-
1
-
-
0039268990
-
On the logical integrity of children's arguments
-
Anderson, R. C., Chinn, C., Chang, J., Waggoner, M., & Yi, H. (1997). On the logical integrity of children's arguments. Cognition and Instruction, 15(2), 135-167.
-
(1997)
Cognition and Instruction
, vol.15
, Issue.2
, pp. 135-167
-
-
Anderson, R.C.1
Chinn, C.2
Chang, J.3
Waggoner, M.4
Yi, H.5
-
2
-
-
70349251565
-
Teaching argument writing to 7- to 14-year-olds: an international review of the evidence of successful practice
-
Andrews, R., Torgerson, C., Low, G., & McGuinn, N. (2009). Teaching argument writing to 7- to 14-year-olds: an international review of the evidence of successful practice. Cambridge Journal of Education, 39(3), 291-310.
-
(2009)
Cambridge Journal of Education
, vol.39
, Issue.3
, pp. 291-310
-
-
Andrews, R.1
Torgerson, C.2
Low, G.3
McGuinn, N.4
-
3
-
-
84896693749
-
Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents
-
Anmarkrud, Ø., Bråten, I., & Strømsø, H. I. (2014). Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents. Learning and Individual Differences, 30, 64-76.
-
(2014)
Learning and Individual Differences
, vol.30
, pp. 64-76
-
-
Anmarkrud, Ø.1
Bråten, I.2
Strømsø, H.I.3
-
4
-
-
84892530191
-
Reconsidering personal epistemology as metacognition: A multifaceted approach to the analysis of epistemic thinking
-
Barzilai, S. & Zohar, A. (2014). Reconsidering personal epistemology as metacognition: A multifaceted approach to the analysis of epistemic thinking. Educational Psychologist, 49(1), 13-35.
-
(2014)
Educational Psychologist
, vol.49
, Issue.1
, pp. 13-35
-
-
Barzilai, S.1
Zohar, A.2
-
5
-
-
7744229721
-
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, 2(8), 797-817.
-
(2000)
International Journal of Science Education
, vol.2
, Issue.8
, pp. 797-817
-
-
Bell, P.1
Linn, M.2
-
6
-
-
79551705349
-
Classroom communities' adaptations of the practice of scientific argumentation
-
Berland, L. K. & Reiser, B. J. (2011). Classroom communities' adaptations of the practice of scientific argumentation. Science Education, 95(2), 191-216.
-
(2011)
Science Education
, vol.95
, Issue.2
, pp. 191-216
-
-
Berland, L.K.1
Reiser, B.J.2
-
7
-
-
84890192322
-
Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension
-
Bråten, I., Anmarkrud, Ø., Brandmo, C., & Strømsø, H. I. (2014). Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension. Learning and Instruction, 30, 9-24.
-
(2014)
Learning and Instruction
, vol.30
, pp. 9-24
-
-
Bråten, I.1
Anmarkrud, Ø.2
Brandmo, C.3
Strømsø, H.I.4
-
8
-
-
84882770095
-
Justification beliefs and multiple-documents comprehension
-
Bråten, I., Ferguson, L. E., Strømsø, H. I., & Anmarkrud, Ø. (2013). Justification beliefs and multiple-documents comprehension. European Journal of Psychology of Education, 28(3), 879-902.
-
(2013)
European Journal of Psychology of Education
, vol.28
, Issue.3
, pp. 879-902
-
-
Bråten, I.1
Ferguson, L.E.2
Strømsø, H.I.3
Anmarkrud, Ø.4
-
9
-
-
41449090186
-
I Agreed with what? Memory for simple argument claims
-
Britt, M. A., Kurby, C. A., Dandotkar, S., & Wolfe, C. R. (2008). I Agreed with what? Memory for simple argument claims. Discourse Processes, 45(1), 52-84.
-
(2008)
Discourse Processes
, vol.45
, Issue.1
, pp. 52-84
-
-
Britt, M.A.1
Kurby, C.A.2
Dandotkar, S.3
Wolfe, C.R.4
-
11
-
-
84876274679
-
Learning with multiple documents: Component skills and their acquisition
-
M. J. Lawson & J. R. Kirby (Eds.), Cambridge, UK: Cambridge University Press
-
Britt, M. A. & Rouet, J.-F. (2012). Learning with multiple documents: Component skills and their acquisition. In M. J. Lawson & J. R. Kirby (Eds.), The quality of learning: Dispositions, instruction, and mental structures. Cambridge, UK: Cambridge University Press.
-
(2012)
The quality of learning: Dispositions, instruction, and mental structures
-
-
Britt, M.A.1
Rouet, J.-F.2
-
12
-
-
0010916717
-
Profiling persuasion: The role of beliefs, knowledge and interest in the processing of persuasive texts that vary by argument structure
-
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(2), 269-301.
-
(2001)
Journal of Literacy Research
, vol.33
, Issue.2
, pp. 269-301
-
-
Buehl, M.M.1
Alexander, P.A.2
Murphy, P.K.3
Sperl, C.T.4
-
13
-
-
78751549133
-
Investigating instruction for improving revision of argumentative essays
-
Butler, J. A. & Britt, M. A. (2011). Investigating instruction for improving revision of argumentative essays. Written Communication, 28(1), 70-96.
