes as her model Diderot’s Les bijoux indiscrets (1748), which is an absurd and magical conversation with female genitalia. Gender politics aside, Taylor finds the gem [End Page 597] at the heart of the work that is relevant for the...

Justify Your Answer: The Role of Written Think Aloud in Script Concordance Testing

ABSTRACTConstruct: Clinical reasoning assessment is a growing area of interest in the medical education literature. Script concordance testing (SCT) evaluates clinical reasoning in conditions of uncertainty and has emerged as an innovative tool in the domain of clinical reasoning assessment. SCT quantifies the degree of concordance between a learner and an experienced clinician and attempts to capture the breadth of responses of expert clinicians, acknowledging the significant yet acceptable variation in practice under situations of uncertainty. Background: SCT has been shown to be a valid and reliable clinical reasoning assessment tool. However, as SCT provides only quantitative information, it may not provide a complete assessment of clinical reasoning. Approach: Think aloud (TA) is a qualitative research tool used in clinical reasoning assessment in which learners verbalize their thought process around an assigned task. This study explores the use of TA, in the form of written reflection, in SCT to assess resident clinical reasoning, hypothesizing that the information obtained from the written TA would enrich the quantitative data obtained through SCT. Ninety-one pediatric postgraduate trainees and 21 pediatricians from 4 Canadian training centers completed an online test consisting of 24 SCT cases immediately followed by retrospective written TA. Six of 24 cases were selected to gather TA data. These cases were chosen to allow all phases of clinical decision making (diagnosis, investigation, and treatment) to be represented in the TA data. Inductive thematic analysis was employed when systematically reviewing TA responses. Results: Three main benefits of adding written TA to SCT were identified: (a) uncovering instances of incorrect clinical reasoning despite a correct SCT response, (b) revealing sound clinical reasoning in the context of a suboptimal SCT response, and (c) detecting question misinterpretation. Conclusions: Written TA can optimize SCT by demonstrating when correct examinee responses are based on guessing or uncertainty rather than robust clinical rationale. TA can also enhance SCT by allowing examinees to provide justification for responses that otherwise would have been considered incorrect and by identifying questions that are frequently misinterpreted to avoid including them in future examinations. TA also has significant value in differentiating between acceptable variations in expert clinician responses and deviance associated with faulty rationale or question misinterpretation; this could improve SCT reliability. A written TA protocol appears to be a valuable tool to assess trainees' clinical reasoning and can strengthen the quantitative assessment provided by SCT.

‘Think Aloud’: Toward a Framework To Facilitate Reflective Practice Amongst Rugby League Coaches

This study aimed to design, implement and evaluate a protocol encompassing Think Aloud (TA) as a technique to facilitate reflection-in-action and delayed reflection-on-action to aid coach learning. Six British, male rugby league coaches, who reported little previous exposure to reflective practice, consented to participate. Participants were: (a) instructed on how to engage in TA; (b) observed in practice using TA; (c) provided with individual support on delayed reflective practice on their first coaching session and use of TA; (d) observed in practice using TA a second time; and (e) engaged in a social validation interview regarding their experiences of TA. Analysis of in-action verbalizations revealed a shift from descriptive verbalizations to a deeper level of reflection. Both immediate and post eight week social validation interviews revealed that coaches developed an increased awareness, enhanced communication, and pedagogical development. The participants also recommended that TA can be a valuable tool for: (a) collecting in-event data during a coaching session; and (b) developing and evidencing reflection for coaches. Future recommendations were also provided by the participants and consequently, this study offers a unique technique to reflective practice that has the potential to meet the learning development needs of coaches.

Evidence for Skill Level Differences in the Thought Processes of Golfers During High and Low Pressure Situations.

Two studies examined differences in the cognition of golfers with differing levels of expertise in high and low pressure situations. In study 1, six high skill and six low skill golfers performed six holes of golf, while verbalizing their thoughts using Think Aloud (TA) protocol. Higher skilled golfers’ cognitive processes centered more on planning in comparison to lower skilled golfers. Study 2 investigated whether thought processes of golfers changed in response to competitive pressure. Eight high skill and eight moderate skilled golfers, completed a practice round and a competition round whilst verbalizing thoughts using TA. To create pressure in the competition condition, participants were instructed that monetary prizes would be awarded to the top three performers and scores of all golfers would be published in a league table in the club house. When performing under competitive pressure, it was found that higher skilled golfers were more likely to verbalize technical rules compared to practice conditions, especially during putting performance. This shift in cognition toward more technical aspects of motor performance was strongly related to scores on the Decision Specific Reinvestment Scale, suggesting individuals with a higher propensity for reinvestment show the largest changes in cognition under pressure. From a practical perspective, TA can aid a player, coach or sport psychologist by allowing thought processes to be identified and investigate a performer’s thoughts when faced with the pressure of a competition.

