The snowball phenomenon: Spread of ways of talking and ways of thinking across groups of children

Cognition and Instruction

Volumn 19, Issue 1, 2001, Pages 1-46

  Anderson, Richard C ^a   Nguyen Jahiel, Kim ^a   McNurlen, Brian ^a   Archodidou, Anthi ^a   Kim, So Young ^a   Reznitskaya, Alina ^a   Tillmanns, Maria ^a   Gilbert, Laurie ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039838511     PISSN: 07370008     EISSN: None     Source Type: Journal    
DOI: 10.1207/S1532690XCI1901_1     Document Type: Article

References (72)

1. Almasi, J. (1995). The nature of fourth graders' sociocognitive conflicts in peer-led and teacher-led discussions of literature. Reading Research Quarterly, 30, 314-351.
2. Anderson, R. C., Chinn, C., Chang. J., Waggoner, M., & Yi, H. (1997). On the logical integrity of children's arguments. Cognition and Instruction, 15, 135-167.
3. Anderson, R. C., Chinn, C., Waggoner, M., & Nguyen, K. T. (1998). Intellectually stimulating story discussions. In J. Osborn & F. Lehr (Eds.), Literacy for all (pp. 170-196). New York: Guilford.
4. Anderson, R. C., & Freebody, P. (1983). Reading comprehension and the assessment and acquisition of word knowledge. In B. Hutson (Ed.), Advances in reading/language research (Vol. 2, pp. 231-256). Greenwich, CT: JAI.
5. Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research. New York: Longman.
6. Au, K. H., & Mason, J. M. (1981). Social organization factors in learning: The balance of rights hypothesis. Reading Research Quarterly, 17, 115-152.
7. Azmitia, M., & Perlmutter, M. (1989). Social influences on children's cognition: State of the art and future directions. Advances in Child Development and Behavior, 22, 89-144.
8. Bakhtin, M. M. (1981). The dialogic imagination: Four essays by M. M. Bakhtin. Austin: University of Texas Press.
9. Bakhtin, M. M. (1986). Speech genres and other late essays by M. M. Bakhtin. Austin: University of Texas Press.
10. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
11. Bandura, A., & Menlove, F. L. (1968). Factors determining vicarious extinction of avoidance behavior through symbolic modeling. Journal of Personality and Social Psychology, 8, 99-108.
12. Billig, M. (1987). Arguing and thinking: A rhetorical approach to social psychology. Cambridge, England: Cambridge University Press.
13. Bohstedt, J. (1994). The dynamics of riots: Escalation and diffusion/contagion. In M. Portegal & J. F. Knutson (Eds.), The dynamics of aggression: Biological and social processes in dyads and groups (pp. 257-306). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
14. Brown, A. L., & Palincsar, A. S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 393-451). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
15. Brown, W. R., & Anderson, N. D. (1983). Rescue! True stories of winners of the young American medal for bravery (pp. 71-76). New York: Walker and Company.
16. Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
17. Chambliss, M. J. (1995). Text cues and strategies successful readers use to construct the gist of lengthy written arguments. Reading Research Quarterly, 30, 778-807.
18. Chinn, C. A., & Anderson, R. C. (1998). The structure of discussions that promote reasoning. Teachers College Record, 100, 315-368.
19. Chinn, C. A., Anderson, R. C., & Waggoner, M. A. (in press). Patterns of discourse during two kinds of literature discussions. Reading Research Quarterly.
20. Coleman, J. S. (1964). Mathematical sociology. New York: Macmillan.
21. Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Baron & R. S. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 9-26). New York: Freeman.
22. Erickson, F., & Shultz, J. (1981). When is a context? Some issues and methods in the analysis of social competence. In J. Green & C. Wallat (Eds.), Ethnography and language. Norwood, NJ: Ablex.
23. Farr, R. C., Prescott, G. A., Balow, I. H., & Hogan, T. P. (1986). Metropolitan achievement tests. San Antonio, Texas: Harcourt Brace Jovanovich.
24. Gavelek, J. R., & Raphael, T. E. (1996). Changing talk about text: New roles for teachers and students. Language Arts, 73, 182-192.
25. Giff, P. R. (1990). Ronald Morgan goes to bat. New York: Pussin.
26. Goldman, S. R., & Rakestraw, J. A. (2000). Structural aspects of constructing meaning from text. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
27. Govier, T. (1987). Problems in argument analysis and evaluation. Providence, RI: Foris.
28. Hatano, G. (1993). Time to merge Vygotskian and constructivist concepts of knowledge acquisition. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 153-166). New York: Oxford University Press.
29. Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140.
30. Holmes, E. T. (1977). Amy's goose. New York: Crowell.
31. Johnson, D. W., & Johnson, R. T. (1985). Classroom conflict: Controversy versus debate in learning groups. American Educational Research Journal, 22, 237-256.
32. Kim, S., Anderson, R. C., McNurlen, B., Archodidou, A., Nguyen, K. T., Tillimanns, M., & Reznitskaya, A. (2000). Students' concepts of discussion. Champaign, IL: Center for the Study of Reading.
33. Klorman, R., Hilpert, P. L., Michael, R., LaGana, C., & Sveen, O. B. (1980). Effects of coping and mastery modeling on experienced and inexperienced pedodontic patients' disruptiveness. Behavior Therapy, 11, 156-168.
34. Kornhaber, R. C., & Schroeder, H. E. (1975). Importance of model similarity on extinction of avoidance behavior in children. Journal of Consulting and Clinical Psychology, 43, 601-607.
35. Kucan, L., & Beck, I. (1997). Thinking aloud and reading comprehension research. Review of Educational Research, 67, 271-299.
