Forming a belief: The contribution of comprehension to the evaluation and persuasive impact of argumentative text

Diakidoy, Irene‐Anna N.; Christodoulou, Stelios A.; Floros, Georgios; Iordanou, Kalypso; Kargopoulos, Philip V.

doi:10.1111/bjep.12074

Cited by 16 publications

(12 citation statements)

References 52 publications

(87 reference statements)

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“…Engagement in critical evaluation is fundamental not only for decision making but also for learning. Yet, research shows that the majority of individuals do not engage in critical evaluation of information they read, even though they show sufficient text comprehension skills (Diakidoy et al 2015). Engagement in critical evaluation and reflection, we would claim, involves using the beliefs that one holds about a topic as an object of examination rather than as the filter for interpreting information.…”

Section: Introductionmentioning

confidence: 91%

Examining my-side bias during and after reading controversial historical accounts

Iordanou

Kendeou

Zembylas

2020

Metacognition Learning

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The present study examines individuals’ thinking during and after reading controversial historical accounts and the possible contribution of epistemic beliefs, emotions, and prior-knowledge in this context. Young adults (n = 39) were asked to read two accounts about a recent war in their country, an own-side account – from a historian of their ethnic group – and an other-side account – from a historian from the adversary ethnic group. Participants were asked to think-aloud and report their emotions during reading. After reading, participants were asked to write a summary. Results showed that participants exhibited my-side bias during reading and writing, while there were also interesting individual differences in epistemic beliefs and prior knowledge. Participants with evaluativist epistemic beliefs were less likely to show my-side bias in the writing task. Epistemic beliefs, along with prior knowledge and the emotion of anger, predicted also low-epistemic processing during reading of other-side text. The paper concludes with a discussion of the educational implications in promoting critical thinking about controversial issues in history.

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Section: Introductionmentioning

confidence: 91%

Examining my-side bias during and after reading controversial historical accounts

Iordanou

Kendeou

Zembylas

2020

Metacognition Learning

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“…Although the ability to evaluate and to integrate arguments included in texts about controversial issues is fundamental for students' learning and decision-making processes, some studies suggest that it may be dissociated from long-term recall. In two separate studies, Diakidoy et al (2015Diakidoy et al ( , 2017 investigated the relationship between the critical evaluation of arguments and text recall. In specific, they investigated inference generation and main claim recall as indicative of the extent to which the text was processed deeply.…”

Section: Text Recallmentioning

confidence: 99%

“…The analysis of the literature suggests that AOT and NFC should be involved in both multiple-texts tasks, as they should foster a deeper elaboration of texts and a more integrated situation model (Dai & Wang, 2007), especially when texts present different perspectives on a controversial topic (Stanovich et al, 2016). Conversely, some studies suggest that there may be a dissociation between different tasks involved in argumentative texts reading (Diakidoy et al, 2015(Diakidoy et al, , 2017, depending on readers' level of elaboration of the texts. Such dissociation may influence the role played by AOT and NFC.…”

Section: The Present Studymentioning

confidence: 99%

The influence of thinking dispositions on integration and recall of multiple texts

Tarchi

Villalón

2021

Brit J of Edu Psychol

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We investigated the association between thinking dispositions and two outcomes of multiple-texts comprehension: integration of conflicting information in argumentative essays; and recall of inferential information as an index of deep comprehension. We focused on two thinking dispositions, need for cognition (NFC) and actively open-minded thinking (AOT), as relevant individual differences in the processes involved in multiple-texts comprehension. NFC is the tendency to engage in and enjoy cognitively demanding activities, whereas AOT is the tendency to rationally evaluate arguments and supporting evidence, without being influenced by biases from one's own prior beliefs and prior knowledge. 73 university students completed perceived topic knowledge, perceived exposure to argumentative writing, and perceived competence in argumentative writing, NFC and AOT questionnaires, read two contradictory texts, wrote an argumentative essay, and recalled the information read 1 month later. Argumentative essays were assessed by length and level of integration of conflicting perspective. Text recalls were assessed by number of valid inferences included. Research questions were investigated through a path analysis model. The path analysis model had a good fit. NFC was indirectly associated with argumentation quality of the essay via the essay length. AOT was directly associated with the inferences included in the recall task. The present study contributes to the literature on multiple-texts comprehension by emphasizing the role of thinking dispositions.In the present-day knowledge society, to participate in the democratic discourse, people need to critically comprehend and integrate information across multiple sources that express diverse and contradictory viewpoints. However, the effortful processing of multiple documents is not always effective, even among adults, as it depends on readers' skills and dispositions (Br aten, Britt, Strømsø, & Rouet, 2011). Readers often struggle in integrating information from alternative perspectives, fail in evaluating the plausibility of arguments, and construct one-sided representations (Mateos et al., 2018). Research on multiple-texts comprehension has examined the role of several cognitive factors, such as prior knowledge (e.g., Strømsø, Br aten, & Britt, 2010) and sourcing skills (Strømsø, Br aten, Britt, & Ferguson, 2013). Conversely, more research is needed to investigate the This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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“…En este sentido, hay estudios sobre las dificultades de los alumnos de secundaria en leer críticamente (HALKIA; MANTZOURIDIS, 2005; NORRIS; PHILLIPS; KORPAN, 2003;NORRIS, 1999) pero hay pocas investigaciones realizadas con futuros profesores (DIAKIDOY et al, 2015).…”

