Deanna Kuhn
Dados Biográficos
| ID | 131024 |
|---|---|
| NOME | Deanna Kuhn |
| PRENOMES | Deanna |
| SOBRENOME | Kuhn |
| ASSINATURA | KUHN D |
| AFILIAÇÕES | Columbia University |
| ORCID | 0000-0002-1321-3289 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 58 |
| TOTAL DE CITAÇÕES | 199 |
| TOTAL COMO AUTOR | 58 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1974 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 8 |
Apprenticeship as a developmental mechanism in argumentation skill development
Background An apprenticeship model is proposed as a mechanism for the development of skill inargumentation, with gains serving as a bridge to individual-written arguments, a skill known to be weak at all ages. Method In a multi-week intervention, young adolescents assigned to an experimental group (n = 32) was paired with a series of both more skilled and similarly skilled partners in conducting electronic dialogs on controversial issues. In a co…
What Is a Parent to Do? An Essay Review of Uncle Bobby’s Wedding
Assessing individual competence in argumentation
Breadth and relevance of multivariable inquiry supports deep understanding of science practice
The most important understanding science students should acquire is arguably an understanding of science as a way of knowing, one central to science but not specific to it. Students' own engagement in scientific inquiry and argument can support this developing understanding but does not guarantee it. We report the results of urban adolescents' participation in an extended intervention engaging them in guided inquiry and argument in exploring a mu…
What we learned from Covid-19 about discourse-based learning
Choose Your Evidence
How Might Argumentation Research Inform Discourse-Based Social Studies Education
Social studies educators who applaud discourse-based approaches may benefit by adding research on argumentation to their conceptual toolkit. We make the case here for its value, in particular emphasizing that argumentation skill needs to develop, suggesting an apprenticeship model of this development and highlighting evidence supporting it
Yes but
Agreement has become widespread that students’ peer-to-peer argumentation should play a central role in science classrooms. Coordinating evidence with claims lies at the heart of a skilled argument. Yet evidence takes numerous forms that pose different interpretational challenges. Might cognitive limitations on the part of the individual student in this regard constrain the potential effectiveness of classroom discourse? This possibility has rece…
Contemplating the Opposition
Is it important to hear positions opposing one’s own from others who genuinely believe them? We examine whether the thinking of those who engage in discourse with peers who hold an opposing view benefit by hearing arguments favoring the opposing position expressed by individuals known to hold this position. We report on 131 young adolescents who were given access to identical relevant evidence, and engaged in dialogs on gas vs solar energy, in pr…
Is Reasoning a Fruitful Path to Changing Minds
The thinking underlying people’s positions on complex issues is often of limited scope or complexity, yet changing minds is notoriously difficult. We investigated the thinking underlying people’s positions on the Deferred Action for Childhood Arrivals program. Rather than seek to influence their thinking by engaging them in considering alternative views, we investigated the effectiveness of engaging them in discourse by asking them to explore lim…
Critical Thinking as Discourse
Less than it is an individual ability or skill, critical thinking is a dialogic practice people engage in and commit to, initially interactively and then in interiorized form with the other only implicit. An argument depends for its meaning on how others respond. In advancing arguments, well-practiced thinkers anticipate their defeasibility as a consequence of others’ objections, in addition to envisioning their own potential rebuttals. Whether i…
Engaging Contemporary Issues as Practice for Citizenship
How better can we prepare students for the roles awaiting them as citizens than by engaging them in addressing challenging issues of the day? We describe our experience as a researcher–practitioner partnership with this objective in a yearlong program involving academically low-performing urban middle schoolers and a student-centered instructional approach emphasizing peer-to-peer discourse. Thirty of the class’s daily 45-minute social studies cl…
Developing Argumentation Strategies in Electronic Dialogs
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…
Dialogic argumentation as a bridge to argumentative thinking and writing / La argumentación dialógica como puente para el pensamiento y la escritura argumentativa
This article examines dialogic argumentation as a bridge to argumentative thinking and writing. It describes a study in which fourth-grade students engaged in collaborative reasoning and argumentation within a dialogic context. Students worked in small groups over several weeks to construct arguments for self-selected topics. The discussions were analyzed to identify argumentative discourse strategies used by students. The quality of the argument…
Thinking Together and Alone
Collaborative intellectual engagement is held in high regard in contemporary educational thought as a pedagogical practice of broad value to K–12 students. To what extent is this enthusiasm warranted? Is the practice uniformly productive, or does variability exist in the contexts in which collaboration is effective, the mechanisms involved, and the objectives achieved? In addition to examining these questions, this article suggests further questi…
Developing Norms of Argumentation
