Results for 'Dadusc Deanna'

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  1. Developing argumentation strategies in electronic dialogs: Is modeling effective?Fabrizio Macagno, Elizabeth Mayweg-Paus & Deanna Kuhn - 2015 - Discourse Processes 53 (4):280-297.
    The study presented here examines how interacting with a more capable interlocutor influences use of argumentation strategies in electronic discourse. To address this question, 54 young adolescents participating in an intervention centered on electronic peer dialogs were randomly assigned to either an experimental or control condition. In both conditions, pairs who held the same position on a social issue engaged in a series of electronic dialogs with pairs who held an opposing position. In the experimental condition, in some dialogs, unbeknownst (...)
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  2. Argumentation Theory in Education Studies: Coding and Improving Students’ Argumentative Strategies.Fabrizio Macagno, Elisabeth Mayweg-Paus & Deanna Kuhn - 2015 - Topoi 34 (2):523-537.
    This paper is aimed at combining the advances in argumentation theory with the models used in the field of education to address the issue of improving students’ argumentative behavior by interacting with an expert. The concept of deeper or more sophisticated argumentative strategy is theoretically defined and used to advance two new coding schemes, based on the advances in the argumentation studies and aimed at capturing the dialectical, or structural, behavior, and the argumentative content of each dialogue unit. These coding (...)
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  3. INTUICIÓN, PERICIA FILOSÓFICA Y ARGUMENTACIÓN.Fernando Eliécer Vásquez Barba - 2021 - Analítica 1 (1):80 - 92.
    In this paper it is explored the relationship between the practice of philosophy and the development of a sort of professional intuition through it. That is to say, this paper is broadly concerned with a very traditional metaphilosophical topic, namely, the sort of abilities a skillful philosopher must possess to excel at philosophizing. More precisely, it critically examines the long-held common place in philosophy according to which the competences acquired through philosophical training are related to applying concepts. Such a view (...)
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