Advances in Cognitive Sciences

fa بررسی پروتکل تفکر با صدای بلند به ‌عنوان رویکردی آموزشی و پژوهشی: مرور نظام‌مند Investigating the think-aloud protocol as an educational and research approach: A systematic review آموزش و پرورش و بازتوانی شناختی پژوهشي اصیل Research <div style="text-align: justify;">مقدمه: پروتکل‌ تفکر با صدای بلند در زمینه‌های روان‌شناسی و علوم‌ شناختی به ‌عنوان یک روش گزارش کلامی مورد استفاده قرار می‌گیرد؛ هدف از انجام این پژوهش بررسی روش پروتکل تفکر با صدای بلند در دو بعد آموزش و پژوهش بود. روش کار: این پژوهش از نظر رویکرد کیفی است که از طریق مرور نظام‌مند انجام شده است. جامعه آماری پژوهش مقالاتی است که در منابع اطلاعاتی به این موضوع پرداخته‌اند. ابزار جمع‌آوری داده‌ها نیز سیاهه وارسی است. با استفاده از کلیدواژه‌های «پروتکل تفکر با صدای، تفکر کلامی، بلند فکر کردن و کلامی کردن تفکر تعیین شده در میان پایگاهای SID، Irandoc، Magiran، ISC،Emerald ، Scholar Google،Science Direct ، Web of Scienc، ERIC،  ProQuestو  Scopusطی چند مرحله به طور نظام‌مند بررسی شدند. یافته‌ها: در این پژوهش 17 مفهوم در خصوص کاربردهای پروتکل تفکر با صدای بلند در حوزه آموزش به دست آمد که برخی از آنها عبارت است از: تحت‌ تأثیر قرار دادن دانسته‌های فرد، بیان و تولید ایده‌های جدید، غنی کردن گفتمان کلاس درس، وسیله‌ای جهت هدایت رفتارها و فرایندهای حل مسئله. 13 مفهوم در خصوص کاربردهای پروتکل تفکر با صدای بلند در حوزه پژوهش شناسایی شد که برخی از آنها عبارتند از: روشی مفید و کارآمد در پژوهش جهت استخراج کافی و قابل اعتمادِ داده‌ها در راستای مطالعه فراشناختی خوانندگان و استفاده از استراتژی‌های ذهنی، دستیابی به تجزیه و تحلیل داده‌های عینی، اطمینان بینابینی در کدگذاری داده‌های پژوهش، فراهم‌آوری داده‌های مستقیم. نتیجه‌گیری: بهره‌گیری از این پروتکل سبب تولید ایده‌هایی جدید و داده‌های ناب و مستقیم در پژوهش می‌شود که به ‌کارگیری آن، ارتباطات ذهنی و زبانی جدیدی در جامعه ایجاد می‌کند. همچنین اطلاعات جدیدی به روند ذهنی افراد اضافه می‌شود که سبب افزایش خلاقیت در آنان میگردد و به تبع آن حالات روحی و روانی دیگران بهتر درک می‌شود و می‌توان مطابق انتظارات تصور شده افراد رفتار کرد.  </div> <div style="text-align: justify;">Introduction Language has long served as a tool for thought and communication, fulfilling our social needs. Understanding its role in cognitive functions presents significant implications, particularly in the realms of education and research.  In the meantime, the Thinking Aloud Protocol is one of the methods used for a long time to collect data and find complete information in social science research, such as reading, writing, decision-making, and tracking activities. In its simplest form, the Think-Aloud Protocol reveals a person's thoughts while executing a task. This verbal reporting method is extensively employed in psychology and cognitive science to understand cognitive processes. Therefore, using this method and applying it in research and training of people, it is possible to find a better and more comprehensive understanding of the level of capability in doing cognitive, learning, and behavioral tasks. The Think-Aloud Protocol method is applicable to a wide range of people, and its application and use can be effective in decision-making and policy-making in the field of education and research by teachers, researchers, policymakers, and relevant officials. Methods This research is based on a qualitative approach conducted through a systematic review. The statistical population of the research is all the articles that have dealt with this issue in information sources. The data collection tool is also a checklist. The research involved a systematic review of peer-reviewed, published articles across both Persian and English databases, including ISC, Web of Science, Eric, Sid, Irandoc, and Magiran. This process was conducted in multiple phases, utilizing specific keywords. The study meticulously extracted and reported relevant findings and significant data, and then the Think-Aloud Protocol will be explained.. The second step is search for information sources. In this regard, the English keywords "Thinking-Aloud Protocol, verbal thinking, thinking aloud, verbalizing thinking TAP", and "Education and Research" using Boolean expressions and combinations and in foreign databases including Emerald, Google Scholar Science Direct, ProQuest, Web of Science, Eric, Scopus, were used. The third step is theselection of studies. Research articles, reviews, conferences, and parts of the book were selected regarding the educational and research aspects of thinking aloud. The fourth step isdata analysis. Data were combined using classification schemes. The fifth step isthe presentation of findings. The findings were presented in the form of tables. The sixth step is the interpretation of findings and conclusions. Results Seventeen themes emerged regarding the use of the Think-Aloud Protocol in education. These include:</div> <ul> <li style="text-align: justify;">Enhancing multitasking in writing, such as managing planning, drafting, and revising concurrently.