The DOI matches its Crossref record; 59 of the 59 references it cites were found in a registry or an index.
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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)
In the citing paper
“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)
In the citing paper
“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
Citations
Cites
Advances in Instructional Psychology
(2019) · Routledge eBooks · doi:10.4324/9781315864341 · Cited by 2,538
Arguing and Thinking: A Rhetorical Approach to Social Psychology
Billig, M. S. (1987) · Medical Entomology and Zoology · Cited by 2,146
The concept of activity in Soviet psychology
Kozulin, A. (2002) · Routledge eBooks · doi:10.4324/9780203434185-9 · Cited by 2,114
Kuhn, D. (1991) · doi:10.1017/cbo9780511571350 · Cited by 2,094
Self-citationPersonal epistemology the psychology of beliefs about knowledge and knowing
Hofer, B. K. (2009) · Cited by 1,652
Fostering students' knowledge and argumentation skills through dilemmas in human genetics
Zohar, A., & Nemet, F. (2001) · Journal of Research in Science Teaching · doi:10.1002/tea.10008 · Cited by 1,434
Education and mind in the knowledge age
(2002) · Choice Reviews Online · doi:10.5860/choice.40-2294 · Cited by 1,266
Who Is Rational?: Studies of individual Differences in Reasoning
Stanovich, K. E. (1999) · Cited by 1,114
Stanovich, K. E. (1999) · Psychology Press eBooks · doi:10.4324/9781410603432 · Cited by 956
Fundamentals of Argumentation Theory
van Eemeren, F. H., Grootendorst, R., Johnson, R. H., Plantin, C., & Willard, C. A. (2013) · Routledge eBooks · doi:10.4324/9780203811306 · Cited by 807
The development of epistemological understanding
Kuhn, D., Cheney, R. E., & Weinstock, M. P. (2000) · Cognitive Development · doi:10.1016/s0885-2014(00)00030-7 · Cited by 782
Self-citationThe microgenetic method: A direct means for studying cognitive development.
Siegler, R. S., & Crowley, K. (1991) · American Psychologist · doi:10.1037/0003-066x.46.6.606 · Cited by 683
Gathercole, S. E. (1998) · Journal of Child Psychology and Psychiatry · doi:10.1017/s0021963097001753 · Cited by 581
van Eemeren, F. H., & Grootendorst, R. (1997) · College Composition and Communication · doi:10.2307/358423 · Cited by 556
Effects of Dyadic Interaction on Argumentive Reasoning
Kuhn, D., Shaw, V., & Felton, M. K. (1997) · Cognition and Instruction · doi:10.1207/s1532690xci1503_1 · Cited by 480
Self-citationWiley, J., & Voss, J. F. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.2.301 · Cited by 473
Kuhn, D. (2001) · Psychological Science · doi:10.1111/1467-9280.00302 · Cited by 388
Self-citationResnick, L. Β., Salmon, M. H., Zeitz, C. M., Wathen, S. H., & Holowchak, M. A. (1993) · Cognition and Instruction · doi:10.1080/07370008.1993.9649029 · Cited by 354
The Development of Argumentive Discourse Skill
Felton, M. K., & Kuhn, D. (2001) · Discourse Processes · doi:10.1080/0163853x.2001.9651595 · Cited by 353
Self-citationSá, W. C., West, R. F., & Stanovich, K. E. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.3.497 · Cited by 326
Children's use of verbal strategies in resolving conflicts1
Eisenberg, A. R., & Garvey, C. J. (1981) · Discourse Processes · doi:10.1080/01638538109544512 · Cited by 324
The Snowball Phenomenon: Spread of Ways of Talking and Ways of Thinking Across Groups of Children
Anderson, R. C., Nguyen‐Jahiel, K., McNurlen, B., Archodidou, A., Kim, S. Y., Reznitskaya, A., Tillmanns, M. D., & Gilbert, L. (2001) · Cognition and Instruction · doi:10.1207/s1532690xci1901_1 · Cited by 271
Influence of Oral Discussion on Written Argument
Reznitskaya, A., Anderson, R. C., McNurlen, B., Nguyen-Jahiel, K., Archodidou, A., & Kim, S.-Y. (2001) · Discourse Processes · doi:10.1080/0163853x.2001.9651596 · Cited by 271
The Rebirth of Children's Learning
Siegler, R. S. (2000) · Child Development · doi:10.1111/1467-8624.00115 · Cited by 271
Microgenetic Study of Change: What Has It Told Us?
