Abstract The present study is a validation study asking the question if the method of using thinking-aloud protocols (TAPs) for investigating learning effects is appropriate, as the process of thinking aloud could play a crucial role in cognitive processing by prompting self-regulative processes and could therefore interfere with learning. The present work uses the negative learning effect of seductive details to investigate this research question and is thereby also offering a new perspective from research on self-regulation on the discussion of the seductive details effect. 120 university students learned with a digital learning program that was varied by the two factors thinking-aloud (with vs. without) and seductive details (with vs. without) in the 2x2 factorial design study. Results show that TAPs affect visual information processing measured by eye movement, subjectively perceived cognitive load, and retention performance, but not comprehension or transfer performance. Moreover, the seductive details effect is confirmed to be stable also under the TAPs condition, as no interaction effects were found. These findings have several interesting theoretical and practical implications that are discussed from three viewpoints, the methodological, the research on seductive details and the self-regulation perspective.

中文翻译：

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从自我调节的角度来看，在用诱人的细节进行学习时，大声思考是否会影响学习、视觉信息处理和认知负荷？

摘要 本研究是一项验证研究，询问使用大声思考协议 (TAP) 研究学习效果的方法是否合适，因为大声思考过程可以通过促进自我调节过程在认知加工中发挥关键作用。因此可能会干扰学习。目前的工作利用诱人细节的负面学习效应来研究这个研究问题，从而也为讨论诱人细节效应的自我调节研究提供了一个新的视角。在 2x2 因子设计研究中，120 名大学生通过数字学习计划进行学习，该计划因两个因素而异——大声思考（有与无）和诱人的细节（有与无）。结果表明，TAP 会影响通过眼球运动、主观感知的认知负荷和记忆能力衡量的视觉信息处理，但不会影响理解或传递能力。此外，确认诱人的细节效果在 TAPs 条件下也是稳定的，因为没有发现交互效果。这些发现有几个有趣的理论和实践意义，从三个角度进行讨论，方法论，对诱人细节的研究和自我调节的角度。