-
(2011)
Written Communication
, vol.28
, Issue.1
, pp. 70-96
-
-
Butler, J.A.1
Britt, M.A.2
-
14
-
-
0002005098
-
Do adults change their minds after reading persuasive text?
-
Chambliss, M. J. & Garner, R. (1996). Do adults change their minds after reading persuasive text? Written Communication, 13(3), 291-313.
-
(1996)
Written Communication
, vol.13
, Issue.3
, pp. 291-313
-
-
Chambliss, M.J.1
Garner, R.2
-
15
-
-
79960816296
-
Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology
-
Chinn, C. A., Buckland, L. A., & Samarapungavan, A. (2011). Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology. Educational Psychologist, 46(3), 141-167.
-
(2011)
Educational Psychologist
, vol.46
, Issue.3
, pp. 141-167
-
-
Chinn, C.A.1
Buckland, L.A.2
Samarapungavan, A.3
-
17
-
-
79958699715
-
Common core state standards for English language arts and literacy in history/social studies, science, and technical subjects.
-
Retrieved from
-
Common Core State Standards Initiative (2010). Common core state standards for English language arts and literacy in history/social studies, science, and technical subjects. Retrieved from http://www.corestandards.org/.
-
(2010)
-
-
-
18
-
-
84899716995
-
Developing dialogic argumentation skills: A three-year intervention study
-
Crowell, A. & Kuhn, D. (2014). Developing dialogic argumentation skills: A three-year intervention study. Journal of Cognition and Development, 15(2), 363-381.
-
(2014)
Journal of Cognition and Development
, vol.15
, Issue.2
, pp. 363-381
-
-
Crowell, A.1
Kuhn, D.2
-
19
-
-
0031497274
-
Effects of dictation and advanced planning instruction on the composing of students with writing and learning problems
-
De La Paz, S. & Graham, S. (1997). Effects of dictation and advanced planning instruction on the composing of students with writing and learning problems. Journal of Educational Psychology, 89(2), 203-222.
-
(1997)
Journal of Educational Psychology
, vol.89
, Issue.2
, pp. 203-222
-
-
De La Paz, S.1
Graham, S.2
-
20
-
-
0032391726
-
Reconceptualizing change in the cognitive construction of knowledge
-
Dole, J. A. & Sinatra, G. M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33(2-3), 109-128.
-
(1998)
Educational Psychologist
, vol.33
, Issue.2-3
, pp. 109-128
-
-
Dole, J.A.1
Sinatra, G.M.2
-
21
-
-
38949151575
-
Science education in three-part harmony: Balancing conceptual, epistemic and social learning goals
-
Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic and social learning goals. Review of Research in Education, 32(1), 268-291.
-
(2008)
Review of Research in Education
, vol.32
, Issue.1
, pp. 268-291
-
-
Duschl, R.1
-
22
-
-
0001451144
-
Content of preachings and power of the model/preacher: The effect on children's generosity
-
Eisenberg-Berg, N. & Geisheker, E. (1979). Content of preachings and power of the model/preacher: The effect on children's generosity. Developmental Psychology, 15(2), 168.
-
(1979)
Developmental Psychology
, vol.15
, Issue.2
, pp. 168
-
-
Eisenberg-Berg, N.1
Geisheker, E.2
-
23
-
-
11144256239
-
Coordination processes in computer supported collaborative writing
-
Erkens, G., Jaspers, J., Prangsma, M., & Kanselaar, G. (2005). Coordination processes in computer supported collaborative writing. Computers in Human Behavior, 21(3), 463-486.
-
(2005)
Computers in Human Behavior
, vol.21
, Issue.3
, pp. 463-486
-
-
Erkens, G.1
Jaspers, J.2
Prangsma, M.3
Kanselaar, G.4
-
24
-
-
84872472689
-
Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension
-
Ferguson, L. E. & Bråten, I. (2013). Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension. Learning and Instruction, 25, 49-61.
-
(2013)
Learning and Instruction
, vol.25
, pp. 49-61
-
-
Ferguson, L.E.1
Bråten, I.2
-
25
-
-
43349084922
-
Enhancing online collaborative argumentation through question elaboration and goal instructions
-
Golanics, J. D. & Nussbaum, E. M. (2008). Enhancing online collaborative argumentation through question elaboration and goal instructions. Journal of Computer Assisted Learning, 24(3), 167-180.
-
(2008)
Journal of Computer Assisted Learning
, vol.24
, Issue.3
, pp. 167-180
-
-
Golanics, J.D.1
Nussbaum, E.M.2
-
26
-
-
34249797224
-
A components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy
-
Graham, S. & Harris, K. R. (1989). A components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy. Journal of Educational Psychology, 81, 353-361.
