The Second Decade: What Develops (and How)

By Deanna Kuhn, Samuel Franklin. 2007

160 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/0dc340a560c1003a247f8b255d9eda1502eec73e

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Reasoning About Multiple Variables: Control of Variables Is Not the Only Challenge (2007, background): “As such it is likely to be influenced by the increasing metalevel mental self-monitoring that is characteristic during the second decade of life (Klaczynski, 2004; Kuhn, 2005; Kuhn & Franklin, 2006) and that supports the consideration of multiple alternatives.”
Student Voice in Elementary School Reform (2012, background): “While one could argue that developmental differences between upper elementary and middle school students can be overstated (Kuhn & Franklin, 2008), such a premise begs the question of why a focus on building youth developmental assets has not had a strong focus in research and practice in…”
Why Argue? Developing Understanding of the Purposes and Values of Argumentive Discourse (2010, unknown): “(For reviews, see Hofer & Pintrich, 1997; Kuhn, 2009; Kuhn & Franklin, 2006; Moshman, 2008; Muis, 2007; Muis, Bendixen, & Haerle, 2006.)”
Perceived Control and the Development of Coping (2010, background): “Perceived control and coping during adolescence A major shift during adolescence is the potential for youth to use meta-cognitive strategies when dealing with challenges and failures (Kuhn & Franklin, 2006 ; see Compas et al., 2001 , for a review).”
The development of coping. (2007, background): “…of the coping system, brought about by the emergence during adolescence of meta-cognitive capacities, that is, the capacity to think about one’s own thinking and cognitive activities (see Compas et al., 2001 for a review; also see Frydenberg, 1997; Kuhn & Franklin, 2006; Seiffge-Krenke, 1995).”
Explanation and understanding (2015, background): “A mature epistemology of explanations sees explanations as falsifiable, recognizes evidence as the usual means for falsification, and realizes that theory and evidence are different and play complementary roles (Kuhn & Franklin 2005).”
The Development of Scientific Thinking Skills in Elementary and Middle School. (2007, background): “Rather, the claim is “about epistemological understanding, that is, about the failure to recognize theory and evidence as distinct epistemological categories” (Kuhn & Franklin, 2006, p. 983).”
What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education (2013, background): “Additionally, a distinction is made between argument and argumentation, which is also known as argument-as-product and argument-as-process (Johnson, 2000; Kuhn & Franklin, 2006), or as Argument 1 and Argument 2 types (O’Keefe, 1982).”