The social dimension of learning through argumentation : (Record no. 74876)
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| fixed length control field | 02342nab a22002177a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | PILC |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20221123182145.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 150723s9999 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | MANILA TYTANA COLLEGES LIBRARY |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Asterhan, Christa S. C. |
| 245 10 - TITLE STATEMENT | |
| Title | The social dimension of learning through argumentation : |
| Remainder of title | effects of human presence and discourse style / |
| Statement of responsibility, etc. | Christa S. C. Asterhan, Miriam Babichenko |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | August 2015. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | Journal of Educational Psychology |
| Number of part/section of a work | 107 : 3, page 740-755 |
| 520 ## - SUMMARY, ETC. | |
| 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. |
| 521 ## - TARGET AUDIENCE NOTE | |
| Target audience note | Psychology |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Discourse analysis. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Human presence. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Social presence. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Articles |
| Source of classification or shelving scheme | Library of Congress Classification |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) | |
| Cataloger's initials, CIN (RLIN) | 77716 |
| First Date, FD (RLIN) | 136079 |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Total Checkouts | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Library of Congress Classification | Not For Loan | Manila Tytana Colleges Library | Manila Tytana Colleges Library | REFERENCE SECTION | 01/26/2016 | 01/26/2016 | 01/26/2016 | Articles |