Arguing in Mexico: How Uniquely Mexican Is It?

References

• Bañales-Faz, G., Vega-López, N. A., Araujo-Alvineda, N., Reyna-Valladares, A., & Rodríguez- Zamarripa, B. S. (2015). La enseñanza de la argumentación escrita en la universidad. [The Teaching of Written Argumentation in College.] Revista Mexicana De Investigación Educativa [Mexican Journal of Educational Research], 20(66), 879–910. https://www.comie.org.mx/revista/v2018/rmie/index.php/nrmie/article/view/150
   Google Scholar
• Blair, J. A. (2011). Informal logic and its early historical development. Studies in Logic, 4(1), 1–16.
   Google Scholar
• Blair, J. A. (2012). Groundwork in the theory of argumentation. Springer.
   Google Scholar
• Bravo-Peralta, M. V. (2010). Argumentación e interpretación jurídica para juicios orales. [Argumentation and legal interpretation in oral trials.]. Porrúa.
   Google Scholar
• Brockner, J., Ackerman, G., Greenberg, J., Gelfand, M. J., Francesco, A. M., Chen, Z. X., Leung, K., Bierbrauer, G., Gomez, C., Kirkman, B. L., & Shapiro, D. (2001). Culture and procedural justice: The influence of power distance on reactions to voice. Journal of Experimental Social Psychology, 37(4), 300–315. doi: 10.1006/jesp.2000.1451.
   Web of Science ®Google Scholar
• Cárdenas-López, A. (2005). Patrones de argumentación en alumnos de enseñanza media superior. [Argumentative patterns in high school students.] Ph. D. dissertation, Faculty of Psychology, Universidad Nacional Autónoma de México.
   Google Scholar
• Carlino, P. (2005). Escribir, leer y aprender en la universidad: Una introduction a la alfabetización académica. [Writing, reading, and learning in college: An introduction to academic literacy.]. Fondo de Cultura Económica.
   Google Scholar
• Carlino, P. (2013). Alfabetización académica diez años después. [Academic Literacy Ten Years Later.] Revista Mexicana De Investigación Educativa [Mexican Journal of Educational Research], 18(57), 355–381. https://www.comie.org.mx/revista/v2018/rmie/index.php/nrmie/article/view/250
   Google Scholar
• Carrasco-Altamirano, A., Encinas-Prudencio, M. T. F., Castro-Azuara, M. C., & López-Bonilla, G. (2013). Lectura y escritura académica en la educación media superior y superior. [Academic Reading and Writing in High School and College.] Revista Mexicana De Investigación Educativa [Mexican Journal of Educational Research], 18(57), 349–354. https://www.comie.org.mx/revista/v2018/rmie/index.php/nrmie/article/view/249
   Google Scholar
• Casillas-Olivares, Z. (2018). Razonamientos y argumentaciones de niñas y niños sobre discriminación por orientación sexual. [Children’s reasoning and argumentation about discrimination because of sexual orientation.] M.A. dissertation, Department of Communication, University of Guadalajara.
   Google Scholar
• Cedillo-Santoyo, M. (2005). La expresión oral y la argumentación de los niños preescolares. [Oral expression and argumentation in preschool children.] M. Educ. dissertation, Universidad Pedagógica Nacional.
   Google Scholar
• Charles, M., & Bradley, K. (2009). Indulging our gendered selves? sex segregation by field of study in 44 countries. American Journal of Sociology, 114(4), 924–976. doi: 10.1086/595942.
   PubMed Web of Science ®Google Scholar
• CIA. (2019). World fact book. The Central Intelligence Agency. Retrieved from 19 March 2019. https://www.cia.gov/library/publications/the-world-factbook.
   Google Scholar
• Cionea, I. A., Hoelscher, C. S., & Ileş, I. A. (2017). Arguing goals: an initial assessment of a new measurement instrument. Communication Reports, 30(1), 51–65. doi: 10.1080/08934215.2016.1184695.
   Web of Science ®Google Scholar
• Cionea, I. A., Johnson, A. J., & Bostwick, E. N. (2019). Argument interdependence: Connections to serial argument goals and tactics in romantic relationships. Journal of Social and Personal Relationships, 36(7), 1975-1995. doi: 10.1177/0265407518774933.
