This study explored the impact of the think‐aloud research methodology on multiple‐documents comprehension outcomes. The participants in this study were 168 University students. The procedure included three steps. First, students were administered the tests measuring prior topic beliefs, topic interest, and topic knowledge. Then, students were given six documents to read, and were randomly assigned to two conditions, think‐aloud versus silent‐reading. Finally, students were asked to write an argumentative essay, judge the trustworthiness of the six documents and report to what extent they had used specific justification criteria. No significant differences were found in the argumentative essay, whereas the think‐aloud condition partially influenced participants' trustworthiness judgments and use of justification criteria. Implications of the results are discussed.

中文翻译：

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思维能力对学生多文档理解的影响

这项研究探索了多思路研究方法对多文档理解结果的影响。这项研究的参与者是168位大学生。该过程包括三个步骤。首先，对学生进行了测试，以测试先前的主题信念，主题兴趣和主题知识。然后，给学生六个阅读文档，并随机分配给两个条件，即思考型和静默型。最后，要求学生写一篇论据，判断这六份文件的可信度，并报告他们在多大程度上使用了特定的论证标准。在论证性论文中没有发现显着差异，而思考能力条件部分地影响了参与者的可信度判断和辩护标准的使用。