We examine how extended engagement in argumentation with peers leads to enhanced metalevel understanding of argumentive discourse. Following such engagement, young adolescents demonstrated enhanced understanding of counterargument and use of evidence as objectives of skilled argumentation, relative to a nonparticipating comparison group. Among the participating group, analysis of metatalk (talk about the discourse, distinguished from talk about t…
Dialogic Argumentation as a Vehicle for Developing Young Adolescents’ Thinking
Argumentive reasoning skills are featured in the new K–12 Common Standards (Common Core State Standards Initiative, 2010), yet with little said about their nature or how to instill them. Distinguishing reasoning skills from writing skills, we report on a multiyear intervention that used electronically conducted dialogues on social issues as the medium to develop argumentive reasoning skills in two cohorts of young adolescents. Intervention groups…
Problem-Based Learning in K–12 Education
Enthusiasm for problem-based learning (PBL) is widespread, yet there exists little rigorous experimental evidence of its effectiveness, especially in K–12 populations. Reported here is a highly controlled experimental study of PBL in a middle school population. Between- and within-subject comparisons are made of students learning the same material under three instructional conditions: lecture/discussion, characteristic small-group PBL, and solita…
Teaching and learning science as argument
The concept of science as argument, and the view that engaging in scientific argumentation should play a key role in science education, has become widely endorsed. The case is made here that this objective will be enhanced by broad understanding of the nature of argument skills and their directions and patterns of development. A line of research directed to this goal is described. © 2010 Wiley Periodicals, Inc. Sci Ed 94 :810–824, 2010
Contents, Vol. 38, 1995
Why Argue? Developing Understanding of the Purposes and Values of Argumentive Discourse
In a pedagogical method increasing in popularity, students of all levels—from elementary to post graduate—are likely to be asked to engage in debate with peers. How they understand the purposes and values of argumentive discourse is likely to affect its effectiveness. The 3 studies presented here involve junior high school, senior high school, and university students in the United States and China, and are based on their responses to scenarios in…
Child Development
Papers in this symposium evaluate the usefulness of ideas associated with the life-span view for enriching or expanding issues, theory, research, and interventions pertinent to change processes during infancy, childhood, adolescence, and adulthood. Lipsitt emphasizes that infants be studied in transaction with their context in order for scientists to appreciate the role of infant development across the rest of life. He calls for greater appreciat…
Imitation Theory and Research from a Cognitive Perspective
This review amends earlier reviews of imitation theory and research (e.g., Flanders, 1968) in which one important perspective is omitted. According to this view, which has its basis in the work of Piaget, imitation is one form of overall cognitive functioning, rather than a special mechanism for the acquisition of novel responses. Consideration of this point of view provides the basis for a reexamination of the empirical imitation literature. Emp…
Critical Acclaim
The development of formal operations in logical and moral judgment.
A Developmental Model of Critical Thinking
The critical thinking movement, it is suggested, has much to gain from conceptualizing its subject matter in a developmental framework. Most instructional programs designed to teach critical thinking do not draw on contemporary empirical research in cognitive development as a potential resource. The developmental model of critical thinking outlined here derives from contemporary empirical research on directions and processes of intellectual devel…
Thinking Together and Alone
Collaborative intellectual engagement is held in high regard in contemporary educational thought as a pedagogical practice of broad value to K–12 students. To what extent is this enthusiasm warranted? Is the practice uniformly productive, or does variability exist in the contexts in which collaboration is effective, the mechanisms involved, and the objectives achieved? In addition to examining these questions, this article suggests further questi…
Metacognition
Although they have their differences, educational practitioners and academic researchers largely agree on a broad goal: to develop in students the kinds of thinking skills that will prepare them to contribute to a democratic society. But the two groups largely speak different languages. While educators frequently talk about critical thinking as an objective, researchers have largely avoided the term, preferring constructs that can be more precise…
Conditional reasoning in children
Intrapsychic versus cultural explanations of the "fear of success" motive
Development of the isolation of variables scheme in experimental and "natural experiment" contexts
The Development of Argumentive Discourse Skill
The skills involved in argument as a social discourse activity presumably develop during the childhood and adolescent years, but little is known about the course of that development. A comparison of the dialogues of young adolescents and those of young adults showed the teens to be more preoccupied with producing the dialogue and less able to behave strategically with respect to the goals of argumentive discourse. Teens also did not exhibit the s…
Why Argue? Developing Understanding of the Purposes and Values of Argumentive Discourse
In a pedagogical method increasing in popularity, students of all levels—from elementary to post graduate—are likely to be asked to engage in debate with peers. How they understand the purposes and values of argumentive discourse is likely to affect its effectiveness. The 3 studies presented here involve junior high school, senior high school, and university students in the United States and China, and are based on their responses to scenarios in…