-
(1989)
Journal of Educational Psychology
, vol.81
, pp. 353-361
-
-
Graham, S.1
Harris, K.R.2
-
27
-
-
0038027424
-
Is it a challenge or a threat? A dual-process model of teachers' cognition and appraisal processes during conceptual change
-
Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teachers' cognition and appraisal processes during conceptual change. Educational Psychology Review, 15(2), 147-179.
-
(2003)
Educational Psychology Review
, vol.15
, Issue.2
, pp. 147-179
-
-
Gregoire, M.1
-
28
-
-
77958117112
-
The role of epistemic beliefs in students' self-regulated learning with computer-based learning environments: Conceptual and methodological issues
-
Greene, J. A., Muis, K. R., & Pieschl, S. (2010). The role of epistemic beliefs in students' self-regulated learning with computer-based learning environments: Conceptual and methodological issues. Educational Psychologist, 45(4), 245-257.
-
(2010)
Educational Psychologist
, vol.45
, Issue.4
, pp. 245-257
-
-
Greene, J.A.1
Muis, K.R.2
Pieschl, S.3
-
29
-
-
33749439893
-
A Bayesian approach to informal fallacies
-
Hahn, U. & Oaksford, M. (2006). A Bayesian approach to informal fallacies. Synthese, 152, 207-237.
-
(2006)
Synthese
, vol.152
, pp. 207-237
-
-
Hahn, U.1
Oaksford, M.2
-
31
-
-
77955396235
-
Developing argument skills across scientific and social domains
-
Iordanou, K. (2010). Developing argument skills across scientific and social domains. Journal of Cognition and Development, 11(3), 293-327.
-
(2010)
Journal of Cognition and Development
, vol.11
, Issue.3
, pp. 293-327
-
-
Iordanou, K.1
-
32
-
-
84877854558
-
Developing face-to-face argumentation skills: Does arguing on the computer help?
-
Iordanou, K. (2013). Developing face-to-face argumentation skills: Does arguing on the computer help? Journal of Cognition and Development, 14(2), 292-320.
-
(2013)
Journal of Cognition and Development
, vol.14
, Issue.2
, pp. 292-320
-
-
Iordanou, K.1
-
33
-
-
84906705613
-
Developing pre-service teachers' evidence-based argumentation skills on socio-scientific issues
-
Iordanou, K. & Constantinou, C. P. (2014). Developing pre-service teachers' evidence-based argumentation skills on socio-scientific issues. Learning and Instruction, 34, 42-57.
-
(2014)
Learning and Instruction
, vol.34
, pp. 42-57
-
-
Iordanou, K.1
Constantinou, C.P.2
-
35
-
-
84967678059
-
Epistemological understanding, prior knowledge and meta-level processing of evidence during reading in young adolescents and adults.
-
Manuscript submitted for publication.
-
Iordanou, K., Muis, K. R., & Kendeou, P. (2015). Epistemological understanding, prior knowledge and meta-level processing of evidence during reading in young adolescents and adults. Manuscript submitted for publication.
-
(2015)
-
-
Iordanou, K.1
Muis, K.R.2
Kendeou, P.3
-
36
-
-
0034311552
-
"Doing the lesson" or "Doing science": Argument in high school genetics
-
Jiménez-Aleixandre, M. P., Rodríguez, A. B., & Duschl, R. A. (2000). "Doing the lesson" or "Doing science": Argument in high school genetics. Science Education, 84(6), 757-792.
-
(2000)
Science Education
, vol.84
, Issue.6
, pp. 757-792
-
-
Jiménez-Aleixandre, M.P.1
Rodríguez, A.B.2
Duschl, R.A.3
-
37
-
-
0034257632
-
Effect of epistemological beliefs and topic-specific beliefs on undergraduates' cognitive and strategic processing of dual-positional text
-
Kardash, C. M. & Howell, K. L. (2000). Effect of epistemological beliefs and topic-specific beliefs on undergraduates' cognitive and strategic processing of dual-positional text. Journal of Educational Psychology, 92(3), 524-535.
-
(2000)
Journal of Educational Psychology
, vol.92
, Issue.3
, pp. 524-535
-
-
Kardash, C.M.1
Howell, K.L.2
-
38
-
-
0030545742
-
Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues
-
Kardash, C. M. & Scholes, R. (1996). Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88(2), 260-271.
-
(1996)
Journal of Educational Psychology
, vol.88
, Issue.2
, pp. 260-271
-
-
Kardash, C.M.1
Scholes, R.2
-
39
-
-
80054066886
-
Reader and text factors on reading comprehension processes
-
Kendeou, P., Muis, K. R., & Fulton, S. (2011). Reader and text factors on reading comprehension processes. Journal of Research in Reading, 34, 365-383.
-
(2011)
Journal of Research in Reading
, vol.34
, pp. 365-383
-
-
Kendeou, P.1
Muis, K.R.2
Fulton, S.3
-
41
-
-
84883026852
-
Updating during reading comprehension: Why causality matters
-
Kendeou, P., Smith, E. R., & O'Brien, E. J. (2013). Updating during reading comprehension: Why causality matters. Journal of Experimental Psychology: Learning, Memory, & Cognition, 39, 854-865.
