This volume investigates the methodological distinctions between think-aloud interviews and cognitive labs when probing student cognition for assessment purposes. Jacqueline P. Leighton, an expert in educational psychology and assessment, provides a framework for researchers to determine which cognitive elicitation method is appropriate for measuring specific mental processes. The text argues that the choice of method significantly impacts the validity of data collected regarding student problem-solving versus comprehension of subject matter.

Researchers and graduate students in educational psychology frequently cite this work as a practical guide for designing cognitive assessment studies. Experts highlight the text for its clarity in distinguishing between different cognitive elicitation techniques in academic settings.