Section: Introductionunclassified

“…Desde esta perspectiva, en los últimos años se han realizado estudios, propuestas y programas de desarrollo profesional (ERDURAN et al, 2006;LEE;LIN, 2005;BRAUND et al, 2013;CETIN et al, 2014;CRIPPEN, 2012;DIAKIDOY et al, 2015;MANGIANTE, 2013;KANG;ANDERSON, 2015;LAWSON, 2010;PLUMMER;OZCELIK, 2015;ABRAMI ET AL., 2015;GERBINO, 2010;SCHWARZ, 2009;RUIZ ORTEGA;TAMAYO;. Particularmente Zohar (2007) analiza los medios y condiciones para un cambio pedagógico de los profesores.…”

Section: Introductionunclassified

Análisis de las dificultades de futuros profesores de química al leer críticamente un artículo de prensa

2017

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III ResumenEn esta investigación se presentan las dificultades que muestran futuros profesores de química de secundaria de una universidad brasileña en analizar críticamente un artículo de prensa con contenido científico. Con esta finalidad se diseñó una actividad de lectura crítica, a partir de una noticia de prensa que hablaba del uso de un producto de limpieza doméstica muy común como producto de belleza. El artículo fue seleccionado con el objetivo que los participantes pudieran aplicar sus conocimientos de química en un contexto real y a la vez desarrollar su capacidad argumentativa. Participaron un total de dieciocho alumnos, nueve del primer año del curso de magisterio y nueve del último. La actividad se realizó en grupos cooperativos fomentando la discusión y la argumentación de las ideas y desde la perspectiva de la participación en prácticas científicas. En concreto, se analizan las dificultades que muestran los futuros profesores a la hora de posicionarse y analizar críticamente la información presente en la noticia a través de sus respuestas a un cuestionariotipo (CRITIC IV ) y de las transcripciones del debate tras la lectura. Se observa que la capacidad de lectura crítica varía en función del curso. Los alumnos de último curso muestran mayor capacidad de identificar el punto de vista del autor, detectar pruebas en el texto y mostrar acuerdos y desacuerdos razonables después de confrontar la información del texto con sus conocimientos científicos. Sin embargo, muestran dificultades en argumentar de forma fundamentada. No se detectan dificultades en identificar las ideas principales del texto y el propósito del autor en ninguno de los cursos. Palabras claveArgumentación -Lectura crítica -Prensa -Reacción Química -Educación superior.DOI: http://dx.doi.org/10.1590/S1517-9702201704161715 I-Agradecimientos al proyecto EDU-2015 66643-C2-1-P, a la Coordenação de Aperfeiçoamento Pessoal de Nível Superior (CAPES) y al Programa Ciencias sin Fronteras por el apoyo financiero (Proceso no 4393-13-9), al grupo LIEC por acoger y contribuir de forma amplia en nuestro estudio y a los futuros maestros de química de la Universidad Federal del Rio Grande del Norte por su participación. II-

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Forming a belief: The contribution of comprehension to the evaluation and persuasive impact of argumentative text

Abstract: The findings suggest a dissociation between the elaboration associated with deep comprehension and the elaboration associated with critical evaluation with implications for belief formation and the teaching of thinking.

Cited by 16 publications

References 52 publications

Examining my-side bias during and after reading controversial historical accounts

Examining my-side bias during and after reading controversial historical accounts

The influence of thinking dispositions on integration and recall of multiple texts

Análisis de las dificultades de futuros profesores de química al leer críticamente un artículo de prensa

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