Identifying general cognitive abilities involved in argument comprehension and evaluation.

Autor/inn/en	Britt, M. Anne; Kopp, Kristopher J.; Durik, Amanda M.; Hastings, Peter
Titel	Identifying general cognitive abilities involved in argument comprehension and evaluation.
Quelle	In: Zeitschrift für pädagogische Psychologie, 30 (2016) 2-3, S. 79-95Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1010-0652; 1664-2910
DOI	10.1024/1010-0652/a000173
Schlagwörter	Evaluation; Kognitive Kompetenz; Unterricht; Vokabular; Leseverstehen; Logisches Denken; Auseinandersetzung; Bedeutung; Tutor
Abstract	Examined how general abilities (e.g., vocabulary knowledge, reading comprehension, and analytical reasoning) predict learning to evaluate arguments. Individuals who lack the necessary skills for accurate argument evaluation will be at a significant disadvantage throughout their lives. Research has shown that simple tutorials are not effective for many students (about 30%). A total of 225 college students took part in this examination. In Study 1, it is shown that, although all three cognitive abilities predicted some aspects of argument comprehension and evaluation skills, vocabulary knowledge positively predicted both baseline argumentation skills and improvement from exposure to a tutorial. In Study 2, it was found that this relationship between vocabulary knowledge and argument evaluation skill is partially mediated by general vocabulary ability and cannot be accounted for by knowledge of the meaning of the specific predicates used in the argument task. It is concluded that these results suggest that targeting skilled use of vocabulary knowledge and overall lexical quality may help students who do not learn from a simple tutorial. Educational implications and future directions are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2017/2