An attempt to record what pupils think and feel during the instructional process is the basis of this investigation of pupils' goal-related behavior. Two experiments are described that analyze what fourth grade pupils can tell about their activities during the instructional period when they are aided by an immediate videotape replay. These experiments are part of an investigation into the instructional processes, the first of which consisted of constructing a comprehensive taxonomy for describing the instructional process, especially in its interactive phase. The procedure for data collection and analysis is described. Both experiments indicated that pupils and experts perceive interactive study behavior in group work very similarly. This behavior is characterized by a clear role differentiation: goal related behavior of pupils remains quite stable from the beginning to the end of the lesson. The accuracy of these perceptions, however, decreases when more complex patterns are to be assessed. References and tables of data are included. Related documents are ED 073 013, ED 079 181, and ED 079 258. (Author/KSM)