Teaching and learning argumentation

Elementary School Journal

Volumn 107, Issue 5, 2007, Pages 449-472

  Reznitskaya, Alina ^a   Anderson, Richard C ^b   Kuo, Li Jen ^c  

^a MONTCLAIR STATE UNIVERSITY   (United States)

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

^c NORTHERN ILLINOIS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34248347111     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: 10.1086/518623     Document Type: Article

References (91)

1. Anderson, R. C. (1984). Role of the reader's schema during comprehension, learning, and memory. In R. C. Anderson, J. Osborn, & R. J. Tierney (Eds.), Learning to read in American schools (pp. 243-258). Hillsdale, NJ: Erlbaum.
2. Anderson, R. C., Chinn, C., Waggoner, M., & Nguyen, K. (1998). Intellectually stimulating story discussions. In J. Osborn & F. Lehr (Eds.), Literacy for all: Issues in teaching and learning (pp. 170-186). New York: Guilford.
3. Anderson, R. C., Nguyen-Jahiel, K., McNurlen, B., Archodidou, A., Kim, S., Reznitskaya, A., Tillmanns, M., & Gilbert, L. (2001). The snowball phenomenon: Spread of ways of talking and ways of thinking across groups of children. Cognition and Instruction, 19, 1-46.
4. 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 (pp. 255-291). New York: Longman.
5. Andrews, R. (1995). Teaching and learning argument. London: Cassell.
6. Armbruster, B., Anderson, T., & Ostertag, J. (1987). Does text structure/summarization instruction facilitate learning from expository text? Reading Research Quarterly, 22, 331-347.
7. Baldwin, T. T., & Ford, J. K. (1988). Transfer of learning: A review of future directions for future research. Personnel Psychology, 41, 63-105.
8. Bassok, M., & Holyoak, K. J. (1989). Interdomain transfer between isomorphic topics in algebra and physics. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 153-166.
9. Bereiter, C., & Scardamalia, M. (1982). From conversation to composition: The role of instruction in a developmental process. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 2, pp. 1-64). Hillsdale, NJ: Erlbaum.
10. Brown, A. L. (1989). Analogical learning and transfer: What develops? In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 369-421). Cambridge: Cambridge University Press.
11. Carrel, P. L. (1992). Awareness of text structures: Effects on recall. Language Learning, 42, 1-20.
12. Chambliss, M. J., & Murphy, P. K. (2002). Fourth and fifth graders representing the argument structure in written texts. Discourse Processes, 34, 91-115.
13. Cheng, P., & Holyoak, K. J. (1985). Pragmatic reasoning schemas. Cognitive Psychology, 17, 391-416.
14. Cheng, P., Holyoak, K. J., Nisbett, R. E., & Oliver, L. M. (1993). Pragmatic versus syntactic approaches to training deductive reasoning. In R. E. Nisbett (Ed.), Rules for reasoning (pp. 165-203). Hillsdale, NJ: Erlbaum.
15. Chinn, C. A., & Anderson, R. C. (1998). The structure of discussions that promote reasoning. Teachers College Record, 100, 315-368.
16. Chinn, C. A., Anderson, R. C., & Waggoner, M. A. (2001). Patterns of discourse in two kinds of literature discussion. Reading Research Quarterly, 36, 378-411.
17. Clark, A., Anderson, R. C., Kuo, L., Kim, I., Archodidou, A., & Nguyen-Jahiel, K. (2003). Collaborative reasoning: Expanding ways for children to talk and think in school. Educational Psychology Review, 15, 181-198.
18. Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Belmont, CA: Wadsworth.
19. Crowhurst, M. (1987). The effects of reading instruction and writing instruction on reading and writing persuasion. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC. ERIC Document Reproduction Service No. ED 281 148
20. Crowhurst, M. (1988). Research review: Patterns of development in writing persuasive/argumentative discourse. Vancouver: University of British Columbia. ERIC Document Reproduction Service No. ED 299 596
21. Detterman, D. K. (1993). The case for prosecution: Transfer as an epiphenomenon. In D. K. Detterman & R. J. Stemberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction (pp. 1-24). Norwood, NJ: Ablex.
22. Dolz, J. (1996). Learning argumentative capacities. A study of the effects of a systematic and intensive teaching of argumentative discourse in 11-12-year-old children. Argumentation, 10, 227-251.
23. Dong, T., Anderson, R. C., Li, Y., & Kim, I. (2006). Language of home and school: Discourse mismatch reconsidered. Champaign: University of Illinois, Center for the Study of Reading.
24. Farr, R. C., Prescott, G. A., Balow, I. H., & Hogan, T. P. (1986). Metropolitan Achievement Tests. Orlando, FL: Harcourt Brace Jovanovich.
25. Ferretti, R. P., MacArthur, C. A., & Dowdy, N. S. (2002). 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.