The Think Aloud Approach. A Promising Tool for Online Reading Comprehension

Despite its unquestionable interest from a theoretical and practical point of view, so far there has been little research on online reading and there is a lack of attention paid to this topic in most European educational institutions. In particular, primary and secondary school teachers are not adequately trained on how and when to intervene to support students’ proficiency in the online reading comprehension. After presenting a rationale demonstrating why students may struggle with online reading comprehension and the importance to adopt a self-regulated reading, this study proposes a Teacher’s Guide that could support late primary and secondary school teachers in planning online reading lessons with the Think-Aloud (TA) metacognitive technique.

Examination of the suitability of collecting in event cognitive processes using Think Aloud protocol in golf.

Two studies examined the use of Think Aloud (TA) protocol as a means for collecting data of cognitive processes during performance in golf. In Study 1, TA was employed to examine if different verbalisation (Level 2 or Level 3 TA) instructions influence performance of high and low skilled golfers. Participants performed 30 putts using TA at either Levels 2, 3, or no verbalization condition. Although Level 3 verbalization produced a higher volume of verbal data than Level 2, TA at either Level 2 or 3 did not impair putting performance compared to no verbalization. Study 2 examined the congruence between data collected via TA at Level 3 and cued retrospective recall of cognitive processes during golf performance. Experienced golfers performed six holes of golf whilst engaging in Level 3 TA. After performance, three semi-structured retrospective interviews were conducted (10 min after performance, 24 h after performance and 48 h after performance). A comparison of the themes identified large discrepancies between the information reported during TA and at interview, with only 38–41% similarity in variables reported to influence decision making on each hole. Both studies suggest TA is a valuable method for recording cognitive processes of individuals during task performance. TA provides richer verbal data regarding decisions than cued retrospective recall, and TA does not negatively impact performance.

Bilişim Teknolojileri Öğretmeni Adaylarının Programlama Sürecini Etkileyen Faktörler

The aim of this study is to determine the problems effecting programming process of preservice information technology teachers and the reasons of these problems by monitoring programming process. In this study, programming processes of pre-service teachers were investigated with cognitive task analysis. Six Information Technologies teacher candidates, taking Internet Based Programming course in Fall Semester of 2011-2012 academic year at the Department of Computer Education and Instructional Technologies (CEIT) at Hacettepe University, participated in the study. Participants were divided to three groups, namely advanced, intermediate and beginner according to their prior programming knowledge and experiences, Tasks of writing program and reading program were assigned to the participants. After the tasks of reading program and thinking and writing program simultaneously, interviews were made with retrospective thinking aloud procedure. The data was analyzed by the NVivo 8 package program. It was found that while participants in advanced level were more successful in the task of writing program, participants in intermediate level were more successful in the task of reading program. The findings indicated that these two processes, writing program and reading program, may require different skills and cognitive processes.

Concurrent data elicitation procedures, processes, and the early stages of L2 learning: A critical overview

Given the current methodological interest in eliciting direct data on the cognitive processes L2 learners employ as they interact with L2 data during the early stages of the learning process, this article takes a critical and comparative look at three concurrent data elicitation procedures currently employed in the SLA literature: Think aloud (TA) protocols, eye-tracking (ET), and reaction time (RT). The section on each data elicitation procedure begins with a brief historical and descriptive account of its usage and application in the SLA literature to address cognitive processes as they occur during the early stages of the L2 learning process, followed by its strengths and some methodological issues that should be considered. Suggestions are provided for their usage in future studies investigating concurrent cognitive processes in L2 learning at these early stages of the L2 learning process.

Legend Layouts for Thematic Maps: A Case Study Integrating Usability Metrics with the Thinking Aloud Method

The legend is a critical tool in reading and interpreting a thematic map. The goal of the study reported here is to understand how the legend works as a map is read. The methodology combined usability performance metrics with the thinking aloud method. Subjects were asked to perform two sets of tasks using two thematic maps with different legend layouts. While latency and accuracy of answers for the first set of tasks did not differ significantly between users of the different layouts, users clearly preferred legends that were simple or familiar. The thinking aloud protocols from the second part of the study revealed different patterns of legend comprehension for each legend design. In addition, the study identified four problem-solving strategies that were adopted by the subjects. Finally, some principles for designing legends were developed from the results of the study.