-
(2013)
Journal of Experimental Psychology: Learning, Memory, & Cognition
, vol.39
, pp. 854-865
-
-
Kendeou, P.1
Smith, E.R.2
O'Brien, E.J.3
-
42
-
-
84903588732
-
Knowledge revision processes in refutation texts
-
Kendeou, P., Walsh, E. K., Smith, E. R., & O'Brien, E. J. (2014). Knowledge revision processes in refutation texts. Discourse Processes, 51(5-6), 374-397.
-
(2014)
Discourse Processes
, vol.51
, Issue.5-6
, pp. 374-397
-
-
Kendeou, P.1
Walsh, E.K.2
Smith, E.R.3
O'Brien, E.J.4
-
43
-
-
84910054214
-
Reasoning during joint decision-making by preschool peers
-
Köymen, B., Rosenbaum, L., & Tomasello, M. (2014). Reasoning during joint decision-making by preschool peers. Cognitive Development, 32, 74-85.
-
(2014)
Cognitive Development
, vol.32
, pp. 74-85
-
-
Köymen, B.1
Rosenbaum, L.2
Tomasello, M.3
-
44
-
-
0003924923
-
The skills of argument
-
Cambridge, UK: Cambridge University Press
-
Kuhn, D. (1991). The skills of argument. Cambridge, UK: Cambridge University Press.
-
(1991)
-
-
Kuhn, D.1
-
45
-
-
0035222026
-
How do people know?
-
Kuhn, D. (2001). How do people know? Psychological Science, 12(1), 1-8.
-
(2001)
Psychological Science
, vol.12
, Issue.1
, pp. 1-8
-
-
Kuhn, D.1
-
46
-
-
2542622020
-
Education for thinking
-
Cambridge, MA: Harvard University Press
-
Kuhn, D. (2005). Education for thinking. Cambridge, MA: Harvard University Press.
-
(2005)
-
-
Kuhn, D.1
-
47
-
-
0001605033
-
The development of epistemological understanding
-
Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15(3), 309-328.
-
(2000)
Cognitive Development
, vol.15
, Issue.3
, pp. 309-328
-
-
Kuhn, D.1
Cheney, R.2
Weinstock, M.3
-
48
-
-
51949091285
-
Arguing on the computer: A microgenetic study of developing argument skils in a computer-supported environment
-
Kuhn, D., Goh, W., Iordanou, K., & Shaenfield, D. (2008). Arguing on the computer: A microgenetic study of developing argument skils in a computer-supported environment. Child Development, 79(5), 1310-1328.
-
(2008)
Child Development
, vol.79
, Issue.5
, pp. 1310-1328
-
-
Kuhn, D.1
Goh, W.2
Iordanou, K.3
Shaenfield, D.4
-
49
-
-
84967682458
-
Argue with me: Argument as a path to developing students' thinking and writing
-
Bronxville, NY: Wessex Press
-
Kuhn, D., Hemberger, L., & Khait, V. (2014). Argue with me: Argument as a path to developing students' thinking and writing. Bronxville, NY: Wessex Press.
-
(2014)
-
-
Kuhn, D.1
Hemberger, L.2
Khait, V.3
-
50
-
-
57149140257
-
Beyond control of variables: What needs to develop to achieve skilled scientific thinking?
-
Kuhn, D., Iordanou, K., Pease, M., & Wirkala, C. (2008). Beyond control of variables: What needs to develop to achieve skilled scientific thinking? Cognitive Development, 23(4), 435-451.
-
(2008)
Cognitive Development
, vol.23
, Issue.4
, pp. 435-451
-
-
Kuhn, D.1
Iordanou, K.2
Pease, M.3
Wirkala, C.4
-
51
-
-
78651506866
-
Why argue? Developing understanding of the purposes and values of argumentative discourse
-
Kuhn, D., Wang, Y., & Li, H. (2010). Why argue? Developing understanding of the purposes and values of argumentative discourse. Discourse Processes, 48(1), 26-49.
-
(2010)
Discourse Processes
, vol.48
, Issue.1
, pp. 26-49
-
-
Kuhn, D.1
Wang, Y.2
Li, H.3
-
52
-
-
84890047251
-
Developing norms of argumentation: Metacognitive, epistemological, and social dimensions of developing argumentive competence
-
Kuhn, D., Zillmer, N., Crowell, A., & Zavala, J. (2013). Developing norms of argumentation: Metacognitive, epistemological, and social dimensions of developing argumentive competence. Cognition and Instruction, 31 (4), 456-496.
-
(2013)
Cognition and Instruction
, vol.31
, Issue.4
, pp. 456-496
-
-
Kuhn, D.1
Zillmer, N.2
Crowell, A.3
Zavala, J.4
-
53
-
-
84967575588
-
Representing argument claims: Availability and accessibility of the predicate and implications on argument evaluation.
-
July Poster presented for the 16th Annual Conference of the Society for Text and Discourse, Minneapolis, Minnesota.
