Does thinking-aloud affect learning, visual information processing and cognitive load when learning with seductive details as expected from self-regulation perspective?

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...