Cultural adaptation of patient and observational outcome measures: A methodological example using the COMFORT behavioral rating scale

BackgroundThere is little empirical evidence regarding the translation and cultural adaptation of self-report and observational outcome measures. Studies that evaluate and further develop existing practices are needed. ObjectivesThis study explores the use of cognitive interviews in the translation and cultural adaptation of observational measures, using the COMFORT behavioral scale as an example, and demonstrates a structured approach to the analysis of data from cognitive interviews. The COMFORT behavioral scale is developed for assessment of distress and pain in a pediatric intensive care setting. DesignQualitative, descriptive methodological study. SettingOne general public hospital trust in southern Norway. ParticipantsN=12. Eight nurses, three physicians and one nurse assistant, from different wards and with experience caring for children. MethodsWe translated the COMFORT behavior scale into Norwegian before conducting individual cognitive interviews. Participants first read and then used the translated version of the COMFORT behavioral scale to assess pain based on a 3-min film vignette depicting an infant in pain/distress. Two cognitive interview techniques were applied: Thinking Aloud (TA) during the assessment and Verbal Probing (VP) afterwards. In TA the participant verbalized his/her thought process while completing the COMFORT behavioral scale. During VP the participant responded to specific questions related to understanding of the measure, information recall and the decision process. We audio recorded, transcribed and analyzed interviews using a structured qualitative method (cross-case analysis based on predefined categories and development of a results matrix). ResultsOur analysis revealed two categories of problems: (1) Scale problems, warranting a change in the wording of the scale, including (a) translation errors, (b) content not understood as intended, and (c) differences between the original COMFORT scale and the revised COMFORT behavioral scale; and (2) Rater-context problems caused by (a) unfamiliarity with the scale, (b) lack of knowledge and experience, and (c) assessments based on a film vignette. ConclusionsCognitive interviews revealed problems with both the translated and the original versions of the scale and suggested solutions that enhanced the validity of both versions. Cognitive interviews might be seen as a complement to current published best practices for translation and cultural adaptation.

An Exploration of Think-aloud Protocols Linked with Eye-gaze Tracking: Are they Talking about what they are Looking at

This pilot study investigated the use of juxtaposed think aloud and eye-gaze tracki ng to understand a possible different understanding of think aloud process of participants. Four participants completed eight multiple-choice science questions while thinking aloud and having their eye-gazes tracked. Analysis of the data revealed tha t participants had behaviors such as fore telling of an eye movement, pauses in the think-aloud, different duration of the think-a loud, and the interaction between the think-aloud and associated eye movements. These findings suggest that juxtaposed think aloud and eye-gaze tracking may be a useful approach to furthering our understanding of students' problem solving behaviors. Selection and peer review under responsibility of Prof. Dr. Ferhan Odaba

Extensions of Cognitive Ability Assessment With Dynamic Testing Using Self-Regulated Learning

This study investigated the extension of Cattell-Horn-Carroll (CHC)–based cognitive assessment with dynamic testing using self-regulated learning (SRL). It was based on extensive review, which called for an integrative assessment of the propensity for learning and cognition of children with learning disabilities (LDs). The objective was to examine whether a brief SRL engagement during dynamic testing could enhance self-regulatory behaviors and performance in 3 CHC areas and reveal differences in SRL processes. There were 50 children at risk for LDs assigned to 2 groups: 1 group participated in dynamic extensions of assessment with SRL (involving thinking aloud and mediated learning experience); the control group undertook the same tasks without SRL. Significant intergroup differences were found in behaviors across three CHC areas and test performance in writing but not in fluid reasoning or memory tasks. Thinking-aloud processes revealed SRL capacities not evident in static assessment. Implications of dynamic extensions of tests using SRL were discussed.

The Effects of Modeling through Thinking Aloud

The Effects of Modeling through Thinking Aloud

Analysis of verbal route descriptions and landmarks for hiking

Along with the increasing number of mobile applications for pedestrian use a need arises for more intuitive wayfinding instructions, also for broader use such as hiking. To get a deeper understanding about what kinds of terms and concepts people use when moving in a natural environment and how they describe their surroundings, an empirical thinking aloud study was carried out in a national park during both winter and summer conditions. This study aims at providing additional knowledge on human verbal descriptions of routes and landmarks. The propositions of descriptions are classified into categories and analysed. The results of this study will be utilised for an implementation of a terrain navigator to support such leisure activities as hiking during different times of a year. The results of the analysis of verbal descriptions regarding hiking are discussed and compared with previous studies, and finally conclusions are given.

