Relevant bibliographies by topics / Stimulated recall methodology

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  1. Journal articles
  2. Dissertations / Theses
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  4. Book chapters

Academic literature on the topic 'Stimulated recall methodology'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Stimulated recall methodology"

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Taguchi, Naoko, Susan Gass, and Alison Mackey. "Stimulated Recall Methodology in Second Language Research." TESOL Quarterly 36, no. 1 (2002): 120. http://dx.doi.org/10.2307/3588371.

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Ciscel, Matthew. "Stimulated Recall Methodology in Second Language Research (review)." Language 77, no. 4 (2001): 864–65. http://dx.doi.org/10.1353/lan.2001.0215.

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Bailey, Kathleen M. "STIMULATED RECALL METHODOLOGY IN SECOND LANGUAGE RESEARCH. Susan M. Gass and Alison Mackey. Mahwah, NJ: Erlbaum, 2000. Pp. xiii + 177. $39.95 cloth, $18.50 paper." Studies in Second Language Acquisition 23, no. 3 (September 2001): 428–29. http://dx.doi.org/10.1017/s027226310129305x.

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Stimulated recall is an introspective data-collection procedure in which some “tangible . . . reminder of an event [stimulates] recall of the mental processes in operation during the event itself” (p. 17). The reminders may consist of audio or video recordings, transcriptions, an observer's fieldnotes about the event, and so on.
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Meade, Phil, and Marilyn McMeniman. "Stimulated recall — An effective methodology for examining successful teaching in science." Australian Educational Researcher 19, no. 3 (December 1992): 1–18. http://dx.doi.org/10.1007/bf03219515.

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Berg, E. "Review. Stimulated Recall Methodology in Second Language Research. SM Gass, A Mackey." Applied Linguistics 22, no. 3 (September 1, 2001): 397–99. http://dx.doi.org/10.1093/applin/22.3.397.

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Sántha, Kálmán. "STIMULATED RECALL IN EXPLORING THE CONSTRAINTS OF REFLECTIVE THINKING." Problems of Psychology in the 21st Century 6, no. 1 (July 20, 2013): 47–54. http://dx.doi.org/10.33225/ppc/13.06.47.

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The study focuses on exploring the reflective constraints of a pedagogue in the framework of reflective thinking. By applying the qualitative technique of stimulated recall, video-taped lesson analysis and commentaries on real life classes it shows the factors restricting reflective thinking. The participant in the study was a secondary school teacher of mathematics pursuing his teaching career for nine years. The pedagogue’s three lessons were recorded with the help of a technical expert. The recording of the lessons took place on three consecutive days, in the same class covering the same topic. The research was conducted by triangulation. Text analysis was carried out using the MAXQDA software by combining deductive and inductive coding processes. The findings show that emotions attached to teaching, lack of pedagogical knowledge and school context restricted the reflective thinking of the pedagogue. The results justified that developing reflective thinking contributes to making teacherly activities more effective and reflection can also further differentiate pedagogical knowledge. The results of the research might be applied in teacher training and further education. In addition the qualitative method called stimulated recall might also be relevant for researchers dealing with qualitative methodology. Key words: reflective thinking, stimulated recall, text analysis.
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Egi, Takako. "Investigating Stimulated Recall as a Cognitive Measure: Reactivity and Verbal Reports in SLA Research Methodology." Language Awareness 17, no. 3 (July 11, 2008): 212–28. http://dx.doi.org/10.1080/09658410802146859.

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Révész, Andrea, Marije Michel, and Minjin Lee. "EXPLORING SECOND LANGUAGE WRITERS’ PAUSING AND REVISION BEHAVIORS." Studies in Second Language Acquisition 41, no. 3 (July 2019): 605–31. http://dx.doi.org/10.1017/s027226311900024x.

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AbstractThis study investigated the cognitive processes underlying pauses at different textual locations (e.g., within/between words) and various levels of revision (e.g., below word/clause). We used stimulated recall, keystroke logging, and eye-tracking methodology in combination to examine pausing and revision behaviors. Thirty advanced Chinese L2 users of English performed a version of the IELTS Academic Writing Task 2. During the writing task, participants’ key strokes were logged, and their eye movements were recorded. Immediately after the writing task, 12 participants also took part in a stimulated recall interview. The results revealed that, when participants paused at larger textual units, they were more likely to look back in the text and engage in higher-order writing processes. In contrast, during pauses at lower textual units, they tended to view areas closer to the inscription point and engage in lower-order writing processes. Prior to making a revision, participants most frequently had viewed the text that they subsequently revised or their eye gazes had been off-screen. Revisions focused more on language- than content-related issues, but there was a smaller difference in the number of language- and content-focused stimulated recall comments when larger textual units were revised.
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Carayon, Pascale, Yaqiong Li, Michelle M. Kelly, Lori L. DuBenske, Anping Xie, Brenna McCabe, Jason Orne, and Elizabeth D. Cox. "Stimulated recall methodology for assessing work system barriers and facilitators in family-centered rounds in a pediatric hospital." Applied Ergonomics 45, no. 6 (November 2014): 1540–46. http://dx.doi.org/10.1016/j.apergo.2014.05.001.

