The effect of goal instructions and need for cognition on interactive argumentation

By E. Michael Nussbaum. 2005

113 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ea0a3e35955d56be2c4a23a67605c76f60e40c97

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Why Argue? Developing Understanding of the Purposes and Values of Argumentive Discourse (2010, unknown): “A growing body of literature on the development of argumentation skills indicates that students’ skills are weak (Berland & Reiser, 2008; Clark, Sampson, Weinberger, & Erkens, 2007; Driver, Newton, & Osborne, 2000; Duschl & Osborne, 2002; Erduran & Jimenez-Aleixandre, 2007; Erduran & Simon, 2004; Fe”
The effect of argumentative task goal on the quality of argumentative discourse (2013, unknown): “Our findings extend prior research into the impact of persuasion goals on reasoning (Nussbaum, 2005; Nussbaum & Kardash, 2005; Keefer et al., 2000) by contrasting the use of two-sided reasoning in two argumentative discourse settings.”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “Nussbaum and colleagues (Golanics & Nussbaum, 2008; Nussbaum, 2005; Nussbaum & Kardash, 2005) compared the effects of general versus specific goal instructions on argumentive essay writing.”
Teaching and Learning Argumentation (2007, background): “Further, research has indicated that the quality of argumentative writing can be improved by task instructions that encourage students to generate arguments and counterarguments (Ferretti et al., 2002; Nussbaum & Kardash, 2005).”
Role of Epistemic Beliefs and Scientific Argumentation in Science Learning (2008, background): “To cite this Article Nussbaum, E. Michael, Sinatra, Gale M. and Poliquin, Anne(2008)'Role of Epistemic Beliefs and Scientific Argumentation in Science Learning',International Journal of Science Education,30:15,1977 — 1999”
Discourse Patterns During Children's Collaborative Online Discussions (2007, background): “Students generated more arguments opposed to their own position during online discussions when the goal of persuading others was emphasized (Nussbaum, 2005) or when armed with de vices such as "note starters" that lead them to include phrases such as "on the oppo site side" in their messages…”
Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011, background): “…distinguish and coordinate theory and evidence; D. Kuhn, 1991), interference (the activation of my-side arguments may interfere with efforts to construct counterarguments; Hochs, 1984), or lack of task understanding (students may not see the value of considering counterarguments; Nussbaum, 2005).”
Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011, methodology): “An example is the Need for Cognition scale (Cacioppo & Petty, 1982), which has been used by several educational researchers (e.g., Nussbaum, 2005).”