-
Kurby, C. A., Britt, M. A., & Dandotkar, S. (2006, July). Representing argument claims: Availability and accessibility of the predicate and implications on argument evaluation. Poster presented for the 16th Annual Conference of the Society for Text and Discourse, Minneapolis, Minnesota.
-
(2006)
-
-
Kurby, C.A.1
Britt, M.A.2
Dandotkar, S.3
-
54
-
-
67649526078
-
Improving students' evaluation of informal arguments
-
Larson, A. A., Britt, M. A., & Kurby, C. A. (2009). Improving students' evaluation of informal arguments. The Journal of Experimental Education, 77(4), 339-366.
-
(2009)
The Journal of Experimental Education
, vol.77
, Issue.4
, pp. 339-366
-
-
Larson, A.A.1
Britt, M.A.2
Kurby, C.A.3
-
55
-
-
4444303733
-
Disfluencies in comprehending argumentative texts
-
Larson, M., Britt, M. A., & Larson, A. A. (2004). Disfluencies in comprehending argumentative texts. Reading Psychology, 25, 205-224.
-
(2004)
Reading Psychology
, vol.25
, pp. 205-224
-
-
Larson, M.1
Britt, M.A.2
Larson, A.A.3
-
56
-
-
84893948248
-
Effects of argument scaffolding and source credibility on science text comprehension
-
Lin, T. J., Horng, R. Y., & Anderson, R. C. (2014). Effects of argument scaffolding and source credibility on science text comprehension. The Journal of Experimental Education, 82(2), 264-282.
-
(2014)
The Journal of Experimental Education
, vol.82
, Issue.2
, pp. 264-282
-
-
Lin, T.J.1
Horng, R.Y.2
Anderson, R.C.3
-
57
-
-
84881288000
-
Scaffolding argumentation in intact class: Integrating technology and pedagogy
-
Lu, J. & Zhang, Z. (2013). Scaffolding argumentation in intact class: Integrating technology and pedagogy. Computers & Education, 69, 189-198.
-
(2013)
Computers & Education
, vol.69
, pp. 189-198
-
-
Lu, J.1
Zhang, Z.2
-
58
-
-
1842733466
-
Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change
-
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.
-
(2004)
Contemporary Educational Psychology
, vol.29
, pp. 103-128
-
-
Mason, L.1
Boscolo, P.2
-
59
-
-
33750506116
-
Prediction of students' argumentation skills about controversial topics by epistemological understanding
-
Mason, L. & Scirica, F. (2006). Prediction of students' argumentation skills about controversial topics by epistemological understanding. Learning and Instruction, 16, 492-509.
-
(2006)
Learning and Instruction
, vol.16
, pp. 492-509
-
-
Mason, L.1
Scirica, F.2
-
61
-
-
80052484455
-
Reasoning serves argumentation in children
-
Mercier, H. (2011). Reasoning serves argumentation in children. Cognitive Development, 26(3), 177-191.
-
(2011)
Cognitive Development
, vol.26
, Issue.3
, pp. 177-191
-
-
Mercier, H.1
-
62
-
-
84901623401
-
Early sensitivity to arguments: How preschoolers weight circular arguments
-
Mercier, H., Bernard, S., & Clément, F. (2014). Early sensitivity to arguments: How preschoolers weight circular arguments. Journal of Experimental Child Psychology, 125, 102-109.
-
(2014)
Journal of Experimental Child Psychology
, vol.125
, pp. 102-109
-
-
Mercier, H.1
Bernard, S.2
Clément, F.3
-
63
-
-
79958135575
-
Why do humans reason? Arguments for an argumentative theory
-
Mercier, H. & Sperber, D. (2011). Why do humans reason? Arguments for an argumentative theory. Behavioral and brain sciences, 34(02), 57-74.
-
(2011)
Behavioral and brain sciences
, vol.34
, Issue.2
, pp. 57-74
-
-
Mercier, H.1
Sperber, D.2
-
64
-
-
38949115629
-
The effects of content and audience awareness goals for revision on the persuasive essays of fifth- and eighth-grade students
-
Midgette, E., Haria, P., & MacArthur, C. (2008). The effects of content and audience awareness goals for revision on the persuasive essays of fifth- and eighth-grade students. Reading and Writing, 321(1-2), 131-151.
-
(2008)
Reading and Writing
, vol.321
, Issue.1-2
, pp. 131-151
-
-
Midgette, E.1
Haria, P.2
MacArthur, C.3
-
65
-
-
4544271738
-
What makes a text persuasive? Comparing students' and experts' conceptions of persuasiveness.
-
Murphy, P. K. (2001). What makes a text persuasive? Comparing students' and experts' conceptions of persuasiveness. International Journal of Educational Research, 35, 675-698.
-
(2001)
International Journal of Educational Research
, vol.35
, pp. 675-698
-
-
Murphy, P.K.1
-
66
-
-
41349115284
-
The eye of the beholder: The interplay of social and cognitive components in change
-
Murphy, P. K. (2007). The eye of the beholder: The interplay of social and cognitive components in change. Educational Psychologist, 42, 41-53.