36. Kuhn, D. (1992). Cognitive development, In M. H. Bornstein & M. E. Lamb (Eds.), Developmental psychology: An advanced textbook (3rd ed., pp. 211-272). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
37. Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science & Education, 77, 319-337.
38. Lefebvre, L., Whittle, P., Lascaris, E., & Finkelstein, A. (1997). Feeding innovations and forebrain size in birds. Animal Behaviour, 53, 549-560.
39. Miller, N. E., & Dollard, J. (1941). Social learning and imitation. New Haven, CT: Yale University Press.
40. Morris, M. (1994). Epidemiology and social networks: Modeling structured diffusion. In S. Wasserman & J. Galaskiewicz (Eds.), Advances in social network analysis: Research in the social and behavioral sciences (pp. 26-52). Thousand Oaks, CA: Sage.
41. Munsch, R. N. (1990). The paper bag princess. London: Little Hippo.
42. Myers, D. J. (1997). Racial rioting in the 1960s: An event history analysis of local conditions. American Sociological Review, 62, 94-112.
43. Nguyen-Jahiel, K. T., Anderson, R. C., Waggoner, M. A., & Rowel, B. (in press). Using literature discussion to reason through real life dilemmas: A journey taken by one teacher and her fourth-grade students. In R. Horowitz (Ed.), Talking texts: Knowing the world through the evolution of instructional discourse. Newark, DE: International Reading Association.
44. Perelman, C., & Olbrechts-Tyteca, L. (1969). The new rhetoric: A treatise on argumentation. South Bend, IN: Notre Dame University Press.
45. Perret-Clermont, A. N. (1980). Social interaction and cognitive development in children London: Academic.
46. Piaget, J. (1932). The moral judgement of the child. Glencoe, IL: Free Press.
47. Pontecorvo, C., & Girardet, H. (1993). Arguing and reasoning in understanding historical topics. Cognition and Instruction, 11, 365-395.
48. QSR NUD*IST 4 [Computer software]. (1997). Melbourne Victoria, Australia: Qualitative Solutions and Research.
49. Resnick, L. B., Salmon, M., Zeitz, C. M., Wathen, S. H., & Holowchak, M. (1993). Reasoning in conversation. Cognition and Instruction, 11, 347-364.
50. Reznitskaya, A., & Anderson, R. C. (in press). The argument schema and learning to reason. In M. Pressley & C. Block (Eds.), Teaching comprehension. New York: Guilford.
51. Reznitskaya, A., Anderson, R. C., McNurlen, B., Nguyen, K. T., Archodidou, A., & Kim, S. (in press). Influence of oral discussion on written argumentation. Discourse Processes.
52. Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139-164). Cambridge, England: Cambridge University Press.
53. Roth, W. M. (1996). Knowledge diffusion in a Grade 4-5 classroom during a unit on civil engineering: An analysis of a classroom community in terms of its changing resources and practices. Cognition and Instruction, 14, 179-220.
54. Ryan, B., & Gross, N. C. (1943). The diffusion of hybrid seed corn in two Iowa communities. Rural Sociology, 8, 15-24.
55. Schunk, D. H. (1987). Peer models and children's behavioral change. Review of Educational Research, 57, 149-174.
56. Schunk, D. H. (1998). Peer modeling. In K. Topping & S. Ehly (Eds.), Peer-assisted learning (pp. 185-202). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
57. Schunk, D. H., Hanson, A. R., & Cox, P. D. (1987). Peer model attributes and children's achievement behaviors. Journal of Educational Psychology, 79, 54-61.
58. Shultz, J. J., Florio, S., & Erickson, F. (1982). Where's the floor? Aspects of the cultural organization of social relationships in communication at home and in school. In P. Gilmore & A. Glatthorn (Eds.), Children in and out of school (Language and Ethnography Series 2). Washington, DC: Center for Applied Linguistics.
59. Strain, P. S., Kerr, M. M., & Ragland, E. U. (1981). Use of peer imitations in the treatment of social withdrawal. In P. S. Strain (Ed.), The utilization of classroom peers as behavior change agents (pp. 101-128). New York: Plenum.
60. Strang, D., & Soule, S. A. (1998). Diffusion in organizations and social movements: From hybrid corn to poison pills. Annual Review of Sociology, 24, 265-290.
61. Stein, N. L., & Miller, C. A. (1993). The development of memory and reasoning skill in argumentative contexts: Evaluating, explaining, and generating evidence. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 4). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
62. Toulmin, S. (1958). The uses of argument. Cambridge, England: Cambridge University Press.
63. Van Eemeren, F. H., & Grootendoorst, R. (1992). Argumentation, communication, and fallacies. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
64. Voss, J. F., Fincher-Kiefer, R., Wiley, J., & Silfies, L. N. (1993). On the processing of arguments. Argumentation, 7, 165-181.
65. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
66. Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. W. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144-188). Armonk, NY: Sharpe.
67. Waggoner, M., Chinn, C., Yi, H., & Anderson, R. C. (1995). Collaborative reasoning about stories. Language Arts, 72, 582-589.
68. Wallbrot, H. G. (1995). Congruence, contagion, and motor mimicry: Mutualities in nonverbal exchange. In I. Markova, C. F. Graumann, & K. Foppa (Eds.), Mutualities in dialogue (pp. 82-98). New York: Cambridge University Press.
69. Webb, N. M., & Palincsar, A. S. (1996). Group processes in the classroom. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 841-873). New York: Simon & Schuster Macmillan.
70. Wertsch, J. V. (1985). Culture, communication, and cognition: Vygotskian perspectives. London: Cambridge University Press.
71. Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
72. Wiley, J., & Voss, J. F. (1999). Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. Journal of Educational Psychology, 91(2), 301-311.