Kuhn, D. (1995) · Psychological Science · doi:10.1111/j.1467-9280.1995.tb00322.x · Cited by 264
Self-citationMeasuring the developmental features of moral discussion.
Berkowitz, M. W., & Gibbs, J. C. (1983) · Merrill-palmer Quarterly · Cited by 259
Postprimary education has little impact on informal reasoning.
Perkins, D. N. (1985) · Journal of Educational Psychology · doi:10.1037/0022-0663.77.5.562 · Cited by 247
The Development of Functional Persuasive Skills in Childhood and Early Adolescence
Clark, R. A., & Delia, J. C. (1976) · Child Development · doi:10.1111/j.1467-8624.1976.tb02281.x · Cited by 213
Klaczynski, P. A. (2000) · Child Development · doi:10.1111/1467-8624.00232 · Cited by 212
Explanation and Evidence in Informal Argument
Brem, S. K., & Rips, L. J. (2000) · Cognitive Science · doi:10.1207/s15516709cog2404_2 · Cited by 202
Learning to reason via instruction in argumentation
Voss, J. F., & Means, M. L. (1991) · Learning and Instruction · doi:10.1016/0959-4752(91)90013-x · Cited by 183
Arguing and Reasoning in Understanding Historical Topics
Pontecorvo, C., & Girardet, H. (1993) · Cognition and Instruction · doi:10.1080/07370008.1993.9649030 · Cited by 181
Dialogue theory for critical thinking
Walton, D. (1989) · Argumentation · doi:10.1007/bf00128147 · Cited by 180
Children's argument writing, interest and self-efficacy: an intervention study
Hidi, S. E., Berndorff, D., & Ainley, M. (2002) · Learning and Instruction · doi:10.1016/s0959-4752(01)00009-3 · Cited by 173
The Structure of Discussions that Promote Reasoning
Chinn, C. A., & Anderson, R. C. (1998) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146819810000205 · Cited by 166
On the Logical Integrity of Children's Arguments
Anderson, R. C., Chinn, C. A., Chang, J. Y., Waggoner, M. A., & Yi, H. (1997) · Cognition and Instruction · doi:10.1207/s1532690xci1502_1 · Cited by 164
Neonatal auditory activation detected by functional magnetic resonance imaging
Anderson, A. W., Marois, R., Colson, E. R., Peterson, B. S., Duncan, C. C., Ehrenkranz, R. A., Schneider, K. C., Gore, J. C., & Ment, L. R. (2001) · Magnetic Resonance Imaging · doi:10.1016/s0730-725x(00)00231-9 · Cited by 160
The Development of Functional Persuasive Skills in Childhood and Early Adolescence
Clark, R. A., & Delia, J. G. (1976) · Child Development · doi:10.2307/1128437 · Cited by 159
Effects of Evidence on Attitudes: Is Polarization the Norm?
