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16 Can Self-Explanations and Thinking Aloud Promote Performance at the Tower of Hanoi Problem?
Abstract An experiment (N = 89) with a computerized version of the Tower of Hanoi (ToH) investigated the combined effects of instructed verbalization and self-reported expertise on problem solving performance in a 2 (ToH experts vs. novices) × 3 (verbalization instruction) between-subjects design. The hypothesis that self-explanations can promote ToH performance as compared to silent thinking or conventional thinking aloud was confirmed for ToH experts, but not for novices. Experts who had to explain and justify each move needed more time, but fewer moves to complete the ToH problems than silent or conventional aloud-thinkers. In contrast, the novices needed more time and more moves when engaging in self-explanations. Based on the Cognitive Load Theory, the conflicting demands of verbalization, schema acquisition, and goal-oriented solution behavior are discussed, explaining the novices’ inefficient solutions and their presumed working memory overload. Concerning the experts’ performance, the positive impact of mental anticipation is highlighted.
