The Development of Argument Skills
Abstract
This work sought to obtain experimental evidence to corroborate cross-sectional patterns of development in argument skills and to evaluate the effectiveness of an intervention designed to foster development of these skills in academically at-risk 13- to 14-year-olds. Students participated in 16 sessions of a collaborative, goal-based activity providing dense exercise of argumentive thinking. One condition included peer dialogues; another did not. The former was the more effective, although both groups progressed. Participants showed increased frequency of usage of powerful argumentive discourse strategies, such as counterargument, and decreased frequency of less effective strategies. Quality of individual arguments (for or against a claim) also improved, supporting the existence of a close relation between these two kinds of argument skills.
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University students who utilized ChatGPT to practice argumentation skills demonstrated significant improvements in constructing clear, well-supported arguments compared to a control group.
“University students who utilized ChatGPT to practice argumentation skills demonstrated significant improvements in constructing clear, well-supported arguments compared to a control group (Kuhn & Udell, 2003).”
From Investigating the Use of chatGPT as a Tool for Enhancing Critical Thinking and Argumentation Skills in International Relations Debates among Undergraduate Students (2024) · cites this paper as Kuhn & Udell, 2003
LLMs providing immediate, targeted feedback on students' arguments significantly improve their ability to construct clear, well-supported arguments.
“Moreover, the use of LLMs to provide immediate, targeted feedback on the strengths and weaknesses of students' arguments has been found to significantly improve their ability to construct clear, wellsupported arguments (Kuhn & Udell, 2003).”
From Investigating the Use of chatGPT as a Tool for Enhancing Critical Thinking and Argumentation Skills in International Relations Debates among Undergraduate Students (2024) · cites this paper as Kuhn & Udell, 2003
The significant improvements in students' argumentation skills observed in this study align with the findings of Kuhn and Udell (2003) and Kuhn and Crowell (2011), who emphasized the effectiveness of interactive and targeted approaches, such as LLM-based training programs, in honing argumentation skills.
“Moreover, the significant improvements in students' argumentation skills observed in this study align with the findings of Kuhn and Udell (2003) and Kuhn and Crowell (2011), who emphasized the effectiveness of interactive and targeted approaches, such as LLM-based training programs, in honing argumentation skills.”
From Investigating the Use of chatGPT as a Tool for Enhancing Critical Thinking and Argumentation Skills in International Relations Debates among Undergraduate Students (2024) · cites this paper as Kuhn and Udell (2003)
Interaction with AI acts as a valuable dialogic partner in developing argumentation skills.
“Drawing on the work of Kuhn and Udell (2003), who emphasized the importance of dialogic approaches in developing argumentation skills, this research suggests that interaction with AI acts as a valuable dialogic partner.”
From Investigating the Use of chatGPT as a Tool for Enhancing Critical Thinking and Argumentation Skills in International Relations Debates among Undergraduate Students (2024) · cites this paper as Kuhn and Udell (2003)
Argument skills increase between childhood and adolescence.
“Argument skills increase between childhood and adolescence (Kuhn & Udell, 2003).”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Kuhn & Udell, 2003
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- Authors
- Kuhn, D., & Udell, W.
- Affiliations
- Columbia University (US)
- Corresponding author
- Kuhn, Deanna
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2003-09-12
- Volume
- 74
- Issue
- 5
- Pages
- 1245-1260
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2078619954
- Cited by
- 595
- References
- 59
- Citations by year
- 2026: 19 · 2025: 16 · 2024: 13 · 2023: 23 · 2022: 31 · 2021: 44 · 2020: 47 · 2019: 42 · 2018: 30 · 2017: 36 · 2016: 29 · 2015: 40 · 2014: 39 · 2013: 26 · 2012: 27
- FWCI
- 14.61
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Child Development (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Education › Education and Critical Thinking Development
- Social Sciences › Education › Science Education and Pedagogy
- Keywords
- argumentative reasoning, counterargument, peer discussion, cooperative learning, at-risk students, adolescents, argument quality
- MeSH terms
- Adolescent, Black or African American, Child, Communication, Conflict, Psychological, Female, Hispanic or Latino, Humans, Male, New York City, Peer Group, Poverty, Problem Solving, Remedial Teaching, Risk Factors, Thinking, Underachievement, Urban Population, Verbal Behavior, Black People
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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