Coordinating own and other perspectives in argument

Thinking and Reasoning

Volumn 13, Issue 2, 2007, Pages 90-104

  Kuhn, Deanna ^a   Udell, Wadiya ^a  

^a Teachers College Columbia University ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34247477614     PISSN: 13546783     EISSN: 14640708     Source Type: Journal    
DOI: 10.1080/13546780600625447     Document Type: Article

References (33)

1. Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates Inc.
2. Billig, M. (1987). Arguing and thinking; A rhetorical approach to social psychology. Cambridge, UK: Cambridge University Press.
3. Brem, S., & Rips, L. (2000). Evidence and explanation in informal argument. Cognitive Science, 24, 573-604.
4. Byrnes, J. (1998). The nature and development of decision making: A self-regulation model. Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
5. Chandler, M., Boyes, M., & Ball, L. (1990). Relativism and stations of epistemic doubt. Journal of Experimental Child Psychology, 50, 370-395.
6. Felton, M. (2004). The development of discourse strategies in adolescent argumentation. Cognitive Development, 19, 35-52.
7. Felton, M., & Kuhn, D. (2001). The development of argumentive discourse skills. Discourse Processes, 32, 135-153.
8. Gardner, H. (1999). The disciplined mind. New York: Simon & Schuster.
9. Graff, G. (2003). Clueless in academe: How schooling obscures the life of the mind. New Haven, CT: Yale University Press.
10. Hofer, B., & Pintrich, P. (Eds.). (2002). Epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum Associates Inc.
11. Keating, D. (2004). Cognitive and brain development. In R. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology. Chichester, UK: Wiley.
12. Keefer, M., Zeitz, C., & Resnick, L. (2000). Judging the quality of peer-led student dialogues. Cognition and Instruction, 18, 53-82.
13. Klaczynski, P. (2000). Motivated scientific reasoning biases, epistemological beliefs, and theory polarization: A two-process approach to adolescent cognition. Child Development, 71, 1347-1366.
14. Klaczynski, P. (2004). A dual-process model of adolescent development: Implications for decision making, reasoning, and identity. In R. Kail (Ed.), Advances in child development and behavior, Vol. 31. San Diego, CA: Academic Press.
15. Knudson, R. (1992). Analysis of argumentative writing at two grade levels. Journal of Educational Research, 85, 169-179.
16. Kühn, D. (1991). The skills of argument. Cambridge, UK: Cambridge University Press.
17. Kühn, D. (2005). Education for thinking. Cambridge, MA: Harvard University Press.
18. Kühn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15, 309-328.
19. Kühn, D., Shaw, V., & Felton, M. (1997). Effects of dyadic interaction on argumentive reasoning. Cognition and Instruction, 15(3), 287-315.
20. Kühn, D., & Udell, W. (2003). The development of argument skills. Child Development, 74, 1245-1260.
21. Mason, L., & Boscolo, P. (2004). Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change. Contemporary Educational Psychology, 29, 103-128.
22. Moshman, D. (1998). Cognitive development beyond childhood. In W. Damon (Series Ed.), D. Kühn & R. Siegler (Vol. Eds.), Handbook of child psychology: Vol 11. Cognition, perception, and language (5th ed.). New York: Wiley.
23. Olson, D. (2003). Psychological theory and educational reform: How school remakes mind and society. New York: Cambridge University Press.
24. Orsolini, M. (1993). "Dwarfs don't shoot": An analysis of children's justifications. Cognition and Instruction, 11, 281-297.
25. Perkins, D. (1985). Post-primary education has little impact upon informal reasoning. Journal of Educational Psychology, 77, 563-571.
26. Pontecorvo, C., & Girardet, H. (1993). Arguing and reasoning in understanding historical topics. Cognition and Instruction, 11, 365-396.
27. Reznitskaya, A., Anderson, R., McNurlen, B., Nguyen-Jahiel, K., Archodidou, A., & Kim, S. (2001). Influence of oral discussion on written argument. Discourse Processes, 32, 155-175.
28. van Eemeren, F., Grootendorst, R., & Henkemans, F. (1996). Fundamentals of argumentation theory: A handbook of historical backgrounds and contemporary developments. Mahwah, NJ: Lawrence Erlbaum Associates Inc.
29. Voss, J. (Ed.). (2001). Argumentation in psychology [Special issue]. Discourse Processes, 32(2&3), 89-245.
30. Voss, J., & Means, M. (1991). Learning to reason via instruction in argumentation. Learning and Instruction, 1, 337-350.
31. Vygotsky, L. (1981). The genesis of higher mental functions. In J. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144- 188). Armonk, NY: Sharpe.
32. Walton, D. N. (1989). Dialogue theory for critical thinking. Argumentation, 3, 169-184.
33. Weinstock, M., Neuman, Y., & Tabak, I. (2004). Missing the point or missing the norms? Epistemological norms as predictors of students' ability to identify fallacious arguments. Contemporary Educational Psychology, 29, 77-94.