메뉴 건너뛰기




Volumn 79, Issue 5, 2008, Pages 1310-1328

Arguing on the computer: A microgenetic study of developing argument skills in a computer-supported environment

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; AWARENESS; CHILD; COMPUTER; ENVIRONMENT; FEMALE; HUMAN; INTERPERSONAL COMMUNICATION; MALE; VERBAL BEHAVIOR;

EID: 51949091285     PISSN: 00093920     EISSN: 14678624     Source Type: Journal    
DOI: 10.1111/j.1467-8624.2008.01190.x     Document Type: Article
Times cited : (99)

References (47)
  • 2
    • 84925777301 scopus 로고    scopus 로고
    • Collaboration in computer conferencing
    • In. A. O'Donnell, C. Hmelo-Silver. G. Erkens (. Eds. pp.). Mahwah, NJ: Erlbaum.
    • Andriessen, J. (2006). Collaboration in computer conferencing. In A. O'Donnell, C. Hmelo-Silver G. Erkens (Eds Collaborative learning, reasoning, and technology pp. 197 231). Mahwah, NJ : Erlbaum.
    • (2006) Collaborative Learning, Reasoning, and Technology , pp. 197-231
    • Andriessen, J.1
  • 4
    • 7744229721 scopus 로고    scopus 로고
    • Scientific arguments as learning artifacts: Designing for learning from the Web with KIE
    • Bell, P. Linn, M. (2000). Scientific arguments as learning artifacts: Designing for learning from the Web with KIE. International Journal of Science Education, 22, 797 817.
    • (2000) International Journal of Science Education , vol.22 , pp. 797-817
    • Bell, P.1    Linn, M.2
  • 5
    • 0000007578 scopus 로고    scopus 로고
    • Explanation and evidence in informal argument
    • Brem, S. Rips, L. (2000). Explanation and evidence in informal argument. Cognitive Science, 24, 573 604.
    • (2000) Cognitive Science , vol.24 , pp. 573-604
    • Brem, S.1    Rips, L.2
  • 6
    • 34347331704 scopus 로고    scopus 로고
    • Learning to argue
    • In. A. O'Donnell, C. Hmelo-Silver. G. Erkens (. Eds. pp.). Mahwah, NJ: Erlbaum.
    • Chinn, C. A. (2006). Learning to argue. In A. O'Donnell, C. Hmelo-Silver G. Erkens (Eds Collaborative learning, reasoning, and technology pp. 355 383). Mahwah, NJ : Erlbaum.
    • (2006) Collaborative Learning, Reasoning, and Technology , pp. 355-383
    • Chinn, C.A.1
  • 9
    • 0742306373 scopus 로고    scopus 로고
    • The development of discourse strategies in adolescent argumentation
    • Felton, M. (2004). The development of discourse strategies in adolescent argumentation. Cognitive Development, 19, 35 52.
    • (2004) Cognitive Development , vol.19 , pp. 35-52
    • Felton, M.1
  • 10
    • 77953809876 scopus 로고    scopus 로고
    • The development of argumentive discourse skills
    • Felton, M. Kuhn, D. (2001). The development of argumentive discourse skills. Discourse Processes, 32, 135 153.
    • (2001) Discourse Processes , vol.32 , pp. 135-153
    • Felton, M.1    Kuhn, D.2
  • 13
  • 15
    • 33750606794 scopus 로고    scopus 로고
    • What does college teach?
    • Hersh, R. (2005, November). What does college teach? Atlantic Monthly, 140 143.
    • (2005) Atlantic Monthly , pp. 140-143
    • Hersh, R.1
  • 16
    • 0031514189 scopus 로고    scopus 로고
    • The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning
    • Hofer, B. Pintrich, P. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88 140.
    • (1997) Review of Educational Research , vol.67 , pp. 88-140
    • Hofer, B.1    Pintrich, P.2
  • 18
    • 0003924923 scopus 로고
    • Cambridge, UK: Cambridge University Press.
    • Kuhn, D. (1991). The skills of argument. Cambridge, UK : Cambridge University Press.
    • (1991) The Skills of Argument.
    • Kuhn, D.1
  • 19
    • 84970393008 scopus 로고
    • Microgenetic study of change: What has it told us?
    • Kuhn, D. (1995). Microgenetic study of change: What has it told us? Psychological Science, 6, 133 139.
    • (1995) Psychological Science , vol.6 , pp. 133-139
    • Kuhn, D.1
  • 20
    • 2542622020 scopus 로고    scopus 로고
    • Cambridge, MA: Harvard University Press.
    • Kuhn, D. (2005). Education for thinking. Cambridge, MA : Harvard University Press.
    • (2005) Education for Thinking.
    • Kuhn, D.1
  • 21
    • 33646679299 scopus 로고    scopus 로고
    • The second decade: What develops (and how)?
    • In. W. Damon. R. Lerner (. Series. Eds. D. Kuhn. R. Siegler (. Vol. Eds. pp.). Hoboken, NJ: Wiley.
