Missing the point or missing the norms? Epistemological norms as predictors of students’ ability to identify fallacious arguments

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Argumentation Mining in User-Generated Web Discourse (2016, methodology): “Chambliss (1995) experimented with analyzing 20 written documents in a classroom setting in order to find the argument patterns and parts. Simosi (2003) examined employees’ argumentation to resolve conflicts. Voss (2006) analyzed experts’ protocols dealing with problem-solving.”
Cognitive Ability, Thinking Dispositions, and Instructional Set as Predictors of Critical Thinking. (2007, background): “Weinstock, Neuman, and Tabak (2004) administered a similar measure of epistemology (familiarity with argumentation norms) and an informal reasoning task (ability to identify fallacious arguments).”
Epistemic metacognition in context: evaluating and learning online information (2010, background): “Research in educational psychology has documented that epistemic beliefs affect various facets of learning, among them, conceptual change learning (Mason et al. 2008; Qian and Alvermann 1995; Sinatra et al. 2003) and argumentation (Mason and Scirica 2006; Weinstock et al. 2004 ), which are more per”
Coordinating own and other perspectives in argument (2007, unknown): “Educators 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”