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The Skills of Argument
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  • Cited by 711
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    This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Torff, Bruce 2019. Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work. p. 22.

    Nückles, Matthias Zaki, Katja Graichen, Martina Liefländer, Anne Burkhart, Christian Klein, Christiane and Lösch, Laura 2019. Kohärenz in der Lehrerbildung. p. 217.

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    Fung, Dennis Chun-Lok and Liang, Tim Weijun 2019. Fostering Critical Thinking Through Collaborative Group Work. p. 11.

    Scobie, Charlotte Semmler, C. and Proeve, M. 2019. Considering forensic science: individual differences, opposing expert testimony and juror decision making. Psychology, Crime & Law, Vol. 25, Issue. 1, p. 23.

    Fung, Dennis Chun-Lok and Liang, Tim Weijun 2019. Fostering Critical Thinking Through Collaborative Group Work. p. 35.

    Song, Yi and Sparks, Jesse R. 2019. Measuring Argumentation Skills Through a Game-Enhanced Scenario-Based Assessment. Journal of Educational Computing Research, Vol. 56, Issue. 8, p. 1324.

    Fung, Dennis Chun-Lok and Liang, Tim Weijun 2019. Fostering Critical Thinking Through Collaborative Group Work. p. 153.

    Kalman, Calvin S. 2018. Successful Science and Engineering Teaching. Vol. 16, Issue. , p. 143.

    Valero Haro, Anahuac Noroozi, Omid Biemans, Harm J.A. and Mulder, Martin 2018. The effects of an online learning environment with worked examples and peer feedback on students’ argumentative essay writing and domain-specific knowledge acquisition in the field of biotechnology. Journal of Biological Education, p. 1.

    Xiao, Sihan 2018. Rhetorical Use of Inscriptions in Students’ Written Arguments About Socioscientific Issues. Research in Science Education,

    Gobert, Janice D. Moussavi, Raha Li, Haiying Sao Pedro, Michael and Dickler, Rachel 2018. Cyber-Physical Laboratories in Engineering and Science Education. p. 191.

    Lee, Wincy Wing Sze 2018. The timing and critical incident of epistemic beliefs change in Hong Kong college students: an exploratory study. Asia Pacific Journal of Education, Vol. 38, Issue. 2, p. 164.

    Noroozi, Omid Kirschner, Paul A. Biemans, Harm J.A. and Mulder, Martin 2018. Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading. Educational Psychology Review, Vol. 30, Issue. 1, p. 153.

    Allan, Alfred 2018. Applying Research Findings to Enhance Pre-Practicum Ethics Training. Ethics & Behavior, Vol. 28, Issue. 6, p. 465.

    Meyer, Oliver Imhof, Margarete Coyle, Do and Banerjee, Mita 2018. Positive Learning in the Age of Information. p. 235.

    Strickland, James Martin, Katie Allan, Alfred and Allan, Maria M. 2018. An explanation of apology acceptance based on lay peoples’ insights. Interpersona: An International Journal on Personal Relationships, Vol. 12, Issue. 1, p. 68.

    Melville, Wayne Kerr, Donald Verma, Geeta and Campbell, Todd 2018. Science Education and Student Autonomy. Canadian Journal of Science, Mathematics and Technology Education, Vol. 18, Issue. 2, p. 87.

    Introne, Joshua Gokce Yildirim, Irem Iandoli, Luca DeCook, Julia and Elzeini, Shaima 2018. How People Weave Online Information Into Pseudoknowledge. Social Media + Society, Vol. 4, Issue. 3, p. 205630511878563.

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Book description

The Skills of Argument presents a comprehensive empirical study of informal reasoning as argument, involving subjects across the life span. Subjects ranging in age from adolescence to late adulthood were asked to describe their views on social problems that people have occasion to think and talk about in everyday life, such as crime and unemployment. In addition to providing supporting evidence for their theories, subjects were asked to contemplate alternative theories and counterarguments and to evaluate new evidence on the topics. This is the first major study of informal reasoning across the life span. Highlighting the importance of argumentive reasoning in everyday thought, the book offers a theoretical framework for conceptualizing and studying thinking as argument. The findings address issues of major importance to cognitive and developmental psychologists, as well as educators concerned with improving the quality of people's thinking. The work is also relevant to philosophers, political scientists, and linguists interested in informal reasoning and argumentive discourse.

Reviews

‘ … highly unique and original contribution to our understanding of the processes that underlie our everyday decisions, beliefs, and theories, and it should serve as a springboard for further inquiry into argumentive thinking.’

Source: Educational Researcher

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