-
(2007)
Educational Psychologist
, vol.42
, pp. 41-53
-
-
Murphy, P.K.1
-
67
-
-
4544366483
-
Persuasion as a dynamic, multidimensional process: An investigation of individual and intraindividual differences
-
Murphy, P. K. & Alexander, P. A. (2004). Persuasion as a dynamic, multidimensional process: An investigation of individual and intraindividual differences. American Educational Research Journal, 41(2), 337-363.
-
(2004)
American Educational Research Journal
, vol.41
, Issue.2
, pp. 337-363
-
-
Murphy, P.K.1
Alexander, P.A.2
-
68
-
-
77954479544
-
Examining the influence of knowledge, beliefs, and motivation in conceptual change
-
S. Vosniadou (Ed.), New York: Lawrence Erlbaum
-
Murphy, P. K. & Alexander, P. A. (2008). Examining the influence of knowledge, beliefs, and motivation in conceptual change. In S. Vosniadou (Ed.), Handbook of research on conceptual change (pp. 583-616). New York: Lawrence Erlbaum.
-
(2008)
Handbook of research on conceptual change
, pp. 583-616
-
-
Murphy, P.K.1
Alexander, P.A.2
-
69
-
-
84967386535
-
Interrogating the relation between conceptual change and epistemic beliefs
-
J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), New York: Routledge this volume
-
Murphy, P. K., & Alexander, P. A. (2016/this volume). Interrogating the relation between conceptual change and epistemic beliefs. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 439-459). New York: Routledge.
-
(2016)
Handbook of epistemic cognition
, pp. 439-459
-
-
Murphy, P.K.1
Alexander, P.A.2
-
70
-
-
84903129530
-
The Nation's Report Card.
-
Retrieved from
-
National Assessment of Educational Progress (2013). The Nation's Report Card. Retrieved from http://nces. ed.gov/nationsreportcard/subject/publications/main2013/pdf/2014451.pdf.
-
(2013)
-
-
-
71
-
-
80051780304
-
Teaching and learning argumentative reading and writing: A review of research
-
Newell, G. E., Beach, R., Smith, J., VanDerHeide, J., Kuhn, D., & Andriessen, J. (2011). Teaching and learning argumentative reading and writing: A review of research. Reading Research Quarterly, 46(3), 273-304.
-
(2011)
Reading Research Quarterly
, vol.46
, Issue.3
, pp. 273-304
-
-
Newell, G.E.1
Beach, R.2
Smith, J.3
VanDerHeide, J.4
Kuhn, D.5
Andriessen, J.6
-
72
-
-
50849086462
-
Using Argumentation Vee Diagrams (AVDs) for promoting argument-counterargument integration in reflective writing
-
Nussbaum, E. M. (2008). Using Argumentation Vee Diagrams (AVDs) for promoting argument-counterargument integration in reflective writing. Journal of Educational Psychology, 100(3), 549-565.
-
(2008)
Journal of Educational Psychology
, vol.100
, Issue.3
, pp. 549-565
-
-
Nussbaum, E.M.1
-
73
-
-
0242508424
-
Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits
-
Nussbaum, E. M. & Bendixen, L. D. (2003). Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits. Contemporary Educational Psychology, 28, 573-595.
-
(2003)
Contemporary Educational Psychology
, vol.28
, pp. 573-595
-
-
Nussbaum, E.M.1
Bendixen, L.D.2
-
74
-
-
20444464071
-
The effects of goal instructions and text on the generation of counterarguments during writing
-
Nussbaum, E. M. & Kardash, C. M. (2005). The effects of goal instructions and text on the generation of counterarguments during writing. Journal of Educational Psychology, 97(2), 157-169.
-
(2005)
Journal of Educational Psychology
, vol.97
, Issue.2
, pp. 157-169
-
-
Nussbaum, E.M.1
Kardash, C.M.2
-
75
-
-
35248870083
-
Promoting argument-counterargument integration in students' writing
-
Nussbaum, E. M. & Schraw, G. (2007). Promoting argument-counterargument integration in students' writing. The Journal of Experimental Education, 76(1), 59-92.
-
(2007)
The Journal of Experimental Education
, vol.76
, Issue.1
, pp. 59-92
-
-
Nussbaum, E.M.1
Schraw, G.2
-
76
-
-
57049169894
-
Role of epistemic beliefs and scientific argumentation in science learning
-
Nussbaum, E. M., Sinatra, G. M., & Poliquin, A. (2008). Role of epistemic beliefs and scientific argumentation in science learning. International Journal of Science Education, 30(15), 1977-1999.
-
(2008)
International Journal of Science Education
, vol.30
, Issue.15
, pp. 1977-1999
-
-
Nussbaum, E.M.1
Sinatra, G.M.2
Poliquin, A.3
-
77
-
-
80053051234
-
Human reasoning and argumentation: The probabilistic approach
-
J. E. Adler & L. J. Rips (Eds.), Cambridge, UK: Cambridge University Press
-
Oaksford, M., Chater, N., & Hahn, U. (2008). Human reasoning and argumentation: The probabilistic approach. In J. E. Adler & L. J. Rips (Eds.), Reasoning: Studies of human inference and its foundations (pp. 383-413). Cambridge, UK: Cambridge University Press.
