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Reasonableness and Effectiveness in Argumentative DiscourseThe Skill of Identifying Argumentation

Reasonableness and Effectiveness in Argumentative Discourse: The Skill of Identifying Argumentation [This article is a report on empirical research in which two main questions were posed: (1) Can 14-year-old school children in secondary schools recognize argumentation without having received systematic instruction? (2) To what extent is the identification of argumentation an independent skill? The practical relevance of the first question is self-evident. The epistemological relevance of the second question is that it seeks to provide an answer to the question of whether or not the identification of argumentation is based on the traditionally known cognitive intellectual skills “Verbal Comprehension,” “Inductive Reasoning,” et cetera. Otherwise, it must be a separate skill.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Reasonableness and Effectiveness in Argumentative DiscourseThe Skill of Identifying Argumentation

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References (7)

Publisher
Springer International Publishing
Copyright
© Springer International Publishing Switzerland 2015
ISBN
978-3-319-20954-8
Pages
733 –741
DOI
10.1007/978-3-319-20955-5_39
Publisher site
See Chapter on Publisher Site

Abstract

[This article is a report on empirical research in which two main questions were posed: (1) Can 14-year-old school children in secondary schools recognize argumentation without having received systematic instruction? (2) To what extent is the identification of argumentation an independent skill? The practical relevance of the first question is self-evident. The epistemological relevance of the second question is that it seeks to provide an answer to the question of whether or not the identification of argumentation is based on the traditionally known cognitive intellectual skills “Verbal Comprehension,” “Inductive Reasoning,” et cetera. Otherwise, it must be a separate skill.]

Published: Oct 16, 2015

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