The effects of goal instructions and text on the generation of counterarguments during writing

Journal of Educational Psychology

Volumn 97, Issue 2, 2005, Pages 157-169

  Nussbaum, E Michael ^a   Kardash, Carolanne M ^a  

^a UNIVERSITY OF NEVADA   (United States)

Author keywords

Argumentation skills; Critical thinking; Goals; Persuasive discourse; Writing instruction

Indexed keywords

EID: 20444464071     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.97.2.157     Document Type: Article

References (49)

1. Agresti, A. (2002). Categorical data analysis (2nd ed.). Hoboken, NJ: Wiley-Interscience.
2. Baron, J. (1988). Thinking and deciding. New York: Cambridge University Press.
3. Buehl, M. M., Alexander, P. A., Murphy, P. K., & Sperl, C. T. (2001). Profiling persuasion: The role of beliefs, knowledge, and interest in the processing of persuasive texts that vary by argument structure. Journal of Literacy Research, 33, 269-301.
4. Chi, M. T. H., Glaser, R., & Farr, M. J. (Eds.). (1988). The nature of expertise. Hillsdale, NJ: Erlbaum.
5. Cooper, C. R., Cherry, R., Copley, B., Fleischer, S., Pollard, R., & Sartisky, M. (1984). Studying the writing abilities of a university freshman class: Strategies from a case study. In R. Beach & L. S. Bridwell (Eds.), New directions in composition research (pp. 19-52). New York: Guilford Press.
6. Crammond, J. G. (1998). The uses and complexity of argument structures in expert and student persuasive writing. Written Communication, 15, 230-268.
7. Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. Baron & R. Sternberg (Eds.), Teaching for thinking (pp. 9-26). New York: Freeman.
8. Ennis, R. H. (1995). Critical thinking. New York: Prentice Hall.
9. Ferretti, R. P., MacArthur, C. A., & Dowdy, N. S. (2000). The effects of an elaborated goal on the persuasive writing of students with learning disabilities and their normally achieving peers. Journal of Educational Psychology, 92, 694-702.
10. Flavell, J. H., Miller, P. H., & Miller, S. A. (1993). Cognitive development (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
11. Flowers, L. S., & Hayes, J. R. (1980). The dynamic of composing: Making plans and juggling constraints. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 31-50). Hillsdale, NJ: Erlbaum.
12. Fulkerson, R. (1996). The Toulmin model of argument and the teaching of composition. In B. Emmel, P. Resch, & D. Tenney (Eds.), Argument revisited, argument redefined: Negotiating meaning in the composition classroom (pp. 45-72). Thousand Oaks, CA: Sage.
13. Gilbert, M. (1997). Coalescent argument. Mahwah, NJ: Erlbaum.
14. Goldsmith, D. J., & Fulfs, P. A. (1999). "You just don't have the evidence": An analysis of claims and evidence in Deborah Tannen's You Just Don't Understand. In M. E. Roloff (Ed.), Communication yearbook (Vol. 22, pp. 1-49). Thousand Oaks, CA: Sage.
15. Hays, J. N., & Brandt, K. S. (1992). Socio-cognitive development and student performance on audience-centered argumentative writing. In M. Secor & D. Charney (Eds.), Constructing rhetorical education (pp. 202-229). Carbondale: Southern Illinois University Press.
16. Inch, E. S., & Warnick, B. (2002). Critical thinking and communication: The use of reason in argument (4th ed.). Boston: Allyn & Bacon.
17. Kardash, C. M., & Scholes, R. J. (1996). Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88, 260-271.
18. Keefer, M. W., Zeitz, C. M., & Resnick, L. B. (2000). Judging the quality of peer-led student dialogues. Cognition and Instruction, 18, 53-81.
19. King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
20. Knudson, R. E. (1992). The development of written argumentation: An analysis and comparison of argumentative writing at four grade levels. Child Study Journal, 22, 167-184.
21. Kuhn, D. (1991). The skills of argument. New York: Cambridge University Press.
22. Leitão, S. (2003). Evaluating and selecting counterarguments. Written Communication, 20, 269-306.
23. Leone, C. (1996). Thought, objectivism, and opinion extremity: Individual differences in attitude polarization and attenuation. Personality and Individual Differences, 21, 383-390.