Comparing results from different styles of cognitive interviewing: ‘verbal probing’ vs. ‘thinking aloud’

Two styles of cognitive interviewing exist, thinking aloud (TA) and verbal probing (VP), but there have been few studies undertaken which compare the two. This paper reports on such a comparison, which was undertaken in order to understand the merits and drawbacks of each approach. VP finds more problems than TA. TA appears to be better at examining respondents’ understandings of the underlying concepts behind each question; VP is better for exploring specific terms in each question. TA interviews appeared to generate more information about how respondents used information from their past experiences to select codes in closed‐ended questions. However, in terms of the eventual redrafting of the questions respondents were asked about, there was very little difference between the VP and TA interviews.

Thinking‐Aloud as Talking‐in‐Interaction: Reinterpreting How L2 Lexical Inferencing Gets Done

There is a general consensus among second‐language (L2) researchers today that lexical inferencing (LIF) is among the most common techniques that L2 learners use to generate meaning for unknown words they encounter in context. Indeed, claims about the salience and pervasiveness of LIF for L2 learners rely heavily upon data obtained via concurrent think‐aloud (TA) research methods. However, despite the consensus that L2 LIF involves a combination of cues, knowledge, and contextual awareness, a crucial aspect of that “context”— namely, the in situ context of TA data collection procedures themselves—is rarely, if ever, included in analyses presented in L2 LIF research studies. I argue in this article that acknowledging this reality and incorporating aspects of this in situ context into analysis is both important and desirable, as it would contribute vital elements of research transparency and legitimacy as well as a much needed reflexivity about claims regarding L2 LIF that are made based on TA data.

Determination of the effectiveness of two methods for usability evaluation using a CPOE medication ordering system

ObjectivesTo assess the effectiveness of two usability evaluation methods, cognitive walkthrough (CW) and think aloud (TA), for identifying usability problems and to compare the performance of CW and TA in identifying different types of usability problems. MethodsA CW was performed by two usability evaluators and 10 physicians were recruited to perform a TA usability testing of a CPOE system (Medicator). The severity of identified usability problems was determined and the usability problems were categorized based on the User Action Framework (UAF). The potential of usability problems to cause medication errors was also determined. The thoroughness, validity and effectiveness of the two methods were compared. ResultsFifty seven unique usability problems of different severity, spread over the four phases of interaction as defined by the UAF, were identified. The effectiveness of the TA method for identifying usability problems was 0.08 higher than that of the CW (0.70 vs. 0.62). The thoroughness (the extent to which a method can identify existing usability problems) of the TA was higher for the “Planning” and “Assessment” phases and lower for the “Translation” phase (as defined by UAF). The thoroughness of TA for identifying problems that may potentially result in medication errors was higher than that of CW (0.81 vs. 0.68). The number of usability problems identified by each of the methods was significantly less than the total number of detected real usability problems in Medicator (p<0.001). The observed differences between the number of real usability problems identified by CW and TA (38 vs. 41), the difference between the average severity of the detected problems by CW and TA (2.37 vs. 2.41), and the difference for identifying problems potentially resulting in medication errors (15 vs. 18) were not statistically significant (p>0.4). ConclusionsThis study shows that although TA showed a slightly better effectiveness, there is no significant difference between the performance of the CW and the TA methods in terms of number of usability problems identified and the mean severity of these problems. Since no single evaluation method will uncover all of the usability problems a combination of methods is advised as the most appropriate approach, especially if usability problems can lead to potentially fatal outcomes.

The effect of nonhuman’s versus human’s external regulation on children’s speech use, manifested self-regulation, and satisfaction during learning tasks

Because of several analytical and methodological critiques on the findings and contexts of children’s private speech (PS), self-regulation learning (SRL), and thinking aloud (TA), the present study was conducted to shed new light on the effect of the nonhuman’s/computer’s versus human’s/teacher’s intervention (C-Condition versus T-Condition) on young children’s speech use, SRL, and satisfaction during learning tasks. Four developmental measurements with novel criteria were used to measure: (1) speech analysis, (3) SRL as a function of task level selection, (3) SRL as a function of task precision, and (4) a friendly-chat questionnaire to measure children’s satisfaction. Two types of intervention (enacted versus verbal encouragement) were applied through computer-based learning environment and investigated by forty preschool children divided by their teachers between the two conditions equivalently. It was hypothesized that children who acted alone (C-Condition) were more PS productive, manifested higher SRL, task performance, and satisfaction. The results confirmed the hypothesis with no significant differential effect of the gender on performance, showed that the injudicious use of encouragement hindered the children’s regulation behavior, and proved that PS and TA elicitation were fully different. However, the results were not confirmed Vygotsky’s view and simultaneously not fully inline with Piaget’s view of self-regulation development.

