Microgenetic analysis showed the reflection condition diverged from the control condition in Weakening-Other usage only after reflective activities were introduced¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? During the first four dialog sessions the two conditions showed comparable Weakening-Other usage; a difference appeared in the last four sessions, after reflective activities began. → Iordanou 2022

Evidence¶

Iordanou 2022¶

Iordanou, K. (2022). Supporting strategic and meta-strategic development of argument skill: the role of reflection. Metacognition and Learning, 17, 399–425. https://doi.org/10.1007/s11409-021-09289-1

q2 · i? · causal · r2

Microgenetic examination of the eight electronic dialog sessions (pair as unit of analysis, since pairs stayed fixed). Figure 1 and Table 3 show comparable Weakening-Other usage in sessions 1–4 and greater experimental usage in sessions 5–8, which the article interprets as due to the reflective activities from the 4th to the 8th dialog session.

"experimental (A&R) and control (A) condition participants exhibited comparable patterns in the usage of evidence to weaken other's arguments during the first four dialog sessions, while a difference is observed in the last 4 dialog sessions of the intervention"

Discussion¶

Related Claims¶

• Both conditions improved in overall idea units, evidence-based units and functional units, with no significant condition-by-time differences
• The two conditions performed comparably in using evidence to support their own position, the less demanding argument function — related
• Meta-level (meta-strategic and epistemic) talk in the two conditions followed a comparable pattern until reflective activities were introduced, after which the patterns differed — related
• Adolescents who engaged in reflective activities alongside dialogic argumentation showed greater gains in using evidence to weaken the opposing position than peers who only argued — related
• Adding reflective activities to dialogic argumentation produced greater content-knowledge gains on the intervention topic than argumentation practice alone — related