</li> <li style="text-align: justify;">Influencing one's knowledge base. </li> <li style="text-align: justify;"> Fostering the generation of novel ideas.</li> <li style="text-align: justify;">Promoting deeper individual reflection and critical thinking.</li> <li style="text-align: justify;">Supporting lesson planning and pedagogical strategies.</li> <li style="text-align: justify;">Facilitating idea generation, review, and comprehension processes among learners.</li> <li style="text-align: justify;">Assisting in information processing and decision-making for research participants.</li> <li style="text-align: justify;">Improving material understanding and cognitive engagement.</li> <li style="text-align: justify;">Increasing social interaction and promoting communicative exchanges among subjects.</li> <li style="text-align: justify;">Demonstrating flexible and intentional cognitive processing by participants.</li> <li style="text-align: justify;">Enriching classroom discussions </li> <li style="text-align: justify;">Guiding problem-solving behaviors, leading to more effective solutions.</li> <li style="text-align: justify;">Enhancing teaching methods. </li> <li style="text-align: justify;"> Monitoring student progress. </li> <li style="text-align: justify;">Proving significance in educational outcomes.</li> <li style="text-align: justify;">Encouraging participants to become reflective, metacognitive, and autonomous learners.</li> <li style="text-align: justify;">Enabling participants to articulate what they find beneficial or not and to share their experiences with tried activities.</li> </ul> <div style="text-align: justify;"> The Think-Aloud Protocol has 13 applications in research, which include:</div> <ul> <li style="text-align: justify;">Supporting studies on cognitive processes and immediate participant reactions.</li> <li style="text-align: justify;">Offering insights into decision-making and foundational reasoning in complex cognition.</li> <li style="text-align: justify;">Creating frameworks for coding and analyzing cognitive and emotional processes.</li> <li style="text-align: justify;">Enriching content analysis with detailed information.</li> <li style="text-align: justify;">Providing a deeper understanding of cognitive processes, authorial reflections, and thoughts.</li> <li style="text-align: justify;">Monitoring individual perspectives on specific subjects.</li> <li style="text-align: justify;">Revealing participant cognitive processes during research progression.</li> <li style="text-align: justify;">Serving as an effective method for precise and trustworthy data extraction in metacognitive studies of reading and mental strategies.</li> <li style="text-align: justify;">Facilitating objective data analysis in research.</li> <li style="text-align: justify;">Ensuring intermediate reliability in coding.</li> <li style="text-align: justify;">Offering a glimpse into concealed activities and aiding inferences about subconscious events (e.g., prediction, visualization, connecting text to prior knowledge, comprehension monitoring, and addressing word recognition or understanding challenges).</li> <li style="text-align: justify;">Supplying immediate, unfiltered data in research.</li> <li style="text-align: justify;">Simplifying the application of the Think-Aloud Protocol and utilizing summarization to demonstrate text comprehension and semi-structured interviews to corroborate protocol findings and assist in retrospective analysis.