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Cuyvers, Katrien, Vincent Donche, and Piet Van den Bossche. "Unravelling the process of self-regulated learning of medical specialists in the clinical environment." Journal of Workplace Learning 33, no. 5 (February 8, 2021): 375–400. http://dx.doi.org/10.1108/jwl-09-2020-0151.

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Purpose This study aims to unravel the dynamic nature of the process of self-regulated learning (SRL) of medical specialists as it actually unfolds over time in the authentic clinical environment. Design/methodology/approach A longitudinal multiple case-study design was used, combining multiple data-collection techniques. Long-term observations offered evidence on overt SRL strategies. Physicians’ observed behaviours were used as cues for in loco stimulated recall interviews, asking about covert SRL strategies and their thoughts regarding a situation at hand. Field notes and audiotaped stimulated recall interviews were transcribed verbatim and integrated in a longitudinal database to map SRL as it actually unfolds moment-by-moment. The transcripts were analysed from an inter- and intra-individual perspective using Nvivo 12. Findings Results show a variety of strategies that initiate, advance and evaluate the process of SRL. Different SRL strategies not included in contemporary frameworks on SRL are found and classified as a new category which the authors labelled “learning readiness”. Exemplary for an SRL strategy in this category is awareness of learning needs. Results show that SRL in the clinical environment is found as an interrelated, dynamic process unfolding in time with feedback loops between different SRL strategies. Performance is found to play a leading role in driving SRL. Originality/value This study contributes empirically to the conceptual understanding of SRL in the clinical environment. The use of a situated, longitudinal methodology, which goes beyond the common path of retrospective self-report questionnaires, adds to the disentanglement of the process of SRL as it actually unfolds in the work environment.
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Dissertations / Theses on the topic "Stimulated recall methodology"

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Lindblad, Katarina. "Samtalet i musikterapi : en hermeneutisk analys av tre sessioner." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1293.

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Den här uppsatsen handlar om samtalet i musikterapi, ett ämne som är sparsamt beskrivet i litteraturen. En kort beskrivning av musikterapi som klinisk och aka- demisk disciplin ges, och en litteraturgenomgång görs av några böcker kring sam- talsmetodik och det lilla som finns skrivet om samtal i musikterapi. Studien byg- ger på tre musikterapisessioner arrangerade speciellt för studien och intervjuer med de tre musikterapeuterna. Sessionerna filmades och intervjuerna spelades in och skrevs ut. Det är en kvalitativ studie upplagd som en experimentell, instru- mentell, flerfaldig fallstudie. Det teoretiska perspektivet är hermeneutik och ana- lysmetoden hermeneutisk tolkningsanalys. Analysen av filmerna är inspirerad av fenomenologi. I uppsatsen ges en beskrivning i kondenserad form av de tre mu- sikterapisessionerna och intervjuerna sammanfattas. Därefter redogörs för analys- resultatet som framstår som tvådelat. Första delen är en tematisering av de verbala interventioner som förekommer under de studerade sessionerna. Interventionerna tematiseras som frågor, andra interventioner, tystnad, paradoxer och omformule- ringar, metaforer och tolkningar. Hur de talar om musik lyfts fram i ett särskilt avsnitt. Andra delen är ett utforskande av vilka funktioner samtalen tycks ha un- der dessa sessioner. Tanken prövas att de kan; leda till ökad trygghet, som i sin tur kan leda till att ett verkligt möte kan uppstå; fördjupa klientens upplevelse; tyd- liggöra klientens livsberättelse.
This thesis is about verbal dialogue in music therapy, a subject which is seldom discussed in the literature. A short description of music therapy as a clinical and academic discipline is presented, and a survey is made of some of the literature on methodology in professional dialogues and what little has been written about dia- logue in music therapy. The study is based on three music therapy sessions ar- ranged especially for the purpose and interviews with the three therapists. The sessions were filmed and the interviews were recorded and copied out. It is a qualitative study, constructed as an experimental, instrumental, multiple case study. The theoretical perspective is hermeneutic and the method of analysis used was hermeneutic interpretation analysis. The method used to analyze the films was inspired by phenomenology. In the thesis the three music therapy sessions are described in condensed form and the interviews are summarized. This is followed by an analysis of the result which appears to fall into two parts. The first section is a thematisation of the verbal interventions that occur during the sessions. The interventions are thematised as questions, other interventions, silence, paradoxes and rephrasings, metaphors and interpretations. A special section is devoted to theway the therapists talk about music. The second part of the analysis explores the functions that the verbal dialogues seem to have had during the sessions. The the- ory tested is that they can; lead to a greater feeling of security, which in its turn can lead to a genuine encounter; deepen the client’s experience; clarify the cli- ent’s life story.
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(9829964), Susan Richardson. "Teacher homework practices in Queensland state primary schools." Thesis, 2015. https://figshare.com/articles/thesis/Teacher_homework_practices_in_Queensland_state_primary_schools/13437326.