    • Kuhn, D. Franklin, S. (2006). The second decade: What develops (and how)? In W. Damon R. Lerner (Series Eds D. Kuhn R. Siegler (Vol. Eds Handbook of child psychology: Vol. 2. Cognition, perception, and language 6th ed., pp. 953 993). Hoboken, NJ : Wiley.
    • (2006) Handbook of Child Psychology: Vol. 2. Cognition, Perception, and language6th Ed. , pp. 953-993
    • Kuhn, D.1    Franklin, S.2
  • 22
    • 33746696561 scopus 로고    scopus 로고
    • Epistemological understanding and the development of intellectual values
    • Kuhn, D. Park, S. (2005). Epistemological understanding and the development of intellectual values. International Journal of Educational Research, 43, 111 124.
    • (2005) International Journal of Educational Research , vol.43 , pp. 111-124
    • Kuhn, D.1    Park, S.2
  • 23
    • 0000399735 scopus 로고    scopus 로고
    • Effects of dyadic interaction on argumentive reasoning
    • Kuhn, D., Shaw, V. Felton, M. (1997). Effects of dyadic interaction on argumentive reasoning. Cognition and Instruction, 15, 287 315.
    • (1997) Cognition and Instruction , vol.15 , pp. 287-315
    • Kuhn, D.1    Shaw, V.2    Felton, M.3
  • 24
    • 0142136667 scopus 로고    scopus 로고
    • The development of argument skills
    • Kuhn, D. Udell, W. (2003). The development of argument skills. Child Development, 74, 1245 1260.
    • (2003) Child Development , vol.74 , pp. 1245-1260
    • Kuhn, D.1    Udell, W.2
  • 25
    • 34247477614 scopus 로고    scopus 로고
    • Coordinating own and other perspectives in argument
    • Kuhn, D. Udell, W. (2007). Coordinating own and other perspectives in argument. Thinking and Reasoning, 13, 90 104.
    • (2007) Thinking and Reasoning , vol.13 , pp. 90-104
    • Kuhn, D.1    Udell, W.2
  • 26
    • 20444462257 scopus 로고    scopus 로고
    • Evaluating and selecting counterarguments
    • Leitao, S. (2003). Evaluating and selecting counterarguments. Written Communication, 20, 269 306.
    • (2003) Written Communication , vol.20 , pp. 269-306
    • Leitao, S.1
  • 27
    • 0000852649 scopus 로고    scopus 로고
    • Who reasons well? Two studies of informal reasoning among students of different grade, ability, and knowledge levels
    • Means, M. Voss, J. (1996). Who reasons well? Two studies of informal reasoning among students of different grade, ability, and knowledge levels. Cognition and Instruction, 14, 139 178.
    • (1996) Cognition and Instruction , vol.14 , pp. 139-178
    • Means, M.1    Voss, J.2
  • 28
    • 0000200179 scopus 로고    scopus 로고
    • Developmental change: Lessons from microgenesis
    • In. E. K. Scholnick, K. Nelson, S. A. Gelman. P. H. Miller (. Eds. pp.). Mahwah, NJ: Erlbaum.
    • Miller, P. H. Coyle, T. R. (1999). Developmental change: Lessons from microgenesis. In E. K. Scholnick, K. Nelson, S. A. Gelman P. H. Miller (Eds Conceptual development: Piaget's legacy (pp. 209 239). Mahwah, NJ : Erlbaum.
    • (1999) Conceptual Development: Piaget's Legacy , pp. 209-239
    • Miller, P.H.1    Coyle, T.R.2
  • 30
    • 84990370573 scopus 로고    scopus 로고
    • Appropriate appropriation: Functionality of student arguments and support requests during small-group classroom discussions
    • Nussbaum, E. M. (2003). Appropriate appropriation: Functionality of student arguments and support requests during small-group classroom discussions. Journal of Literacy Research, 34, 501 544.
    • (2003) Journal of Literacy Research , vol.34 , pp. 501-544
    • Nussbaum, E.M.1
  • 31
    • 19944399838 scopus 로고    scopus 로고
    • The effects of goal instructions and need for cognition on interactive argumentation
    • Nussbaum, E. M. (2005). The effects of goal instructions and need for cognition on interactive argumentation. Contemporary Educational Psychology, 30, 286 313.
    • (2005) Contemporary Educational Psychology , vol.30 , pp. 286-313
    • Nussbaum, E.M.1
  • 32
    • 20444464071 scopus 로고    scopus 로고
    • The effects of goal instructions and text on the generation of counterarguments during writing
    • Nussbaum, E. M. Kardash, C. (2005). The effects of goal instructions and text on the generation of counterarguments during writing. Journal of Educational Psychology, 97, 157 169.
    • (2005) Journal of Educational Psychology , vol.97 , pp. 157-169
    • Nussbaum, E.M.1    Kardash, C.2
  • 34
    • 58149366782 scopus 로고
    • Postprimary education has little impact on informal reasoning
    • Perkins, D. (1985). Postprimary education has little impact on informal reasoning. Journal of Educational Psychology, 77, 562 571.
    • (1985) Journal of Educational Psychology , vol.77 , pp. 562-571
    • Perkins, D.1
  • 36
    • 0010000959 scopus 로고    scopus 로고
    • Two wrongs may make a right ... if they argue together
    • Schwarz, B., Newman, Y. Biezuner, S. (2000). Two wrongs may make a right... If they argue together. Cognition and Instruction, 18, 461 494.
    • (2000) Cognition and Instruction , vol.18 , pp. 461-494
    • Schwarz, B.1    Newman, Y.2    Biezuner, S.3
  • 37
    • 33644805402 scopus 로고    scopus 로고
    • Microgenetic studies of learning
    • In. W. Damon. R. Lerner (. Series Eds. D. Kuhn. R. Siegler (. Vol. Eds. (6th ed., pp.). Wiley.
    • Siegler, R. (2006). Microgenetic studies of learning. In W. Damon R. Lerner (Series Eds D. Kuhn R. Siegler (Vol. Eds Handbook of child psychology: Vol. 2. Cognition, perception, and language (6th ed., pp. 464 510). Wiley.
    • (2006) Handbook of Child Psychology: Vol. 2. Cognition, Perception, and Language , pp. 464-510
    • Siegler, R.1
  • 38
    • 84989455757 scopus 로고
    • Children's reasoning about interpersonal and moral conflicts
    • Smetana, J., Killen, M. Turiel, E. (1991). Children's reasoning about interpersonal and moral conflicts. Child Development, 62, 629 644.
    • (1991) Child Development , vol.62 , pp. 629-644
    • Smetana, J.1    Killen, M.2    Turiel, E.3
  • 40
    • 34249282731 scopus 로고    scopus 로고
    • Enhancing adolescent girls' argument skills in reasoning about personal and non-personal decisions
    • Udell, W. (2007). Enhancing adolescent girls' argument skills in reasoning about personal and non-personal decisions. Cognitive Development, 22, 341 352.
    • (2007) Cognitive Development , vol.22 , pp. 341-352
    • Udell, W.1
  • 41
    • 0142020754 scopus 로고    scopus 로고
    • Argumentation in psychology
    • Voss, J. Ed
    • Voss, J Ed 2001). Argumentation in psychology. Discourse Processes, 32 (2 & 3).
    • (2001) Discourse Processes , vol.32 , Issue.23
  • 42
    • 0001579307 scopus 로고
    • Learning to reason via instruction in argumentation
    • Voss, J. Means, M. (1991). Learning to reason via instruction in argumentation. Learning and Instruction, 1, 337 350.
    • (1991) Learning and Instruction , vol.1 , pp. 337-350
    • Voss, J.1    Means, M.2
  • 43
    • 0035347515 scopus 로고    scopus 로고
    • Children's, adolescents', and young adults' thinking about different types of disagreements
    • Wainryb, C., Shaw, L., Laupa, M. Smith, K. (2001). Children's, adolescents', and young adults' thinking about different types of disagreements. Developmental Psychology, 37, 373 386.
    • (2001) Developmental Psychology , vol.37 , pp. 373-386
    • Wainryb, C.1    Shaw, L.2    Laupa, M.3    Smith, K.4
  • 44
    • 0142052772 scopus 로고
    • Dialogue theory for critical thinking
    • Walton, D. N. (1989). Dialogue theory for critical thinking. Argumentation, 3, 169 184.
    • (1989) Argumentation , vol.3 , pp. 169-184
    • Walton, D.N.1
  • 45
    • 1642436944 scopus 로고    scopus 로고
    • Missing the point or missing the norms? Epistemological norms as predictors of students' ability to identify fallacious arguments
    • 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.
    • (2004) Contemporary Educational Psychology , vol.29 , pp. 77-94
    • Weinstock, M.1    Neuman, Y.2    Tabak, I.3
  • 46
    • 0033137469 scopus 로고    scopus 로고
    • Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text
    • Wiley, J. Voss, J. (1999). Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. Journal of Educational Psychology, 91, 301 311.
    • (1999) Journal of Educational Psychology , vol.91 , pp. 301-311
    • Wiley, J.1    Voss, J.2
  • 47
    • 0036148759 scopus 로고    scopus 로고
    • Fostering students' knowledge and argumentation skills through dilemmas in human genetics
    • Zohar, A. Nemet, F. (2002). Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39, 35 62.
    • (2002) Journal of Research in Science Teaching , vol.39 , pp. 35-62
    • Zohar, A.1    Nemet, F.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.