Psychology Program presents
Arguing with Peers: Lessons learned from classroom-based research on developing argumentation skills
Thursday, September 26, 2013
A lecture by
This presentation will focus on implementing quasi-experimental research in a classroom environment using a longitudinal study as an example. The study examines the extent to which meta-level regulation of argumentive discourse goals and strategies relates to improvement in argumentive discourse skill. A seven-month intervention was designed to provide dense experience in argumentive discourse and to promote meta-level regulation of discourse. Pairs of academically disadvantaged eighth graders conducted electronic dialogs with opposing pairs on a series of social topics. Analysis of intra-dyad discussion over the course of the intervention showed that participants producing a high proportion of meta-level utterances were more likely to show improvement in argumentive skill. This finding suggests that enhanced meta-level awareness of the strategies and goals of argument, along with rich engagement in argumentation, promote skill development.
For more information, call 845-758-7900, or e-mail firstname.lastname@example.org.
Location: Preston Theater
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