The two conditions performed comparably in using evidence to support their own position, the less demanding argument function¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For Support-Own usage the condition-by-time interaction was not significant and the two conditions showed comparable performance. → 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

q3 · i? · causal · r2

GLMM on Support-Own units in essays of 19 students per condition found no interaction ("F(1, 72) = 0.217, p = 0.643"); the article states "Results showed comparable performance in the two conditions" for this less demanding function. Usage of Support-Other and Weakening-Own units was negligible in both conditions.

"The time condition inter action was not significant, F(1, 72) = 0.217, p = 0.643. The main effect of time was significant, F(1, 72) = 15.669, p < 0.001, while the main effect of condition was not significant, F(1, 72) = 0.868, p = 0.355"

Discussion¶

Related Claims¶

• Microgenetic analysis showed the reflection condition diverged from the control condition in Weakening-Other usage only after reflective activities were introduced — related
• Both conditions improved in overall idea units, evidence-based units and functional units, with no significant condition-by-time differences — 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
• 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