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Homework is a universal school practice. Most homework research has concerned itself with  student learning and achievement and time spent on homework;  parental involvement in homework that supports learning from homework; and  the development of student self-regulatory, independent learning skills. In Australia, each state and territory has an educational authority homework policy for schools. However, there is limited research that has explored homework policy influences on teacher perspectives about homework and teacher-in-action homework practices in the context of a homework policy-perspectives-practice interface. Teacher perspectives about homework were explored using focus groups and teacher-inaction teacher homework practices were explored using the stimulated recall (SR) method. Four inter-related findings emanated from this research, namely that:  teachers interpret state and school-based homework policy guidelines and implement them through the use of individualised teacher homework repertoires of practice;  teacher homework repertoires of practice respond to the influences of policy, teacher view, parental involvement in homework and student learning;  there are distinct differences in the orientation to the homework approach evidenced in the repertoire of homework practices between primary classroom teachers in the early years and middle years phases of learning; and  an analogous relationship exists between primary classroom teacher perspectives about homework and homework practices, and the teacher-in-action in situ homework practices used by classroom teachers. It was found that the use of SR methods to explore teacher-in-action practices was problematic and difficult to manage in the classroom setting. However, the results using this methodology confirmed that teacher perspectives were enacted into teacher-inaction practice. The results also revealed that teacher perspectives about the purpose for homework influenced the types of homework used and the ways in which primary classroom teachers implemented homework using idiosyncratic teacher homework practices. The results from this research have been used to develop a reflective frame for teacher homework practice. This frame can be used by educators, and in particular by classroom teachers to  raise awareness about teacher homework practice; and  stimulate professional discussions about homework and teacher homework practice.

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Books on the topic "Stimulated recall methodology"

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Gass, Susan M. Stimulated Recall Methodology in Applied Linguistics and L2 Research. Second Edition. | New York, NY : Routledge, [2016]: Routledge, 2016. http://dx.doi.org/10.4324/9781315813349.

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Mackey, Alison, and Susan M. Gass. Stimulated Recall Methodology in Second Language Research. Taylor & Francis Group, 2000.

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Gass, Susan M., Susan M. Gass, Alison Mackey, and Alison Mackey. Stimulated Recall Methodology in Second Language Research. Routledge, 2013. http://dx.doi.org/10.4324/9781410606006.

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Mackey, Alison, and Susan M. Gass. Stimulated Recall Methodology in Second Language Research. Taylor & Francis Group, 2000.

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Stimulated Recall Methodology in Applied Linguistics and L2 Research. Routledge, 2016.

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Mackey, Alison, and Susan M. Gass. Stimulated Recall Methodology in Applied Linguistics and L2 Research. Taylor & Francis Group, 2016.

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Mackey, Alison, and Susan M. Gass. Stimulated Recall Methodology in Applied Linguistics and L2 Research. Taylor & Francis Group, 2016.

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Gass, Susan M. Stimulated Recall Methodology in Applied Linguistics and L2 Research. Routledge, 2016.

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Stimulated Recall Methodology in Second Language Research (Second Language Acquisition Research). Lawrence Erlbaum, 2000.

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Stimulated Recall Methodology in Second Language Research (Second Language Acquisition Research). Lawrence Erlbaum, 2000.

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Book chapters on the topic "Stimulated recall methodology"

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Jiménez Jiménez, Antonio F. "Stimulated recall methodology in language attrition research." In Studies in Bilingualism, 227–48. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/sibil.33.15jim.

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Bowles, Melissa A. "Introspective Verbal Reports: Think-Alouds and Stimulated Recall." In The Palgrave Handbook of Applied Linguistics Research Methodology, 339–57. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59900-1_16.

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"4Using Stimulated Recall Methodology." In Stimulated Recall Methodology in Second Language Research, 56–93. Routledge, 2013. http://dx.doi.org/10.4324/9781410606006-9.

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"3Characterization of Stimulated Recall." In Stimulated Recall Methodology in Second Language Research, 41–55. Routledge, 2013. http://dx.doi.org/10.4324/9781410606006-8.

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"5Limitations and Additional Uses." In Stimulated Recall Methodology in Second Language Research, 94–115. Routledge, 2013. http://dx.doi.org/10.4324/9781410606006-10.

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"2Introspection and Second Language Research." In Stimulated Recall Methodology in Second Language Research, 33–40. Routledge, 2013. http://dx.doi.org/10.4324/9781410606006-7.

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"1Introduction to Introspective Methods." In Stimulated Recall Methodology in Second Language Research, 15–32. Routledge, 2013. http://dx.doi.org/10.4324/9781410606006-6.

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