-
(2008)
Reasoning: Studies of human inference and its foundations
, pp. 383-413
-
-
Oaksford, M.1
Chater, N.2
Hahn, U.3
-
78
-
-
2142778271
-
How to handle opposing arguments in persuasive messages: A meta-analytic review of the effects of one-sided and two-sided messages
-
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.
-
(1999)
In M. E. Roloff (Ed.), Communication yearbook Thousand Oaks, CA: Sage.
, vol.22
, pp. 209-249
-
-
O'Keefe, D.J.1
-
79
-
-
0033137465
-
Effects of goal setting and strategy use on the writing performance and self-efficacy of students with writing and learning problems
-
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(2), 230-240.
-
(1999)
Journal of Educational Psychology
, vol.91
, Issue.2
, pp. 230-240
-
-
Page-Voth, V.1
Graham, S.2
-
81
-
-
0007298745
-
The development of argumentative schema in writing
-
In G. Rijlaardsdam & E. Espéret (Series Eds.) & J. Andriessen & P. Coirier (Vol. Eds.), Amsterdam: Amsterdam University Press
-
Piolat, A., Roussey, J.-Y., & Gombert, A. (1999). The development of argumentative schema in writing. In G. Rijlaardsdam & E. Espéret (Series Eds.) & J. Andriessen & P. Coirier (Vol. Eds.), Studies in writing: Vol. 5. Foundations of argumentative text processing (pp. 117-135). Amsterdam: Amsterdam University Press.
-
(1999)
Studies in writing: Vol. 5. Foundations of argumentative text processing
, pp. 117-135
-
-
Piolat, A.1
Roussey, J.-Y.2
Gombert, A.3
-
82
-
-
0347683836
-
Using multiple sources of evidence to reason about history
-
Rouet, J.-F., Britt, M. A., Mason, R. A., & Perfetti, C. A. (1996). Using multiple sources of evidence to reason about history. Journal of Educational Psychology, 88(3), 478-493.
-
(1996)
Journal of Educational Psychology
, vol.88
, Issue.3
, pp. 478-493
-
-
Rouet, J.-F.1
Britt, M.A.2
Mason, R.A.3
Perfetti, C.A.4
-
83
-
-
84859739779
-
Improvements to elementary children's epistemic understanding from sustained argumentation
-
Ryu, S. & Sandoval, W. A. (2012). Improvements to elementary children's epistemic understanding from sustained argumentation. Science Education, 96(3), 488-526.
-
(2012)
Science Education
, vol.96
, Issue.3
, pp. 488-526
-
-
Ryu, S.1
Sandoval, W.A.2
-
84
-
-
25444515427
-
Understanding students' practical epistemologies and their influence on learning through inquiry
-
Sandoval, W. A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634-656.
-
(2005)
Science Education
, vol.89
, Issue.4
, pp. 634-656
-
-
Sandoval, W.A.1
-
85
-
-
84898676866
-
Science education's need for a theory of epistemological development
-
Sandoval, W. (2014). Science education's need for a theory of epistemological development. Science Education, 98(3), 383-387.
-
(2014)
Science Education
, vol.98
, Issue.3
, pp. 383-387
-
-
Sandoval, W.1
-
86
-
-
13944250656
-
The quality of students' use of evidence in written scienitic explanations
-
Sandoval, W. A. & Millwood, K. A. (2005). The quality of students' use of evidence in written scienitic explanations. Cognition and Instruction, 23(1), 23-55.
-
(2005)
Cognition and Instruction
, vol.23
, Issue.1
, pp. 23-55
-
-
Sandoval, W.A.1
Millwood, K.A.2
-
87
-
-
33847616261
-
Effects of beliefs about the nature of knowledge on comprehension
-
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498.
-
(1990)
Journal of Educational Psychology
, vol.82
, Issue.3
, pp. 498
-
-
Schommer, M.1
-
88
-
-
34748832324
-
Argumentation in a changing world
-
Schwarz, B. B., & De Groot, R. (2007). Argumentation in a changing world. The International Journal of Computer-Supported Collaborative Learning, 2(2-3), 297-313.
-
(2007)
The International Journal of Computer-Supported Collaborative Learning
, vol.2
, Issue.2-3
, pp. 297-313
-
-
Schwarz, B.B.1
De Groot, R.2
-
89
-
-
84903617807
-
Addressing challenges to public understanding of science: Epistemic cognition, motivated reasoning, and conceptual change
-
Sinatra, G. M., Kienhues, D. & Hofer, B. (2014). Addressing challenges to public understanding of science: Epistemic cognition, motivated reasoning, and conceptual change. Educational Psychologist, 49, 123-148.
-
(2014)
Educational Psychologist
, vol.49
, pp. 123-148
-
-
Sinatra, G.M.1
Kienhues, D.2
Hofer, B.3
-
90
-
-
0013204686
-
Reading for understanding: Toward a research and development program in reading comprehension
-
Santa Monica, CA: RAND
-
Snow, C. E. (2002). Reading for understanding: Toward a research and development program in reading comprehension. Santa Monica, CA: RAND.