What's So Good About Problem-Based Learning
In a systematically designed and controlled experiment conducted in a naturalistic instructional setting, we examined adult students' learning of two concepts. Two intact classes taught by the same instructor were assigned to 1 of 2 conditions. In 1 class, instruction was problem based for 1 concept. For a second concept, lecture/discussion was the exclusive method. In the other class, matching of concept and method (problem based or lecture/disc…
The Development of Argumentive Discourse Skill
Inducing development experimentally
The extremely popular studies, virtually all of which have been devoted to the attempt to experimentall y induce conservation in nonconserving subjects, were discussed with respect to the logic underlying the method and surrounding theoretical and methodological difficulties. The following major difficulties were discussed: (a) ambiguity as to the intent of many of the studies; (b) lack of agreement on methodologica l criteria for inferring chang…
Problem-Based Learning in K–12 Education
Enthusiasm for problem-based learning (PBL) is widespread, yet there exists little rigorous experimental evidence of its effectiveness, especially in K–12 populations. Reported here is a highly controlled experimental study of PBL in a middle school population. Between- and within-subject comparisons are made of students learning the same material under three instructional conditions: lecture/discussion, characteristic small-group PBL, and solita…
Short-term longitudinal evidence for the sequentiality of Kohlberg's early stages of moral judgment
Engaging Contemporary Issues as Practice for Citizenship
How better can we prepare students for the roles awaiting them as citizens than by engaging them in addressing challenging issues of the day? We describe our experience as a researcher–practitioner partnership with this objective in a yearlong program involving academically low-performing urban middle schoolers and a student-centered instructional approach emphasizing peer-to-peer discourse. Thirty of the class’s daily 45-minute social studies cl…
Developing Argumentation Strategies in Electronic Dialogs
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…
Logical reasoning in the supermarket
The development of schemes for recognizing additive and alternative effects in a "natural experiment" context
Is Reasoning a Fruitful Path to Changing Minds
The thinking underlying people’s positions on complex issues is often of limited scope or complexity, yet changing minds is notoriously difficult. We investigated the thinking underlying people’s positions on the Deferred Action for Childhood Arrivals program. Rather than seek to influence their thinking by engaging them in considering alternative views, we investigated the effectiveness of engaging them in discourse by asking them to explore lim…
Can Consumers Calculate Best Buys
Journal Article Can Consumers Calculate Best Buys? Get access Noel Capon, Noel Capon Search for other works by this author on: Oxford Academic PubMed Google Scholar Deanna Kuhn Deanna Kuhn Search for other works by this author on: Oxford Academic PubMed Google Scholar Journal of Consumer Research, Volume 8, Issue 4, March 1982, Pages 449–453, https://doi.org/10.1086/208885 Published: 01 March 1982 Article history Received: 01 February 1979 Revisi…
Relation of two Piagetian stage transitions to IQ
How Might Argumentation Research Inform Discourse-Based Social Studies Education
Social studies educators who applaud discourse-based approaches may benefit by adding research on argumentation to their conceptual toolkit. We make the case here for its value, in particular emphasizing that argumentation skill needs to develop, suggesting an apprenticeship model of this development and highlighting evidence supporting it
Contemplating the Opposition
Is it important to hear positions opposing one’s own from others who genuinely believe them? We examine whether the thinking of those who engage in discourse with peers who hold an opposing view benefit by hearing arguments favoring the opposing position expressed by individuals known to hold this position. We report on 131 young adolescents who were given access to identical relevant evidence, and engaged in dialogs on gas vs solar energy, in pr…
Dialogic argumentation as a bridge to argumentative thinking and writing / La argumentación dialógica como puente para el pensamiento y la escritura argumentativa
This article examines dialogic argumentation as a bridge to argumentative thinking and writing. It describes a study in which fourth-grade students engaged in collaborative reasoning and argumentation within a dialogic context. Students worked in small groups over several weeks to construct arguments for self-selected topics. The discussions were analyzed to identify argumentative discourse strategies used by students. The quality of the argument…
Development of children's understanding of the multiple determination underlying human behavior
Inducing development experimentally
The extremely popular studies, virtually all of which have been devoted to the attempt to experimentall y induce conservation in nonconserving subjects, were discussed with respect to the logic underlying the method and surrounding theoretical and methodological difficulties. The following major difficulties were discussed: (a) ambiguity as to the intent of many of the studies; (b) lack of agreement on methodologica l criteria for inferring chang…
Intrapsychic versus cultural explanations of the "fear of success" motive
Development of the multiple seriation operation
Relation of two Piagetian stage transitions to IQ
Short-term longitudinal evidence for the sequentiality of Kohlberg's early stages of moral judgment
Conditional reasoning in children
The development of schemes for recognizing additive and alternative effects in a "natural experiment" context
