Citations (10)
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Read on this site (5)
Jolie C. Matthews. (2022) HISTORICAL PERSPECTIVE TAKING AND THE SELF IN ONLINE COMMUNITY DISCUSSIONS. Discourse Processes 59:7, pages 481-499.
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Deanna Kuhn. (2022) Metacognition matters in many ways. Educational Psychologist 57:2, pages 73-86.
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Lisa B. Hsin & Catherine E. Snow. (2020) Arguing for Teachers and for Friends: Eighth-graders’ Sensitivity to Argumentation Features When Judging and Revising Persuasive Essays. Discourse Processes 57:10, pages 823-843.
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Chrysi Rapanta & Susana Trovão. (2020) Shall we receive more refugees or not? A comparative analysis and assessment of Portuguese adolescents’ arguments, views, and concerns. Pedagogy, Culture & Society 28:4, pages 581-603.
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Daniel Lapsley & Dominic Chaloner. (2020) Post-truth and science identity: A virtue-based approach to science education. Educational Psychologist 55:3, pages 132-143.
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Articles from other publishers (5)
Yu Song (宋郁) & Yuchen Shi (石雨晨). (2023) Understanding, Evaluating, and Promoting the Development of Argumentative Competence: An Interview With Dr. Deanna Kuhn From Teachers College, Columbia University. ECNU Review of Education, pages 209653112311700.
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Ayşe Öcal, Lu Xiao & Jaihyun Park. (2021) Reasoning in social media: insights from Reddit “Change My View” submissions. Online Information Review 45:7, pages 1208-1226.
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Deanna Kuhn & Anahid Modrek. (2021) Mere exposure to dialogic framing enriches argumentive thinking. Applied Cognitive Psychology 35:5, pages 1349-1355.
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Fernando Leal. (2020) On the Importance of Questioning Within the Ideal Model of Critical Discussion. Argumentation 34:4, pages 405-431.
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Deanna Kuhn. (2019) Why Is Reconciling Divergent Views a Challenge?. Current Directions in Psychological Science 29:1, pages 27-32.
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