   Google Scholar
• Cortes, C., Larson, C., & Hample, D. (2005). Relations among message design logic, interpersonal construct differentiation, and sex for Mexican and U.S. nationals. Journal of Intercultural Communication Research, 34(2), 108–118.
   Google Scholar
• Cruz-Parcero, J. A. (2014). Los argumentos lingüísticos en la interpretación jurídica. [Linguistic arguments in legal intrerpretation.]. In J. A. Cruz-Parcero, R. Contreras-Acevedo, & F. Leal-Carretero (Eds.), Interpretación y argumentación jurídica en México [Legal interpretation and argumentation in Mexico] (pp. 155–189). Fontamara.
   Google Scholar
• Eemeren, F. H., van. (2018). Argumentation theory: A pragma-dialectical perspective. Springer.
   Google Scholar
• Galindo, J., & Peña-Camacho, E. M. (2016). Grandeza y miseria de los debates del Departamento de Filosofía de la Universidad de Guadalajara. [Splendors and miseries of debates organized at the University of Guadalajara by its Philosophy Department.]. Altazores, 1(1), 72–78.
   Google Scholar
• Gasca-Fernández, M. A. (2013). Desarrollo de habilidades argumentativas en el proceso de comprensión y producción de un ensayo escolar en el bachillerato. [The development of argumentative skills in the comprehension and production of essays in high school.] Ph. D. dissertation, Graduate Program in Pedagogy, Universidad Nacional Autónoma de México.
   Google Scholar
• Gilbert, M. A. (1997). Coalescent argumentation. Lawrence Erlbaum Associates.
   Google Scholar
• Gilbert, M. A. (2014). Arguing with people. Broadview Press.
   Google Scholar
• Hample, D. (2003). Arguing skill. In J. O. Greene & B. R. Burleson (Eds.), Handbook of communication and social interaction skills (pp. 439–478). Erlbaum.
   Google Scholar
• Hample, D. (2007). The arguers. Informal Logic, 27(2), 163–178. doi: 10.22329/il.v27i2.473.
   Google Scholar
• Hample, D., & Cionea, I. A. (2010). Taking conflict personally and its connections with aggressiveness. In T. A. Avtgis & A. S. Rancer (Eds.), Arguments, aggression, and conflict: New directions in theory and research (pp. 372–387). Routledge, Taylor, and Francis.
   Google Scholar
• Hample, D. (2018). Interpersonal arguing. Peter Lang.
   Google Scholar
• Hample, D., & Dallinger, J. M. (1995). A Lewinian perspective on taking conflict personally: Revision, refinement, and validation of the instrument. Communication Quarterly, 43(3), 297–319. doi: 10.1080/01463379509369978.
   Google Scholar
• Hample, D., & Irions, A. (2015). Arguing to display identity. Argumentation, 29(4), 389–416. doi: 10.1007/s10503-015-9351-9.
   Web of Science ®Google Scholar
• Harada, E. (Ed.). (2010). Irving Copi y la enseñanza de la lógica. [Irving Copi and the teaching of logic.]. UNAM.
   Google Scholar
• Harada, E. (Ed.). (2011). Pensar, razonar y argumentar: Enseñar lógica. [Thinking, reasoning, arguing: The teaching of logic.]. UNAM.
   Google Scholar
• Heydenfeldt, J. A. G. (2000). The influence of individualism/collectivism on Mexican and US business negation. International Journal of Intercultural Relations, 24(3), 383–407. doi: 10.1016/S0147-1767(00)00007-9.
   Web of Science ®Google Scholar
• Hitchcock, D. (2018). Critical thinking. Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/entries/critical-thinking/.
   Google Scholar
• Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind (3d. ed.). McGraw-Hill.
   Google Scholar
• Ibarra-Cárdenas, J. (2014). La construcción judicial de la democracia en México: Elecciones y representación política en la argumentación constitucional 1997-2014. [The legal construction of democracy in Mexico: Elections and political representation in constitutional argumentation, 1997-2014.]. Fontamara.
   Google Scholar
• Infante, D. A., & Rancer, A. S. (1982). A conceptualization and measure of argumentativeness. Journal of Personality Assessment, 46(1), 72–80. doi: 10.1207/s15327752jpa4601_13.
