Explanation and evidence in informal argument

By Sarah K. Brem, Lance J. Rips. 2000

232 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, History and Philosophy of Science, Philosophy

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

In History and Philosophy of Science

In Philosophy

Citations in the corpus

Intuitive and Reflective Inferences (2008, background): “It has later been shown that when participants are more knowledgeable about the topics they stop making some of the mistakes noted by Kuhn (such as using explanation—some kind of naive theory— instead of genuine evidence (Brem & Rips, 2000).”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “Among others, people find it difficult to separate between evidence and explanation (Brem & Rips, 2000), to provide adequate evidence for their claims (Bell & Linn, 2000), and they tend to focus on providing evidence for their own claim while ignoring the opponent’s claims (Felton & Kuhn, 2001;…”
What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education (2013, background): “On the other hand, meta-task nonargument refers to the distinction between argumentation and other discursive genres or moves, such as the use of narration (AuriacPeyronnet, 2001), explanation (Brem & Rips, 2000), or fallacies (Weinstock et al., 2006).”
Coordinating own and other perspectives in argument (2007, unknown): “…frequently lament students’ weaknesses in producing both oral and written arguments, and considerable research exists documenting such weaknesses (Brem & Rips, 2000; Keating, 2004; Keefer, Zeitz, & Resnick, 2000; Klaczynski, 2000; Knudson, 1992; Kuhn, 1991; Kuhn, Shaw, & Felton, 1997; Moshman,…”
Cognitive Foundations of Learning Argumentation (2007, background): “... 2002; Kelly & Chen, 1999; Kelly & Crawford, 1997; Osborne et al., 2004; Pontecorvo & Girardet, 1993; Reznitskaya et al., 2001), the abovementioned studies and others show a set of skills that need to be in place in sound argumentive reasoning, be it either external in a public debate or internal”
Explanation and Abductive Inference (2012, background): “For example, both children and adults tend to mistake explanations for why something is the case for evidence that something is the case (Glassner, Weinstock, & Neuman, 2005; Kuhn, 2001), especially when evidence is unavailable (Brem & Rips, 2000).”
COGNITIVE MODELS OF WRITING: WRITING PROFICIENCY AS A COMPLEX INTEGRATED SKILL (2008, result): “This list of proficiencies is designed to capture the results from the literature and also from Kuhn’s (1991) studies, indicating that many naïve reasoners do little more than generate an explanation and flesh it out a bit (cf., Brem & Rips, 2000).”
The Quality of Students' Use of Evidence in Written Scientific Explanations (2005, background): “The strong version of this claim, that people are unable to distinguish hypotheses from evidence, has been rebutted by several studies (Brem & Rips, 2000; Koslowski, 1996; Ruffman, Perner, Olson, & Doherty, 1993; Sodian, Zaitchik, & Carey, 1991).”