Interview with Ian Frazier

Interview with Ian Frazier Patrick Madden (bio) Ian Frazier grew up in Hudson, Ohio, and graduated from Harvard University, where he was a Lampoon writer. From the mid-1970s on, he has been a regular contributor to the New Yorker, writing all parts of the magazine, from its "Talk of the Town" to "Shouts and Murmurs" to "Letters from . . ." articles. He has published ten books of prose all along the continuum of humorous-to-serious, including a fascinating, far-reaching Family history; a ramble through the historically vibrant Great Plains; On the Rez, about South Dakota's Pine Ridge Reservation of the Oglala Sioux; and The Fish's Eye, a collection of "essays on angling and the outdoors." His two most recent essay collections are Gone to New York and Lamentations of the Father. Though the first book consists of researched, observational, fact-based pieces, and the second includes absurd bits of humor, often in borrowed voices, Frazier calls them all "essays," a fact that I appreciate immensely, especially in this day and age, when the term supposedly sends publishers and readers screaming and cowering. Across more than three decades, Frazier has honed his craft to become an essayist of formidable observational skill unraveling significance in an artful, yet artificeless prose that is luminous in its vision of humanity: making meaning of our detritus and our stories, the things we leave behind and the things we keep always with us. Malcolm Jones Jr., of Newsweek, has called Frazier's writing "beautiful and funny and smart without a shred of hipness." Mark Oppenheimer, of the Los Angeles Times, has called him "America's greatest essayist." I agree. Frazier's newest book, Travels in Siberia, which proceeds in his detailed observational style across the vast tundra, was published by Farrar, Straus & Giroux in fall 2010. [End Page 119] This interview was conducted in two parts in November 2008, in Provo, Utah, at Brigham Young University: the first by students in an undergraduate creative nonfiction workshop (named in the interview), and the second in a KBYU radio program, "Thinking Aloud." I have combined and edited those conversations into the following interview. Candy Eash: Many of your subjects are common moments that anyone could have experienced. How is one moment more inspiring than another moment, and how do you choose which experiences to write about? Ian Frazier: I guess it's just what sticks in your mind. And sometimes what sticks in your mind isn't particularly significant, but it's something that just stays at the top of your consciousness. A lot of times, the form of the piece or something that I have planned to say later will select one part of the experience; if I know I'm going to be talking about something later or if it's connected somehow, that gives it additional significance. And some of the things that I write about are unusual, are things that happen once in a million years. You're talking about ordinary things, but sometimes there are things that just beg to be part of a piece because they're so extraordinary. For example, I was in Kansas writing my very first reporting piece. It was about an Indian raidthat was made in retaliation for an earlier attack on an Indian village. We had gone to where the Indian village was, down in this little bend of a creek, in a sheltered place, and the rancher who owned it said that after the attack on this village, there were a lot of dead people who had been killed in the attack. Then he pointed and said, "and they buried them right there." We were looking down into the draw, looking at the horizon, and as he pointed, a falling star went exactly where he was pointing. It was something that would normally never happen, and that was how I ended my first piece. It seemed as if the ending was sort of handed to me. With any piece, you end up with a lot of material and you think a lot of it is great; you have to just be honest with yourself about what means the most to you. Sometimes, if...

Usability evaluation with screen reader users: a video presentation of the PCTA’s experimental setting and rules

In the study entitled "Web usability evaluation with screen reader users: Implementation of the Partial Concurrent Thinking Aloud technique" (Federici et al. 2010), we have proposed a modified protocol of usability evaluation technique for blind users, which integrates the features of the concurrent and the retrospective techniques. This new technique, called partial concurrent thinking aloud (PCTA), while respecting the properties of classic verbal protocols, overcomes the structural interference and the limits of concurrent and retrospective protocols when used with screen reader users. In order to facilitate understanding and acquisition of the PCTA's technique for practitioners and researchers, we have video recorded three different verbal protocols by visualizing five experimental sections. In the first two videos, we have compared a concurrent with a retrospective's verbal protocol of a sighted user, showing the difference of the verbalizations provided by the user in these two conditions. The third video shows the structural interference of the screen reader, during a blind user concurrent thinking aloud. In the last two videos, we show the difference of a blind user behaviour when PCTA or retrospective protocol is adopted. The videos clearly visualize the advantage of the PCTA use in respect of the two other protocols. In conclusion, the visualization of the PCTA technique confirms that this new verbal protocol promotes and guarantees a more user-driven usability assessment with disabled people, by better involving screen reader users, overcoming the structural interference and the limits of the concurrent and retrospective protocols.