13 found
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  1.  6
    Children and Adults as Intuitive Scientists.Deanna Kuhn - 1989 - Psychological Review 96 (4):674-689.
  2.  37
    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.  47
    Coordinating Own and Other Perspectives in Argument.Deanna Kuhn & Wadiya Udell - 2007 - Thinking and Reasoning 13 (2):90 – 104.
    What does it take to argue well? The goal of this series of studies was to better understand the cognitive skills entailed in argument, and their course of development, isolated from the verbal and social demands that argumentive discourse also entails. Findings indicated that young adolescents are less able than adults to coordinate attention to both positions in an argument, an age-related pattern that parallels one found in discourse. Contributing to this weakness was inattention to the opposing position (in both (...)
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  4.  7
    What Constitutes Skilled Argumentation and How Does It Develop?Marion Goldstein, Amanda Crowell & Deanna Kuhn - 2009 - Informal Logic 29 (4):379-395.
    We report our efforts to assess the skill of contemplating and evaluating argumentation. An adaptive forced-choice instrument was developed and administered to 6th grade students, 7th grade students who had participated in a year-long intervention that successfully strengthened their argumentation production skills, and expert arguers. The instrument was sensitive enough to detect differences in skill level across these groups. Despite their gains in production skill, however, 7th graders showed only modest superiority over the untrained 6th graders and performance well below (...)
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  5.  30
    Science as Argument: Implications for Teaching and Learning Scientific Thinking.Deanna Kuhn - 1993 - Science Education 77 (3):319-337.
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  6.  31
    A Role for Reasoning in a Dialogic Approach to Critical Thinking.Deanna Kuhn - 2018 - Topoi 37 (1):121-128.
    We note the development of the widely employed but loosely defined construct of critical thinking from its earliest instantiations as a measure of individual ability to its current status, marked by efforts to better connect the construct to the socially-situated thinking demands of real life. Inquiry and argument are identified as key dimensions in a process-based account of critical thinking. Argument is identified as a social practice, rather than a strictly individual competency. Yet, new empirical evidence is presented documenting a (...)
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  7.  26
    Direct Instruction Vs. Discovery: The Long View.David Dean Jr & Deanna Kuhn - 2007 - Science Education 91 (3):384-397.
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  8.  7
    How Does Discourse Among Like-Minded Individuals Affect Their Thinking About a Complex Issue?Deanna Kuhn, Davidella Floyd, Peter Yaksick, Mariel Halpern & Whitney Ricks - 2018 - Thinking and Reasoning 25 (3):365-382.
    Is there reason to be concerned about what has been seen as an increasing trend for discourse on complex issues to be confined to an “echo chamber” of like-minded individuals? To investigat...
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  9.  22
    Reasoning About Multiple Variables: Control of Variables is Not the Only Challenge.Deanna Kuhn - 2007 - Science Education 91 (5):710-726.
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  10.  51
    : Developing Reason.Deanna Kuhn, Jared B. Katz & David Dean Jr - 2004 - Thinking and Reasoning 10 (2):197 – 219.
    We argue in favour of the general proposition that the nature of reasoning is best understood within a context of its origins and development. A major dimension of what develops in the years from childhood to adulthood, we propose, is increasing meta-level monitoring and management of cognition. Two domains are examined in presenting support for these claims—multivariable causal reasoning and argumentive reasoning.
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  11.  20
    Do Reasoning Limitations Undermine Discourse?Deanna Kuhn & Anahid Modrek - 2018 - Thinking and Reasoning 24 (1):97-116.
    Why does discourse so often seem shallow, with people arguing past one another more than with one another? Might contributing causes be individual and logical rather than only dialogical? We consider here whether there exist errors in reasoning that could be particularly damaging in their effects on argumentive discourse. In particular, we examine implications for discourse of two such errors – explanation as a replacement for evidence and neglecting the likelihood of multiple causes contributing to an outcome. In Studies 1 (...)
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  12.  14
    The Power of Explicit Knowing.Deanna Kuhn - 1994 - Behavioral and Brain Sciences 17 (4):722-723.
  13.  14
    What People May Do Versus Can Do.Deanna Kuhn - 2011 - Behavioral and Brain Sciences 34 (2):83-83.
    It warrants examining how well people can come to argue under supportive conditions, not only what they do under ordinary conditions. Sustained engagement of young people in dialogic argumentation yields more than the temporary that Mercier & Sperber (M&S) identify in the target article. If such engagement were to become the norm, who can say what the argumentive potential of future generations is?
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