The Snowball Phenomenon: Spread of Ways of Talking and Ways of Thinking Across Groups of Children

By Richard C. Anderson, K. Nguyen-Jahiel, B. McNurlen, Anthi Archodidou, So-young Kim, Alina Reznitskaya, M. Tillmanns, L. Gilbert. 2001

291 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6c71d0dcd5590df209b0ad9b860ff02c2d6a0de5

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teaching and Learning Argumentation (2007, background): “A few researchers have attempted to assess the influence of group discussion on the development of argumentation (Anderson et al., 2001; Kuhn, Shaw, & Felton, 1997; Morehouse & Williams, 1998; Reznitskaya et al., 2001).”
Examining the Effects of Classroom Discussion on Students' Comprehension of Text: A Meta-Analysis (2009, background): “Through the interactions, learners incorporate ways of thinking and behaving that foster the knowledge, skills, and dispositions needed to support transfer to other situations that require independent problem solving (Anderson et al., 2001; Hatano, 1993).”
Managing Uncertainty During Collaborative Problem Solving in Elementary School Teams: The Role of Peer Influence in Robotics Engineering Activity (2014, background): “Investigating dynamics of small-group discourse, Anderson and colleagues found that fourth and fifth graders influenced one another’s use of uncertainty language during face-to-face (Anderson et al., 2001) and online (Kim, Anderson, Nguyen-Jahiel, & Archodidou, 2007) literature discussions.”
Role of Epistemic Beliefs and Scientific Argumentation in Science Learning (2008, methodology): “Although the measure reflects a more adversarial conceptualization of argumentation than the one used in this study, a willingness to disagree is still important in furthering collaborative modes of argument (Anderson et al., 2001). Furthermore, Nussbaum and Bendixen (2003) have shown the argumentat”
Arguing to learn and learning to argue: design justifications and guidelines (2010, methodology): “The rationale for counterargumentation is the assumption that reasoning is fundamentally dialogical (Anderson et al. 2001). However, it is hard for children to generate counterarguments because of self-centering and a lack of knowledge to support opposing points of view (Leitão 2001, 2003). Nussbaum”
The Challenges of Scientific Literacy: From the viewpoint of second‐generation cognitive science (2006, background): “Argumentative moves, once introduced verbally by the teacher, may be appropriated and disseminated through student-tostudent discussion (Anderson et al., 2001).”
Discourse Patterns During Children's Collaborative Online Discussions (2007, methodology): “To examine the possible effect of stratagem popularity, we performed multiple regression analysis, following the method of Anderson et al. (2001).”
Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching (2013, background): “Although the study by Anderson et al. (2001) offered initial insights into the process of internalization, it did not fully address the issue of transfer.”
Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits (2003, background): “, 1985; Linn, Bell, & Hsi, 1998) and others collaboration (Anderson et al., 2001; Mercer, 1996), almost all emphasize the importance of having students critique one another s arguments. Unfortunately, students are sometimes reluctant to criticize the ideas of their classmates (Lampert et al., 1996).”
Working on Understanding During Collaborative Online Reading (2012, background): “Anderson et al. (2001), for example, found that certain discourse patterns, argument stratagems, had a snowballing or spreading activation effect on other participants.”
Learners' Epistemic Criteria for Good Scientific Models. (2011, background): “Anderson et al. (2001) found that when argumentation strategies are used in discussion, they tend to spread and occur with increasing frequency in classrooms with open-participation formats (as opposed to teacher-led discussion Journal of Research in Science Teaching formats).”
Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011, background): “Anderson et al. (2001) showed that elementary and middle school students can effectively learn stratagems from one another during oral discourse, through modeling and appropriation (see also Nussbaum, 2003 ).”