The locus of the myside bias in written argumentation

By Christopher R. Wolfe, M. A. Britt. 2008

129 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d0f6e04e418ac69701133b3afdbfcba56f6e5e4b

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Investigating Instruction for Improving Revision of Argumentative Essays (2011, background): “In fact, Wolfe and Britt (2008) found that, without instruction, only about half of their participants mentioned any opposing-side information.”
Argumentation Across the Curriculum (2011, background): “Those skilled in argumentation often raise and rebut counterarguments, while weaker writers sometimes fail to do so and thus exhibit the “myside bias” (Wolfe & Britt, 2008; Wolfe et al., 2009).”
Argumentation Schema and the Myside Bias in Written Argumentation (2009, background): “To better understand the myside bias in the context of written argumentation, we have defined the myside bias in argumentations as the failure to include any reference to other-side arguments or positions in written essays (Wolfe & Britt, 2008).”
Scientific Literacy: The Role of Goal-Directed Reading and Evaluation in Understanding Scientific Information (2014, background): “Arguments that include consideration of other-side information are typical of professional writers (Wolfe & Britt, 2008) and especially important for science writing given the nature of conflict in the scientific process (e.g., Platt, 1964).”
Myside Bias, Rational Thinking, and Intelligence (2013, background): “So-called myside bias has been amply demonstrated in numerous empirical studies (Taber & Lodge, 2006; Westen, Blagov, Harenski, Kilts, & Hamann, 2006; Wolfe & Britt, 2008).”
Teaching and Learning Argumentative Reading and Writing: A Review of Research (2011, background): “For example, readers and writers may adopt a myside bias against information that supports opposing arguments, leading writers to fail to include counterarguments in formulating their own positions (Wolfe & Britt, 2008).”
Handbook of Epistemic Cognition (2016, background): “…(Lu & Zhang, 2013; Nussbaum & Schraw, 2007), and interactive dialogical computer programs (Larson, Britt, & Kurby, 2009); and assigning students goals to focus on both sides of an argument (Page-Voth & Graham, 1999; Wolfe & Britt, 2008), content, and audience (Midgette, Haria, & MacArthur, 2008).”