-
(2002)
-
-
Snow, C.E.1
-
91
-
-
84924180488
-
The uses of argument
-
(Updated ed.). New York: Cambridge University Press (original work published in 1958).
-
Toulmin, S. E. (2003). The uses of argument (Updated ed.). New York: Cambridge University Press (original work published in 1958).
-
(2003)
-
-
Toulmin, S.E.1
-
93
-
-
0142052772
-
Dialogue theory for critical thinking.
-
Walton, D. N. (1989). Dialogue theory for critical thinking. Argumentation, 3(2), 169-184.
-
(1989)
Argumentation
, vol.3
, Issue.2
, pp. 169-184
-
-
Walton, D.N.1
-
94
-
-
85013312948
-
Cognitive bases for effective participation in democratic institutions: Argument skill and juror reasoning
-
Weinstock, M. (2005). Cognitive bases for effective participation in democratic institutions: Argument skill and juror reasoning. Theory & Research in Social Education, 33(1), 73-102.
-
(2005)
Theory & Research in Social Education
, vol.33
, Issue.1
, pp. 73-102
-
-
Weinstock, M.1
-
95
-
-
79961243745
-
Knowledge-telling and knowledge-transforming arguments in mock jurors' verdict justifications
-
Weinstock, M. (2011). Knowledge-telling and knowledge-transforming arguments in mock jurors' verdict justifications. Thinking & Reasoning, 17(3), 282-314.
-
(2011)
Thinking & Reasoning
, vol.17
, Issue.3
, pp. 282-314
-
-
Weinstock, M.1
-
96
-
-
1642580309
-
The everyday production of knowledge: Individual differences in epistemological understanding and juror-reasoning skill
-
Weinstock, M. & Cronin, M. A. (2003). The everyday production of knowledge: Individual differences in epistemological understanding and juror-reasoning skill. Applied Cognitive Psychology, 17, 161-181.
-
(2003)
Applied Cognitive Psychology
, vol.17
, pp. 161-181
-
-
Weinstock, M.1
Cronin, M.A.2
-
97
-
-
33745119445
-
Identification of informal reasoning fallacies as a function of epistemological level, grade level, and cognitive ability
-
Weinstock, M. P., Neuman, Y., & Glassner, A. (2006). Identification of informal reasoning fallacies as a function of epistemological level, grade level, and cognitive ability. Journal of Educational Psychology, 89(2), 327-341.
-
(2006)
Journal of Educational Psychology
, vol.89
, Issue.2
, pp. 327-341
-
-
Weinstock, M.P.1
Neuman, Y.2
Glassner, A.3
-
98
-
-
0003062301
-
The effects of 'playing historian' on learning in history
-
Wiley, J. & Voss, J. F. (1996). The effects of 'playing historian' on learning in history. Applied Cognitive Psychology, 10(7), 63-72.
-
(1996)
Applied Cognitive Psychology
, vol.10
, Issue.7
, pp. 63-72
-
-
Wiley, J.1
Voss, J.F.2
-
99
-
-
0033137469
-
Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text
-
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.
-
(1999)
Journal of Educational Psychology
, vol.91
, Issue.2
, pp. 301
-
-
Wiley, J.1
Voss, J.F.2
-
100
-
-
84867934793
-
Individual differences in the "myside bias" in reasoning and written argumentation
-
Wolfe, C. R. (2012). Individual differences in the "myside bias" in reasoning and written argumentation. Written Communication, 29, 474-498.
-
(2012)
Written Communication
, vol.29
, pp. 474-498
-
-
Wolfe, C.R.1
-
101
-
-
37849033273
-
The locus of the myside bias in written argumentation
-
Wolfe, C. R. & Britt, M. A. (2008). The locus of the myside bias in written argumentation. Thinking & Reasoning, 14(1), 1-27.
-
(2008)
Thinking & Reasoning
, vol.14
, Issue.1
, pp. 1-27
-
-
Wolfe, C.R.1
Britt, M.A.2
-
102
-
-
63449101850
-
Argumentation schema and the myside bias in written argumentation
-
Wolfe, C. R., Britt, M. A., & Butler, J. A. (2009). Argumentation schema and the myside bias in written argumentation. Written Communication, 26, 183-209.
-
(2009)
Written Communication
, vol.26
, pp. 183-209
-
-
Wolfe, C.R.1
Britt, M.A.2
Butler, J.A.3
-
103
-
-
84885034087
-
Processing and representation of arguments in one-sided texts about disputed topics.
-
Wolfe, M. B., Tanner, S. M., & Taylor, A. R. (2013). Processing and representation of arguments in one-sided texts about disputed topics. Discourse Processes, 50(7), 457-497.
-
(2013)
Discourse Processes
, vol.50
, Issue.7
, pp. 457-497
-
-
Wolfe, M.B.1
Tanner, S.M.2
Taylor, A.R.3
|