Development of the isolation of variables scheme in experimental and "natural experiment" contexts
Sex Role Concepts of Two- and Three-Year-Olds
An instrument was developed to assess beliefs about males and females in very young children. Use of the instrument with 72 2- and 3-year-old subjects indicated that children as young as 2 years of age possess substantial knowledge of sex role stereotypes prevailing in the adult culture. Knowledge of sex role stereotypes was highly correlated (.85) with comprehension of gender identity as an irreversible characteristic. Subjects who indicated act…
A methodology for observing development of a formal reasoning strategy
Observations of the developmental process suggest that the most formidable obstacle to development may be the abandonment of old patterns, rather than construction of new ones
Logical reasoning in the supermarket
Development of children's understanding of the multiple determination underlying human behavior
A Developmental Study of Consumer Information-Processing Strategies
Journal Article A Developmental Study of Consumer Information-Processing Strategies Get access Noel Capon, Noel Capon Search for other works by this author on: Oxford Academic PubMed Google Scholar Deanna Kuhn Deanna Kuhn Search for other works by this author on: Oxford Academic PubMed Google Scholar Journal of Consumer Research, Volume 7, Issue 3, December 1980, Pages 225–233, https://doi.org/10.1086/208811 Published: 01 December 1980 Article hi…
Can Consumers Calculate Best Buys
Journal Article Can Consumers Calculate Best Buys? Get access Noel Capon, Noel Capon Search for other works by this author on: Oxford Academic PubMed Google Scholar Deanna Kuhn Deanna Kuhn Search for other works by this author on: Oxford Academic PubMed Google Scholar Journal of Consumer Research, Volume 8, Issue 4, March 1982, Pages 449–453, https://doi.org/10.1086/208885 Published: 01 March 1982 Article history Received: 01 February 1979 Revisi…
Children and adults as intuitive scientists.
The metaphor of children and lay adults as intuitive scientists has gained wide acceptance. Although useful in one sense, pertaining to scientific understanding, in another, pertaining to the process of scientific thinking, the metaphor may be fundamentally misleading. Research is reviewed indicating that processes of scientific thinking differ significantly in children, lay adults, and scientists. Hence, it is the instruments of scientific think…
The Skills of Argument
The Skills of Argument presents a comprehensive empirical study of informal reasoning as argument, involving subjects across the life span. Subjects ranging in age from adolescence to late adulthood were asked to describe their views on social problems that people have occasion to think and talk about in everyday life, such as crime and unemployment. In addition to providing supporting evidence for their theories, subjects were asked to contempla…
Science as argument
Interiorized Debate as Model for Informal Reasoning
Statement on race differences in intelligence
Effects of Dyadic Interaction on Argumentive Reasoning
The object of this research was to provide an explicit test of the hypothesis that engagement in thinking about a topic enhances the quality of reasoning about that topic. Engagement took the form of a series of dyadic discussions of the topic of capital punishment. At both age levels examined--early adolescence and young adulthood-this dyadic interaction significantly enhanced quality of reasoning, relative to a more minimal, single-occasion dya…
Contemplation and Conceptual Change
Developmental and educational psychologists involved in the rapidly growing study of conceptual change have largely ignored an extensive literature in social psychology addressed to belief change. We explore the possibility that these two disparate, previously unconnected bodies of work can be usefully connected to one another. In particular, we focus on several lines of work in the social psychology attitude change literature that appear to cont…
A Developmental Model of Critical Thinking
The critical thinking movement, it is suggested, has much to gain from conceptualizing its subject matter in a developmental framework. Most instructional programs designed to teach critical thinking do not draw on contemporary empirical research in cognitive development as a potential resource. The developmental model of critical thinking outlined here derives from contemporary empirical research on directions and processes of intellectual devel…
Metacognitive Development
Traditional developmental research in memory and reasoning, as well as current investigations in such disparate areas as theory of mind, episte-mological understanding, knowledge acquisition, and problem solving, share the need to invoke a meta-level of cognition in explaining their respective phenomena. The increasingly influential construct of metacognition can be conceptualized in a developmental framework. Young children's dawning awareness o…
The development of epistemological understanding
The Development of Argumentive Discourse Skill
The skills involved in argument as a social discourse activity presumably develop during the childhood and adolescent years, but little is known about the course of that development. A comparison of the dialogues of young adolescents and those of young adults showed the teens to be more preoccupied with producing the dialogue and less able to behave strategically with respect to the goals of argumentive discourse. Teens also did not exhibit the s…
Psychology (52 obras) · Education and Critical Thinking Development (28 obras) · Epistemology (25 obras) · Computer Science (22 obras) · Developmental psychology (21 obras) · Cognition (20 obras) · Social Psychology (20 obras) · Cognitive psychology (19 obras) · Educational Strategies and Epistemologies (19 obras) · Innovative Teaching and Learning Methods (18 obras)