26. Fong, G. T., Krantz, D. H., & Nisbett, R. E. (1993). The effects of statistical training on thinking about everyday problems. In R. E. Nisbett (Ed.), Rules for reasoning (pp. 91-135). Hillsdale, NJ: Erlbaum.
27. Freedman, A., & Pringle, I. (1984). Why students can't write arguments. English in Education, 18(2), 73-84.
28. Fulkerson, R. (1996). Teaching the argument in writing. Urbana, IL: National Council of Teachers of English.
29. Centner, D. (1989). The mechanisms of analogical reasoning. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 197-241). Cambridge: Cambridge University Press.
30. Gick, M. L., & Holyoak, K. J. (1987). The cognitive basis of knowledge transfer. In S. M. Cormier (Ed.), Transfer of learning (pp. 9-47). San Diego, CA: Academic Press.
31. Giff, P. R. (1990). Ronald Morgan goes to bat. New York: Pussin.
32. Gleanson, M. M. (1999). The role of evidence in argumentative writing. Reading and Writing Quarterly, 14, 81-106.
33. Govier, T. (1985). A practical study of argument. Belmont, CA: Wadsworth.
34. Hidi, S., Berndorff, D., & Ainley, M. (2002). Children's argument writing, interest and self-efficacy: An intervention study. Learning and Instruction, 12, 429-446.
35. Holmes, E. T. (1977). Amy's goose. New York: Crowell.
36. Kim, S. (2001). The effects of group monitoring on transfer of learning in small group discussions. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign.
37. Kirk, R. E. (1995). Experimental design: Procedures for the behavioral sciences. Boston: Brooks/Cole.
38. Klein, P., Olson, D. R., & Stanovich, K. (1997). Structuring reflection: Teaching argument concepts and strategies enhances critical thinking. Canadian Journal of School Psychology, 13, 38-47.
39. Kuhn, D. (1991). The skill of argument. Cambridge: Cambridge University Press.
40. Kuhn, D. (1992). Thinking as argument. Harvard Educational Review, 62, 155-177.
41. Kuhn, D., Shaw, V., & Felton, M. (1997). Effects of dyadic interaction on argumentative reasoning. Cognition and Instruction, 15, 287-315.
42. Lipman, M. (1988). Philosophy goes to school. Philadelphia: Temple University Press.
43. Lipman, M. (1997). Education for democracy and freedom. Wesleyan Graduate Review, 1, 32-38.
44. Lipman, M., & Sharp, A. M. (Eds.). (1994). Growing up with philosophy. Dubuque, IA: Kendall/Hunt.
45. Luchins, A. S., & Luchins, E. H. (1970). Wertheimer's seminars revisited: Problem solving and thinking (Vol. 1). Albany: State University of New York.
46. Maimon, E. (1979). Talking to strangers. College Composition and Communication, 30, 364-369.
47. Mandler, G. (1962). From association to structure. Psychological Review, 69, 415-427.
48. Mayer, R. E. (1985). Structural analysis of science prose: Can we increase problem solving performance? In B. K. Britton & J. B. Black (Eds.), Understanding of expository text (pp. 65-87). Hillsdale, NJ: Erlbaum.
49. Mayer, R. E., & Wittrock, M. C. (1996). Problem-solving transfer. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 47-62). New York: Macmillan.
50. McCann, T. M. (1989). Student argumentative writing knowledge and ability at three grade levels. Research in the Teaching of English, 23, 63-77.
51. Mead, G. H. (1962). Mind, self, and society from the standpoint of a social behaviorist. Chicago: University of Chicago Press.
52. Means, M. L., & Voss, J. F. (1996). Who reasons well? Two studies of informal reasoning among children of different grade, ability, and knowledge levels. Cognition and Instruction, 14, 139-178.
53. Mishra, P., & Brewer, W. F. (2003). Theories as a form of mental representation and their role in the recall of text information. Contemporary Educational Psychology, 28, 277-303.
54. Morehouse, R., & Williams, M. (1998). Report on student use of argument skills. Critical and Creative Thinking, 6, 14-20.
55. NAEP. (1994). The National Assessment of Educational Progress 1992 Report Card. Princeton, NJ: Educational Testing Service.
56. NAEP. (1999). National Assessment of Educational Progress Writing Report Card for the Nation and the States [On-line]. Available: http://nces. ed.gov/nationsreportcard//pdf/main1998/ 1999462.pdf
57. NAEP. (2002). The nation's report card: Reading 2002 [On-line]. Available: http://nces.ed.gov/nationsreportcard/pdf/main2002/2003521. pdf
58. Nguyen-Jahiel, K. (1996). Marcos' vote. Champaign: University of Illinois, Center for the Study of Reading.
59. Nussbaum, M. (2005). The effect of goal instructions and need for cognition on interactive argumentation. Contemporary Educational Psychology, 30, 286-313.
60. Nussbaum, M., & Kardash, C. M. (2005). The effects of goal instruction and text on the generation of counterarguments during writing. Journal of Educational Psychology, 9, 157-169.
61. Oulette, G., Dagostino, L., & Carifio, J. (1999). The effects of exposure to children's literature through read aloud and an inferencing strategy on low ability fifth graders' sense of story structure and reading comprehension. Reading Improvement, 36, 73-89.
62. Paul, R. W. (1986). Dialogical thinking: Critical thought essential to the acquisition of rational knowledge and passions. In J. B. Baron & R. J. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 127-148). New York: Freeman.
63. Pedhazur, E. (1997). Multiple regression in behavioral research. Fort Worth, TX: Harcourt Brace College Publishers.
64. Pellegrini, A. D., Galda, L., & Rubin, D. (1984). Persuasion as a social-cognitive activity: The effects of age and channel of communication on children's production of persuasive messages. Language and Communication, 4, 285-293.
65. Postman, L. (1971). Transfer, interference, forgetting. In L. W. Kling & L. A. Riggs (Eds.), Experimental psychology (pp. 1019-1032). New York: Holt, Rinehart & Winston.
66. Qualitative Solutions and Research. (1999). QSR Nvivo [Computer software]. Victoria, Australia: Qualitative Solutions and Research.
67. Reed, S. K. (1993). A schema-based theory of transfer. In D. K. Detterman & R. J. Stemberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction (pp. 39-67). Norwood, NJ: Ablex.
68. Reznitskaya, A., & Anderson, R. C. (2002). The argument schema and learning to reason. In C. C. Block & M. Pressley (Eds.), Comprehension instruction (pp. 319-334). New York: Guilford.
69. Reznitskaya, A., Anderson, R. C., McNurlen, B., Nguyen-Jahiel, K., Archodidou, A., & Kim, S. (2001). Influence of oral discussion on written argument. Discourse Processes, 32(2 & 3), 155-175.
70. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
71. Ross, B. H. (1987). This is like that: The use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 629-639.
72. Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading and comprehension (pp. 33-58). Hillsdale, NJ: Erlbaum.
73. Salomon, G., & Perkins, D. N. (1989). Rocky road to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24, 113-142.
74. Samuels, S. J., Tennyson, R., Sax, L., Mulcahy, P., Schermer, N., & Hajovy, H. (1988). Adults' use of text structure in recall of a scientific article. Journal of Educational Research, 81, 171-175.
75. Scardamalia, M., & Bereiter, C. (1986). Research on written composition. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 778-803). New York: Macmillan.
76. Schank, R. C., & Abelson, R. P. (1977). Scripts, plans, goals, and understanding: An inquiry into human knowledge structures. Hillsdale, NJ: Erlbaum.
77. Singley, M. K., & Anderson, J. R. (1989). The transfer of cognitive skill Cambridge, MA: Harvard University Press.
78. Stein, N. L., & Trabasso, T. (1982). Children's understanding of stories: A basis for moral judgment and dilemma resolution. In C. J. Brainerd & M. Pressley (Eds.), Verbal processes in children: Progress in cognitive development research (pp. 161-188). New York: Springer-Verlag.
79. Thorndyke, P. W., & Hayes-Roth, B. (1979). The use of schemata in the acquisition and transfer of knowledge. Cognitive Psychology, 11, 82-106.
80. Toulmin, S. E. (1958). The uses of argument. Cambridge: Cambridge University Press.
81. Toulmin, S. E., Rieke, R., & Janik, A. (1979). An introduction to reasoning. New York: Macmillan.
82. van Dijk, T., & Kintsch, W. (1983). Strategies of discourse comprehension. Orlando, FL: Academic Press.
83. van Eemeren, F. H., & Grootendorst, R. (1984). Speech acts in argumentative discussions. Foris: Dordrecht & Cinnaminson.
84. van Eemeren, F. H., Grootendorst, R., & Henkenmans, F. S. (1996). Argumentation: Analysis, evaluation, presentation. Hillsdale, NJ: Erlbaum.
85. Vygotsky, L. S. (1981). The genesis of higher-order mental functions. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144-188). Armonk, NY: Sharpe.
86. Waggoner, M., Chinn, C. A., Yi, H., & Anderson, R. C. (1995). Collaborative reasoning about stories. Language Arts, 72, 582-589.
87. Walton, D. (1996a). Argument structure: A pragmatic theory. Toronto: University of Toronto Press.
88. Walton, D. (1996b). Argumentation schemes for presumptive reasoning. Mahwah, NJ: Erlbaum.
89. Weiner, E. H. (1980). What should Kelly do? In E. H. Weiner (Ed.), Unfinished stories: For facilitating decision making in the elementary classroom (pp. 13-14). Washington, DC: National Education Association.
90. Wertsch, J. V., & Bivens, J. A. (1992). The social origins of individual mental functioning: Alternatives and perspectives. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 14, 35-44.
91. Yeh, S. (1998). Empowering education: Teaching argumentative writing to cultural minority middle-school students. Research in the Teaching of English, 33, 49-81.