Kuhn, D., & Lao, J. R. (1996) · Psychological Science · doi:10.1111/j.1467-9280.1996.tb00340.x · Cited by 149
Self-citationA Microgenetic/Cross-Sectional Study of Matrix Completion: Comparing Short-Term and Long-Term Change
Siegler, R. S., & Svetina, M. (2002) · Child Development · doi:10.1111/1467-8624.00439 · Cited by 146
Judging the Quality of Peer-Led Student Dialogues
Keefer, M. W., Zeitz, C. M., & Resnick, L. Β. (2000) · Cognition and Instruction · doi:10.1207/s1532690xci1801_03 · Cited by 144
The development of discourse strategies in adolescent argumentation
Felton, M. K. (2003) · Cognitive Development · doi:10.1016/j.cogdev.2003.09.001 · Cited by 140
Influence of Oral Discussion on Written Argument
Reznitskaya, A., Anderson, R., McNurlen, B., Nguyen‐Jahiel, K., Archodidou, A., & Kim, S. (2001) · Discourse Processes · doi:10.1207/s15326950dp3202&3_04 · Cited by 132
Masón, L. (1998) · Instructional Science · doi:10.1023/a:1003103213786 · Cited by 110
Argumentation in Psychology: Background Comments
Voss, J. F., & Dyke, J. A. V. (2001) · Routledge eBooks · doi:10.1080/0163853x.2001.9651593 · Cited by 109
Tests Worth Teaching To: Constructing State-Mandated Tests That Emphasize Critical Thinking
Yeh, S. S. (2001) · Educational Researcher · doi:10.3102/0013189x030009012 · Cited by 107
Developing understanding while writing essays in history
Voss, J. F., & Wiley, J. (1997) · International Journal of Educational Research · doi:10.1016/s0883-0355(97)89733-9 · Cited by 106
Introducing talk and writing for conceptual change: a classroom study
Masón, L. (2001) · Learning and Instruction · doi:10.1016/s0959-4752(00)00035-9 · Cited by 97
Analysis of Argumentative Writing at Two Grade Levels
Knudson, R. E. (1992) · The Journal of Educational Research · doi:10.1080/00220671.1992.9944434 · Cited by 86
Discourse and Shared Reasoning || Arguing and Reasoning in Understanding Historical Topics
Girardet, C. P. A. (1993) · Cognition and Instruction · Cited by 84
Rips, L. J. (2002) · Cognitive Science · doi:10.1207/s15516709cog2606_3 · Cited by 75
Fourth and Fifth Graders Representing the Argument Structure in Written Texts
Chambliss, M. J., & Murphy, P. K. (2002) · Discourse Processes · doi:10.1207/s15326950dp3401_4 · Cited by 73
Stein, N. L., & Miller, C. (2019) · Routledge eBooks · doi:10.4324/9781315864341-5 · Cited by 67
"Dwarfs Do Not Shoot": An Analysis of Children's Justifications
Orsolini, M. (1993) · Cognition and Instruction · doi:10.1080/07370008.1993.9649026 · Cited by 60
Why Development Does (and Does Not) Occur: Evidence from the Domain of Inductive Reasoning
Kuhn, D. (2001) · doi:10.4324/9781410600646-19 · Cited by 53
Self-citationCognitive engagement and attitude development
Lao, J. R., & Kuhn, D. (2002) · Cognitive Development · doi:10.1016/s0885-2014(02)00117-x · Cited by 19
Self-citationRips, L. J., Brem, S. K., & Bailenson, J. N. (1999) · Current Directions in Psychological Science · doi:10.1111/1467-8721.00041 · Cited by 16
"Dwarfs Do Not Shoot": An Analysis of Children's Justifications
Orsolini, M. (1993) · Ethics & Behavior · doi:10.1207/s1532690xci1103&4_8 · Cited by 14
Development and Learning - Reconceptualizing the Intersection
(1995) · KARGER eBooks · doi:10.1159/isbn.978-3-318-01617-8 · Cited by 4
Research works printed but not linked: 5
- Anderson, 1998, Literacy for all, 170
- Haith, 1998, Handbook of child psychology: Vol II. Cognition, perception, and language, 199
- Kuhn, 2001, Mechanisms of cognitive development: Neural and behavioral perspectives, 221
- Kuhn, Education for thinking
- Voss, 2001, Argumentation in psychology [Special issue]
Cited by
Sorted by citations
Science Education International
International Council of Associations for Science Education (2019) · Science education international · doi:10.33828/sei · Cited by 1,071
Confirmation Bias: A Ubiquitous Phenomenon in Many Guises
Nickerson, R. S. (1998) · Review of General Psychology · doi:10.1037/1089-2680.2.2.175 · Cited by 7,267
Making sense of argumentation and explanation
Berland, L. K., & Reiser, B. J. (2008) · Science Education · doi:10.1002/sce.20286 · Cited by 780
Argumentation in Science Education: An Overview
Jiménez‐Aleixandre, M. P., & Erduran, S. (2007) · Science & technology education library · doi:10.1007/978-1-4020-6670-2_1 · Cited by 612
McNeill, K. L., Lizotte, D. J., Krajcik, J., & Marx, R. W. (2006) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1502_1 · Cited by 798
Metadata
- 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.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
