Profiling Persuasion: The Role of Beliefs, Knowledge, and Interest in the Processing of Persuasive Texts That Vary by Argument Structure

Buehl, Michelle M.; Alexander, Patricia A.; Murphy, P. Karen; Sperl, Christopher T.

doi:10.1080/10862960109548112

Cited by 36 publications

(24 citation statements)

References 31 publications

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“…The number of idea units in each category (High Importance, Medium Importance, Nonessential) was not equal from text to text, in part the result of our decision to use more authentic texts. Our decision is in accord with the increased use of more authentic-type texts in studies (cf., Alexander et al, 1994;Buehl, Alexander, Murphy, & Sperl, 2001;Murphy & Alexander, 2002), as well as meeting criteria for essay questions (Gronlund, 1993). As a result, however, source texts varied on number of ideas at the three levels of importance.…”

Section: Limitationsmentioning

confidence: 99%

Instructional Approaches to Improving Students' Writing of Compare-Contrast Essays: An Experimental Study

Hammann

Stevens

2003

Journal of Literacy Research

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Section: Limitationsmentioning

confidence: 99%

Instructional Approaches to Improving Students' Writing of Compare-Contrast Essays: An Experimental Study

Hammann

Stevens

2003

Journal of Literacy Research

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“…These differences were expected due to previous interaction effects in the extant literature (Kamalski, Sanders, & Lent, 2008), different amounts of working memory requirements (Kellogg, 2001), and differences on multiple-choice outcome scores (Carrell & Connor, 1991). Specifically, twosided refutational text has been found to be more effective at changing knowledge and beliefs (Buehl, Alexander, Murphy, & Sperl, 2001;Murphy, Long, Holleran, & Esterly, 2003), as well as changes in metacognitive processing (Dinsmore et al, 2009). …”

Section: Purposes Of the Studymentioning

confidence: 76%

“…A persuasive text can be defined as a message in which the author"s intent is to change how an individual views an issue (Buehl et al, 2001;Kamalski et al, 2008 because individuals with and without prior knowledge of the subject would be able to respond meaningfully to the prompt, since it was likely that participants would at the very least have some folk knowledge about the topic and at least a moderate level of situational interest for the topic. Situational interest has been described a momentary affective reaction stimulated by the situation which may or may not last over time (Hidi & Renninger, 2006).…”

Section: Methodsmentioning

confidence: 99%

“…Recently, Alexander, Schallert, and Reynolds (2009) processing. There is also evidence of these effects with respect to metacognitive monitoring (Dinsmore, Loughlin, Parkinson, & Alexander, 2009) as well as their knowledge, interests, and beliefs (Buehl, Alexander, Murphy, & Sperl, 2001;Murphy, Long, Holleran, & Esterly, 2003).…”

Section: Where and When Are Levels Of Processing Measured?mentioning

confidence: 99%

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Multidimensional Investigation of Deep and Surface Processing

Dinsmore¹

2012

PsycEXTRA Dataset

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Within the psychological literature, there is the general assumption that deeper-level processing should be consistently associated with better academic performance (e.g., Block, 2009). However, studies exploring the relation between depth of processing (e.g., deep and surface processing) and learning outcomes have not produced consistent results. The argument guiding the current investigation was that these inconsistent findings regarding the relation between depth of processing and performance may be attributable to individual and situational factors that moderate this relation.Specifically, in this study, the potential moderating effects of a situational factor (i.e., text type) and an individual factor (i.e., subject-matter knowledge) on the relation between depth of processing and performance were investigated. Support for these individual and situational factors were derived from a systematic review of the literature that also examined conceptualization and operationalization of deep and surface processing. recall measure and open-ended task. Plausible explanations for these findings and implications for future research and instructional practice are discussed.

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“…When students are able to explain their understanding, they 'Know about' (p. 46) that topic. At this level, students' beliefs and knowledge may become more closely aligned [Buehl, Alexander, Murphy & Sperl, 2001;Murphy & Alexander, 2004]. Murphy argued that Carey's [1985] weak restructuring of knowledge may be associated with this level as students are building upon their initial understanding.…”

Section: Epistemic Framework As Guidance: Towards the Implementation mentioning

confidence: 99%

Generating Synergy between Conceptual Change and Knowledge Building

Lee¹

2010

Human Development

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This paper is an initial effort to review the reciprocity between the theoretical traditions of conceptual change and knowledge building by discussing the underlying epistemological assumptions, objectives, conceptions of concepts and ideas, and mechanisms that bring forth the respective goals of these two traditions. The basis for generating clarity between both traditions provides the argument for a powerful framework for advancing learning. Three key points are discussed in support of such a framework. First, the paper carefully examines how knowledge building explicates the recent theory of conceptual change by acknowledging the need to consider both sociocultural and cognitive aspects in the knowledge acquisition process. Next, the contribution of knowledge building in this perspective is its emphasis on knowledge building discourse. Finally, the discussion incorporates the epistemic framework espoused by Murphy to complement the knowledge building approach.

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Profiling Persuasion: The Role of Beliefs, Knowledge, and Interest in the Processing of Persuasive Texts That Vary by Argument Structure

Cited by 36 publications

References 31 publications

Instructional Approaches to Improving Students' Writing of Compare-Contrast Essays: An Experimental Study

Instructional Approaches to Improving Students' Writing of Compare-Contrast Essays: An Experimental Study

Multidimensional Investigation of Deep and Surface Processing

Generating Synergy between Conceptual Change and Knowledge Building

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