</li> </ul> <div style="text-align: justify;"> Also, the concepts of diagnostic tools to analyze the strengths and weaknesses of students in reading, showing rich information about how to perform mental activities that are not visible (activities such as how learners solve problems, the problems they face, and to what extent and in what contexts do they use specific strategies in a learning task) are concepts that point to the use of the think-aloud protocol in both teaching and research. Conclusion The Thinking-Aloud Protocol has features and applications that educational and research administrators can use to provide data about people's mental state and make the necessary planning and decisions based on it. Furthermore, since people in the world today are faced with a lot of information, transferring and organizing this information requires sufficient training and skill, which is an effective and efficient way to think aloud as a method of simultaneous verbal production in the processes of psychology and cognitive sciences. This approach has numerous applications in education and research. It fosters innovation and strategic thinking in students, laying the groundwork for academic advancement. Moreover, this method offers direct access to data. Since it does not interfere with an individual's mental processes, it yields a truthful account of their mental states and thoughts. This enables genuine and practical research, which is invaluable when researchers seek authentic and unfiltered data. The information gathered is a precise mirror of the subject's account, allowing for clear observation by the researcher. The Think-Aloud Protocol helps to increase the learners' capacity to solve problems, and they learn to be patient in their learning process and find solutions to their problems. In addition, one of the uses of the Think-Aloud Protocol in education, and a large number of researchers have pointed out this point, is that it enriches the classroom discourse. Read-aloud protocols are used as a data source for analysis, as well as a research tool. As a result, this method can be considered as one of the best methods for extracting sufficient and reliable data to study the invisible metacognitive awareness of readers and the use of mental strategy. Ethical Considerations Compliance with ethical guidelines This research has fully observed ethical issues such as plagiarism, publication, or double submission. Ethics Committee Code: IR.UMSHA.REC.1402.035. Authors' contributions Athara Naghdinejad: Introduction and statement of the problem and theoretical foundations. Ahmadreza Varnaseri: Review the final project report, edit the text, and present the project report. Hadis Bagharian: Analysis and extraction of data and implementation of the plan. Seyed Abedin Hosseini Ahangari: Design idea, preliminary study, and initial design presentation. Mohammad Reza Amiri: Revision of the article. Funding This article is extracted from a research project approved by Hamadan University of Medical Sciences with code 140205244064. Acknowledgments The researchers of this article would like to thank the research group of the Journal of Advances in Cognitive Sciences, the reviewers, and others who sincerely helped us. Conflicts of interest The authors declare no conflict of interest.  </div> پروتکل تفکر با صدای بلند, کلامی کردن تفکر, تفکر گویا, علوم‌شناختی Thinking-Aloud Protocol, Verbal thinking, Thinking aloud, Cognitive sciences 141 158 http://icssjournal.ir/browse.php?a_code=A-10-1737-1&slc_lang=fa&sid=1 Seyed Abedin Hoseini Ahangari سید عابدین حسینی آهنگری 100319475328460016175 100319475328460016175 No Assistant Professor Department of Medical Librarianship & Information Science, Hamadan University of Medical Sciences, Hamadan, Iran استادیار گروه کتابداری و اطلاع‌رسانی علوم پزشکی، دانشگاه همدان، همدان، ایران Athareh Naghdinejad اطهره نقدی‌نژاد 100319475328460016176 100319475328460016176 No PhD Candidate of Information Science and Knowledge, Department of Information Science, University of Tehran, Tehran, Iran دانشجوی دکتری گروه علم اطلاعات و دانش‌شناسی، دانشکده مدیریت، دانشگاه تهران، تهران، ایران Ahmadreza Varnaseri احمدرضا ورناصری 100319475328460016177 100319475328460016177 No PhD Candidate of Information Science and Knowledge, Department of Information Science, University of Tehran, Tehran, Iran دانشجوی دکتری گروه علم اطلاعات و دانش‌شناسی، دانشکده مدیریت، دانشگاه تهران، تهران، ایران Hadis Bagheryan حدیث باقریان Hadis.bagheryan@ut.ac.ir 100319475328460016178 100319475328460016178 Yes PhD Candidate of Information Science and Knowledge, Department of Information Science, University of Tehran, Tehran, Iran دانشجوی دکتری گروه علم اطلاعات و دانش‌شناسی، دانشکده مدیریت، دانشگاه تهران، تهران، ایران Mohammad Reza Amiri محمدرضا امیری m.r.amiri@umsha.ac.ir 100319475328460016179 100319475328460016179 No Assistant Professor Department of Medical Librarianship & Information Science, Hamadan University of Medical Sciences, Hamadan, Iran استادیار گروه کتابداری و اطلاع‌رسانی علوم پزشکی، دانشگاه همدان، همدان، ایران