   PubMed Web of Science ®Google Scholar
• Infante, D. A., & Wigley, C. J. (1986). Verbal aggressiveness: an interpersonal model and measure. Communication Monographs, 53(1), 61–69. doi: 10.1080/03637758609376126.
   Web of Science ®Google Scholar
• Johnson, R. H. (2014). The rise of informal logic. Windsor Studies in Argumentation.
   Google Scholar
• Kenny, D. A., & McCoach, B. (2003). Effect of the number of variables on measures of fit in structural equation modeling. Structural Equation Modeling, 10(3), 333–351. doi: 10.1207/S15328007SEM1003_1.
   Web of Science ®Google Scholar
• Kling, A. (2017). The three languages of politics. Cato Institute.
   Google Scholar
• Lakoff, G. (2016). Moral politics: How liberals and conservatives think. University Press.
   Google Scholar
• Mayorga, C., & Mijangos, T. (Eds.). (2015). Lógica, argumentación y pensamiento crítico: Su investigación y didáctica. [Logic, argumentation, and critical thinking: Research and teaching.]. Mexican Academy of Logic.
   Google Scholar
• McGarty, C., Yzerbyt, V. Y., & Spears, R. (Eds.). (2002). Stereotypes as explanations: The formation of meaningful beliefs about social groups. Cambridge University Press.
   Google Scholar
• Méndez Corcuera, L. A. (2017). ¿Cómo litigar en el juicio oral familiar? [How to argue in a family court oral trial?]. Flores.
   Google Scholar
• Minkov, M. (2018). A revision of Hofstede’s model of national culture: Old evidence and new data from 56 countries. Cross Cultural & Strategic Management, 25(2), 231–256. doi: 10.1108/CCSM-03-2017-0033.
   Web of Science ®Google Scholar
• Neuwirth, K. (2000). Testing the spiral of silence model: the case of Mexico. International Journal of Public Opinion Research, 12(2), 138–159. doi: 10.1093/ijpor/12.2.138.
   Web of Science ®Google Scholar
• Parametría. (2016). Apoyan que alumnos puedan expresarse y defiendan argumentos. [Parents in favor of teaching argumentation to children.]. http://www.parametria.com.mx/carta_parametrica.php?cp=4963.
   Google Scholar
• Peón–Zapata, M. M. (2004). Habilidades argumentativas de alumnos de primaria y su fortalecimiento. [Argumentative skills of primary school children and how to enhance them.] Ph. D. dissertation, Faculty of Psychology, Universidad Nacional Autónoma de México.
   Google Scholar
• Rancer, A. S., & Avtgis, T. A. (2014). Argumentative and aggressive communication: Theory, research, and application (2d. ed.). Peter Lang.
   Google Scholar
• Rancer, A. S., Kosberg, R. L., & Baukus, R. A. (1992). Beliefs about arguing as predictors of trait argumentativeness: implications for training in argument and conflict management. Communication Education, 41(4), 375–387. doi: 10.1080/03634529209378899.
   Web of Science ®Google Scholar
• Santibáñez, C., & Hample, D. (2015). Orientations toward interpersonal arguing in Chile. Pragmatics, 25(3), 453–476. doi: 10.1075/prag.25.3.06san.
   Web of Science ®Google Scholar
• Schwab, K. (2013). The Global Gender Gap Report 2013. World Economic Forum.
   Google Scholar
• SEP. (2016). El modelo educativo 2016: El planteamiento pedagógico de la reforma educativa. [A model of education: The pedagogical approach to educational reform.]. Secretaría de Educación Pública [Mexican Ministry of Education].
   Google Scholar
• Tannen, D. (1998). The argument culture: Stopping America’s war of words. Random House.
   Google Scholar
• Volkema, R. J. (1998). A COMPARISON OF PERCEPTIONS OF ETHICAL NEGOTIATION BEHAVIOR IN MEXICO AND THE UNITED STATES. International Journal of Conflict Management, 9(3), 218–233. doi: 10.1108/eb022810.
   Web of Science ®Google Scholar
• Yoo, B., Donthu, N., & Lenartowicz, T. (2011). Measuring Hofstede’s five dimensions of cultural values at the individual level: development and validation of CVSCALE. Journal of International Consumer Marketing, 23, 193–210.
   Google Scholar