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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 The involvement of the speech production system in prediction during comprehension Drake, Eleanor. - 2017 BASE Show details 2 Involvement of the speech production system in prediction during comprehension: an articulatory imaging investigation Drake, Eleanor Katherine Elizabeth. - : The University of Edinburgh, 2017 BASE Show details 3 Insight through uncertainty: a review of the literature on the effects of cognitive processes and schema on responses to elicitation (‘projective’) techniques in evaluation and research interviews Roberts, David Glyn. - 2016 Abstract: © 2016 David Glyn Roberts ; A problem for evaluators is that what people ‘say’ is often, but not always, different from what they ‘do.’ Most thinking, knowledge, behaviour, decisions are automatic, quick and have the characteristics of intuition, little or no effort and no voluntary control (Kahneman 2011b). Our everyday behaviours and thinking are largely based on implicit knowledge consisting of mental representations, or ‘schema’; cognitive knowledge about whatever we are thinking about or acting towards. The schemas are triggered by association and are further elaborated by association. As a result active schemas are internally coherent and semantically consistent (Graesser, Gernsbacher, and Goldman 1997). Schemas allow us to act without consciously thinking about what we will do or how: we simply ‘do,’ ‘know’ and ‘understand.’ A consequence of our reliance on implicit knowledge is that what people ‘say about’ phenomena does not always reflect what they ‘do.’ Elicitation techniques are increasingly being used in research and evaluation to get beyond what people say, apparently by tapping into the implicit cognitive understandings. Elicitation techniques are being used in social research, educational research, market research and evaluation. However, users of elicitation techniques need to understand the limits on the validity of such techniques and how to improve their effectiveness. Understanding the cognitive processes that mediate responses such cognitive processes can help improve the way evaluators obtain data. This thesis aims to improve our understanding of how to use projective or elicitation techniques validly in evaluation and research interviews. The majority of the thesis reviews the literature across several domains and disciplines to explore the cognitive processes that underlie people’s responses to elicitation techniques. The domains and disciplines include cognitive psychology, neurophysiology, phenomenological sociology, evaluation and social research (quantitative and qualitative), educational research and market research. A small pilot study was also conducted to test the concept that elicitation techniques reveal a schema and to identify areas for further research. For the pilot study eight participants were each engaged in a single interview with two parts: an initial interview using ‘Thematic Apperception Testing’ (TAT) technique (Boddy 2008): and a debrief interview where verbal protocols (Sudman, Bradburn, and Schwarz 1996) were used to explore the cognitive processes used in the initial interview. The pilot study showed that TAT may elicit information that has the characteristics of implicit knowledge and appears to be based on schemas. There are two cautions to be considered. Breivik and Supphellen (2003) report that in market research, different techniques elicit different product attribute sets. Their finding suggests that different techniques may elicit different schemas. It follows, that the schema elicited by a technique may not contain the knowledge activated in the situation being investigated. Second, Jenkins et al.(2010) point out that an individual’s implicit knowledge about other objects or people is not evidence about phenomena external to the participant. At best it reveals some of the perspectives and understandings of the individual towards such objects and people. Those understandings may influence the individual’s behaviour towards those objects (Haire 1950) but they are not determinant of behaviour (Bourdieu 1977). Evaluation and research practitioners should treat all self-reported data as reports of the participant’s understandings and recognise that each report is contingent on the context in which the data were collected. Individuals can and do have a repertoire of understandings, a ‘stock of knowledge’ (Berger and Luckmann 1966), and will use different understandings in different contexts. We cannot then assume that any understanding reported in an interview will necessarily be applied in the situation being investigated. Keyword: abductive reasoning; analysis of interview data; attitude inconsistency; attitude measurement; awareness; behavioural economics; category instance generation; cognitive information processing; cognitive processes; cognitive question-answering models; cognitive schema; construction of responses; constructivism; context effects; critical realist; data quality; declarative knowledge; dual process; efficacy of questionnaires; elicitation techniques; eliciting useful schema; evaluation interviews; everyday behaviour; explicit thinking; global workspace; heuristics; hidden knowledge; identification; implicit knowledge; implicit thinking; improving interview methods; inconsistent knowledge; Insight; interpretive framework; interview ‘frame’; intuition; long-term memory; memory; post-positivist; procedural knowledge; projective techniques; recall; recognition; research interviews; response bias; response effects; satisficing; schema; schemata; self-presentation; self-schema; short-term memory; standpoint consistency; stock of knowledge; System 1 thinking; System 2 thinking; tacit knowledge; thematic apperception testing; validity of interview data; verbal behaviour; verbal protocols; working self; workspace URL: http://hdl.handle.net/11343/91575 BASE Hide details 4 Investigating variability in student performance on DIBELS Oral Reading Fluency third grade progress monitoring probes: Possible contributing factors Briggs, Rebecca N.. - : University of Oregon, 2011 BASE Show details 5 Applications in pharmacokinetic modeling Arnold, Esther. - : uga, 2003 BASE Show details

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