Linguistic selection reasons were uttered most regardless of the selection task, suggesting a default linguistic selection strategy¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across all three selection tasks, linguistic reasons for selecting text parts were the most frequent (45 of 72 definite reasons), suggesting students use default selection strategies corresponding with the linguistic approach. → Gonny L. M. Schellings & Hein Broekkamp 2011

Evidence¶

Gonny L. M. Schellings & Hein Broekkamp 2011¶

Gonny L. M. Schellings & Hein Broekkamp. (2011). Signaling task awareness in think-aloud protocols from students selecting relevant information from text. Metacognition and Learning 6:65–82. https://doi.org/10.1007/s11409-010-9067-z

q3 · i? · causal · r1

Analysis of coded selection reasons in the 36 think-aloud protocols: linguistic reasons totalled 45 (21 linguistic task, 16 educational, 8 personal), while educational and personal reasons appeared mainly in their corresponding tasks. The article interprets this as a default linguistic selection strategy.

"Consequently, these results suggested that type of task have affected the selection reasons. However, linguistic selection reasons were uttered most, regardless of the selection task."

Discussion¶

Related Claims¶

• The most prevalent verbalization type was labeling text parts as important without stating any reason for selection
• Tenth-graders show few signs of global task awareness when selecting text fragments, rarely rereading or deeply processing task instructions
• Task instruction significantly affected verbalized local-level selection reasons, with the linguistic task yielding more matching verbalizations than the other two tasks — related