24. MacArthur, C. A., Ferretti, R. P., & Okolo, C. M. (2002). On defending controversial viewpoints: Debates of sixth graders about the desirability of early 20th-century American immigration. Learning Disabilities Research and Practice, 17, 160-172.
25. McCann, T. M. (1989). Student argumentative writing knowledge and ability at three grade levels. Research in the Teaching of English, 23, 62-76.
26. Mercer, N. (1996). The quality of talk in children's collaborative activity in the classroom. Learning and Instruction, 6, 359-377.
27. Nussbaum, E. M., & Bendixen, L. M. (2003). Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits. Contemporary Educational Psychology, 28, 573-595.
28. Nussbaum, E. M., Kardash, C. M., & Schraw, G. (2003, April). Writing arguments and counterarguments: Do goals and need for cognition overcome the "my-side" bias? Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
29. O'Keefe, D. J. (1999). How to handle opposing arguments in persuasive messages: A meta-analytic review of the effects of one-sided and two-sided messages. In M. E. Roloff (Ed.), Communication yearbook (Vol. 22, pp. 209-249). Thousand Oaks, CA: Sage.
30. Olejnik, S., & Algina, J. (2000). Measures of effect size for comparative studies: Applications, interpretations, and limitations. Contemporary Educational Psychology, 25, 241-286.
31. Page-Voth, V., & Graham, S. (1999). Effects of goal setting and strategy use on the writing performance and self-efficacy of students with writing and learning problems. Journal of Educational Psychology, 91, 230-240.
32. Perkins, D. N. (1985). Postprimary education has little impact on informal reasoning. Journal of Educational Psychology, 77, 562-571.
33. Perkins, D. N., Farady, M., & Bushey, B. (1991). Everyday reasoning and the roots of intelligence. In J. F. Voss, D. N. Perkins, & J. W. Segal (Eds.), Informal reasoning and education (pp. 83-106). Hillsdale, NJ: Erlbaum.
34. Petty, R. E., & Cacioppo, J. T. (1986). Communication and persuasion: Central and peripheral routes to attitude change. New York: Springer-Verlag.
35. Piolat, A., Roussey, J.-Y., & Gombert, A. (1999). The development of argumentative schema in writing. In G. Rijlaarsdam & E. Espéret (Series Eds.) & J. Andriessen & P. Coiner (Vol. Eds.), Studies in writing: Vol. 5. Foundations of argumentative text processing (pp. 117-135). Amsterdam: Amsterdam University Press.
36. Rancer, A. S., Kosberg, R. L., & Baukus, R. A. (1992). Beliefs about arguing as predictors of trait argumentativeness: Implications for training in argument and conflict management. Communication Education, 41, 375-387.
37. Rottenberg, A. T. (1988). Elements of argument. New York: St. Martin's Press.
38. Santos, C. M. M., & Santos, S. L. (1999). Good argument, content and contextual dimensions. In G. Rijlaarsdam & E. Espéret (Series Eds.) & J. Andriessen & P. Coirier (Vol. Eds.), Studies in writing: Vol. 5. Foundations of argumentative text processing (pp. 75-95). Amsterdam: Amsterdam University Press.
39. Scardamalia, M., & Bereiter, C. (1986). Research on written composition. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 778-803). New York: Macmillan.
40. Scriven, M. (1976). Reasoning. New York: McGraw-Hill.
41. Stapleton, P. (2001). Assessing critical thinking in the writing of Japanese university students. Written Communication, 18, 506-548.
42. 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, pp. 285-335). Hillsdale, NJ: Erlbaum.
43. Tabachnick, B. G., & Fidell, L. S. (1996). Using multivariate statistics (3rd ed.). New York: HarperCollins.
44. Tannen, D. (1984). Conversational style: Analyzing talk among friends. Norwood, NJ: Ablex.
45. Tannen, D. (1990). You just don't understand: Women and men in conversation. New York: Ballantine Books.
46. Toulmin, S., Rieke, R., & Janik, A. (1979). An introduction to reasoning. New York: Macmillan.
47. Voss, J. F., Fincher-Kiefer, R., Wiley, J., & Silfies, L. N. (1993). On the processing of arguments. Argumentation, 7, 165-181.
48. 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, 301-311.
49. Wilson, T. D., Lindsey, S., & Schooler, T. Y. (2000). A model of dual attitudes. Psychological Review, 107, 101-126.