MARC details
| 000 -LEADER |
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| fixed length control field |
02457nam a22002417a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221103095304.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
221103b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
MSU |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Asterhan, Christa S. C. |
| Relator term |
author |
| 245 ## - TITLE STATEMENT |
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| Title |
The social dimension of learning through argumentation: Effects of human presence and discourse style |
| Statement of responsibility, etc. |
created by C. S. C , Asterhan, , & Babichenko, M. |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
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| Place of production, publication, distribution, manufacture |
Jerusalem |
| Name of producer, publisher, distributor, manufacturer |
American Psychological Association |
| Date of production, publication, distribution, manufacture, or copyright notice |
2015 |
| 336 ## - CONTENT TYPE |
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| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
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| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
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| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Volume/sequential designation |
Volume , number , |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
In spite of its potential for learning, and in particular knowledge revision, argumentation on science concepts is neither easily elicited nor easily sustained. Students may feel uneasy critiquing and being critiqued, especially on complex science topics. We report on a controlled study that tested the role of 2 potential factors that may either relieve or aggravate some of these concerns: the partner’s argumentative discourse style (disputative or deliberative) and belief in interaction with a human or a computer agent. Learners interacted in scripted, computer-mediated interactions with a confederate on their understanding of a scientific concept they had just studied (i.e., diffusion). They were led to believe they were either interacting with a human peer or with a conversational peer agent. The peer confederate’s verbal behavior was scripted to evoke argumentative discourse, while controlling for exposure to conceptual content and the type of dialogue moves, but differed in argumentative discourse style (disputative or deliberative). Results show that conceptual understanding of participants in the deliberative discourse style condition was higher than that in the disputative condition. Further, even though previous studies have reported that the belief in human interaction benefits learning in consensual interactions, the opposite was found to be true in a setting of disagreement and critique: Belief in interaction with a computer agent resulted in higher conceptual learning gains, compared to belief in interaction with a human peer. Implications for theory as well as instructional design are discussed |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
argumentation |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
conceptual change |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
social presence |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
. https://doi.org/10.1037/edu0000014 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |