Pascal’s wager: tracking an intended reader in the structure of the argument

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Iva SVAČINOVÁ

2016-12-01

Full Text Available Pascal’s wager is the name of an argument in favor of belief in God presented by Blaise Pascal in §233 of Thoughts. Ian Hacking (1972 pointed out that Pascal’s text involves three different versions of the argument. This paper proceeds from this identification, but it concerns an examination of the rhetorical strategy realized by Pascal’s argumentation. The final form of Pascal’s argument is considered as a product that could be established only through a specific process of persuasion led with respect to an intended reader with a particular set of initial beliefs. The text uses insights from the pragma‑dialectical approach to argumentation, especially the concept of rhetorical effectiveness of particular choices from the topical potential. The argumentation structure of Pascal’s wager is considered to be a reflection of the anticipated course of dialogue with the reader critically testing the sustainability of Pascal’s standpoint “You should believe in God”. Based on the argumentation reconstruction of three versions of the argument, Pascal’s idea of opponent/audience is identified. A rhetorical analysis of the effects of his argumentative strategy is proposed. The analysis is based on two perspectives on Pascal’s argument: it examines the strategy implemented consistently by all arguments and the strategy of a formulation of different versions of the wager.

Argument structure and the representation of abstract semantics.

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Javier Rodríguez-Ferreiro

Full Text Available According to the dual coding theory, differences in the ease of retrieval between concrete and abstract words are related to the exclusive dependence of abstract semantics on linguistic information. Argument structure can be considered a measure of the complexity of the linguistic contexts that accompany a verb. If the retrieval of abstract verbs relies more on the linguistic codes they are associated to, we could expect a larger effect of argument structure for the processing of abstract verbs. In this study, sets of length- and frequency-matched verbs including 40 intransitive verbs, 40 transitive verbs taking simple complements, and 40 transitive verbs taking sentential complements were presented in separate lexical and grammatical decision tasks. Half of the verbs were concrete and half were abstract. Similar results were obtained in the two tasks, with significant effects of imageability and transitivity. However, the interaction between these two variables was not significant. These results conflict with hypotheses assuming a stronger reliance of abstract semantics on linguistic codes. In contrast, our data are in line with theories that link the ease of retrieval with availability and robustness of semantic information.

Argument structure and the representation of abstract semantics.

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Rodríguez-Ferreiro, Javier; Andreu, Llorenç; Sanz-Torrent, Mònica

2014-01-01

According to the dual coding theory, differences in the ease of retrieval between concrete and abstract words are related to the exclusive dependence of abstract semantics on linguistic information. Argument structure can be considered a measure of the complexity of the linguistic contexts that accompany a verb. If the retrieval of abstract verbs relies more on the linguistic codes they are associated to, we could expect a larger effect of argument structure for the processing of abstract verbs. In this study, sets of length- and frequency-matched verbs including 40 intransitive verbs, 40 transitive verbs taking simple complements, and 40 transitive verbs taking sentential complements were presented in separate lexical and grammatical decision tasks. Half of the verbs were concrete and half were abstract. Similar results were obtained in the two tasks, with significant effects of imageability and transitivity. However, the interaction between these two variables was not significant. These results conflict with hypotheses assuming a stronger reliance of abstract semantics on linguistic codes. In contrast, our data are in line with theories that link the ease of retrieval with availability and robustness of semantic information.

Verb argument structure in narrative speech: Mining the AphasiaBank

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Dirk B. Den Ouden

2015-04-01

These results show that verb retrieval itself is not limited by argument structure complexity in speakers with aphasia, suggesting that problems with VAS may occur ‘down the line’, i.e. with the use of VAS in sentence production and/or processing.

Understanding ill-structured engineering ethics problems through a collaborative learning and argument visualization approach.

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Hoffmann, Michael; Borenstein, Jason

2014-03-01

As a committee of the National Academy of Engineering recognized, ethics education should foster the ability of students to analyze complex decision situations and ill-structured problems. Building on the NAE's insights, we report about an innovative teaching approach that has two main features: first, it places the emphasis on deliberation and on self-directed, problem-based learning in small groups of students; and second, it focuses on understanding ill-structured problems. The first innovation is motivated by an abundance of scholarly research that supports the value of deliberative learning practices. The second results from a critique of the traditional case-study approach in engineering ethics. A key problem with standard cases is that they are usually described in such a fashion that renders the ethical problem as being too obvious and simplistic. The practitioner, by contrast, may face problems that are ill-structured. In the collaborative learning environment described here, groups of students use interactive and web-based argument visualization software called "AGORA-net: Participate - Deliberate!". The function of the software is to structure communication and problem solving in small groups. Students are confronted with the task of identifying possible stakeholder positions and reconstructing their legitimacy by constructing justifications for these positions in the form of graphically represented argument maps. The argument maps are then presented in class so that these stakeholder positions and their respective justifications become visible and can be brought into a reasoned dialogue. Argument mapping provides an opportunity for students to collaborate in teams and to develop critical thinking and argumentation skills.

Two aspects of relevance in structured argumentation: minimality and paraconsistency

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Grooters, Diana; Prakken, H.

2016-01-01

This paper studies two issues concerning relevance in structured argumentation in the context of the ASPIC+ framework, arising from the combined use of strict and defeasible inference rules. One issue arises if the strict inference rules correspond to classical logic. A longstanding problem is how

Information on Quantifiers and Argument Structure in English Learner's Dictionaries.

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Lee, Thomas Hun-tak

1993-01-01

Lexicographers have been arguing for the inclusion of abstract and complex grammatical information in dictionaries. This paper examines the extent to which information about quantifiers and the argument structure of verbs is encoded in English learner's dictionaries. The Oxford Advanced Learner's Dictionary (1989), the Longman Dictionary of…

Les visées de l’argumentation et leurs corrélats langagiers : une approche discursive The Aims of Argumentation and their Linguistic Correlates: A Discursive Approach

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Raphaël Micheli

2012-10-01

Full Text Available Le présent article a pour objectif de contribuer au débat théorique et méthodologique portant sur la définition qu’il convient d’octroyer à la notion d’« argumentation » et sur les conditions qui président à l’observabilité des processus argumentatifs dans les discours. On tente de montrer comment une approche discursive peut traiter deux problèmes souvent débattus dans le champ des études argumentatives. (1 Peut-on, sur le plan pragmatique, identifier une (ou plusieurs visée(s permettant de saisir ce que l’argumentation, en tant que « fait de discours », a de spécifique par rapport à d’autres faits de discours ? (2 Peut-on corréler les visées identifiées sur le plan pragmatique avec des formes relativement stables qui assurent le caractère « reconnaissable » de l’argumentation dans la matérialité langagière ? C’est ainsi la double question des visées de l’argumentation et de leurs corrélats langagiers qui est au centre du propos : l’enjeu est de formuler une série de propositions méthodologiques, en discutant quelques contributions récentes qui ont marqué l’approche discursive de l’argumentation dans l’espace francophone.This paper aims at contributing to the theoretical and methodological debate bearing on the definition of “argumentation” and the observation of argumentative processes in linguistic data. It shows how a discursiveapproach can deal with two issues that are often discussed in the field of argumentation studies. (1 On a pragmatic level, is it possible to identify one (or several aim(s allowing to understand what is specific to the verbal activity of argumentation, as opposed to other verbal activities? (2 Is it possible to correlate such pragmatic aims with forms, so as to account for argumentation in the materiality of language? The paper thus deals both with the aims of argumentation, and with their linguistic correlates: its objective is to put forward a

Syntactic Priming As a Test of Argument Structure: A Self-paced Reading Experiment

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Isabel Oltra-Massuet

2017-08-01

Full Text Available Using data from a behavioral structural priming experiment, we test two competing theoretical approaches to argument structure, which attribute different configurations to (intransitive structures. These approaches make different claims about the relationship between unergatives and transitive structures selecting either a DP complement or a small clause complement in structurally unambiguous sentences, thus making different predictions about priming relations between them. Using statistical tools that combine a factorial 6 × 6 within subjects ANOVA, a mixed effects ANCOVA and a linear mixed effects regression model, we report syntactic priming effects in comprehension, which suggest a stronger predictive contribution of a model that supports an interpretive semantics view of syntax, whereby syntactic structures do not necessarily reflect argument/event structure in semantically unambiguous configurations. They also contribute novel experimental evidence that correlate representational complexity with language processing in the mind and brain. Our study further upholds the validity of combining quantitative methods and theoretical approaches to linguistics for advancing our knowledge of syntactic phenomena.

Lexical categories and argument structure : a study with reference to Sakha

NARCIS (Netherlands)

Vinokurova, N.

2005-01-01

This dissertation presents a model of lexical category determination based on properties of argument structure. To start with, there are two types of lexicons – functional and conceptual. Members of the conceptual lexicon are category-less roots which encode concepts. For each concept its thematic

Omitted Arguments and Complexity of Predication

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Port, Martin

2010-01-01

This work focuses on the licensing conditions and logical structure of understood-argument constructions, or complement-drop constructions, in English. There are two main types of such arguments: Indefinite Understood Arguments (IUA) and Definite Understood Arguments (DUA). IUA readings occur in such cases in "He ate, He cooked". In such cases,…

The deconstruction of safety arguments through adversarial counter-argument

International Nuclear Information System (INIS)

Armstrong, James M.; Paynter, Stephen E.

2007-01-01

The project Deconstructive Evaluation of Risk In Dependability Arguments and Safety Cases (DERIDASC) has recently experimented with techniques borrowed from literary theory as safety case analysis techniques [Armstrong. Danger: Derrida at work. Interdiscipl Sci Rev 2003;28(2):83-94. ; Armstrong J, Paynter S. Safe systems: construction, destruction, and deconstruction. In: Redmill F, Anderson T, editors. Proceedings of the 11th safety critical systems symposium, Bristol, UK. Berlin: Springer; 2003. p. 62-76. ISBN:1-85233-696-X. ]. This paper introduces our high-level framework for 'deconstructing' safety arguments. Our approach is quite general and should be applicable to different types of safety argumentation framework. As one example, we outline how the approach would work in the context of the Goal Structure Notation (GSN)

Rethinking the Argumentative Essay

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Schneer, David

2014-01-01

This article investigates the construction of the argumentative essay as it is commonly presented in academic writing textbooks and classrooms for English language learners. The author first examines the traditional three-stage structure (thesis-argument-conclusion) and then problematizes it within a genre-based approach to academic writing. He…

How to defeat Wüthrich's abysmal embarrassment argument against space-time structuralism

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F.A. Muller (Archibald)

2011-01-01

textabstractIn his award-winning contribution to the biannual PSA conference at Pittsburgh in 2008, Christian Wüthrich mounted an argument against structuralism about spacetime in the context of the general theory of relativity (GTR), to the effect that structuralists cannot discern space-time

Planning and Revising Written Arguments: The Effects of Two Text Structure-Based Interventions on Persuasiveness of 8th-Grade Students' Essays

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Midgette, Ekaterina; Haria, Priti

2016-01-01

The purpose of the study was to investigate the effects of two comprehensive argumentative writing interventions--Text Structure Instruction (TSI) and Text Structure Revision Instruction (TSRI)--on the eighth-grade students' ability to compose convincing essays that include structural elements of argumentative discourse. Both treatment groups…

Towards an experimental account of argumentation: the case of the slippery slope and the ad hominem arguments

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Marco eLillo-Unglaube

2014-12-01

Full Text Available Argumentation is a crucial component of our lives. Although in the absence of rational debate our legal, political, and scientific systems would not be possible, there is still no integrated area of research on the psychology of argumentation. Furthermore, classical theories of argumentation are normative (i.e. the acceptability of an argument is determined by a set of norms or logical rules, which sometimes creates a dissociation between the theories and people’s behavior. We think the current challenge for psychology is to bring together the cognitive and normative accounts of argumentation. In this Perspective, we exemplify this point by analyzing two cases of argumentative structures experimentally studied in the context of cognitive psychology. Specifically, we focus on the slippery slope argument and the ad hominem argument under the frameworks of Bayesian and pragma-dialectics approaches, respectively. We think employing more descriptive and experimental accounts of argumentation would help Psychology to bring closer the cognitive and normative accounts of argumentation with the final goal of establishing an integrated area of research on the psychology of argumentation.

Toward an experimental account of argumentation: the case of the slippery slope and the ad hominem arguments.

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Lillo-Unglaube, Marco; Canales-Johnson, Andrés; Navarrete, Gorka; Bravo, Claudio Fuentes

2014-01-01

Argumentation is a crucial component of our lives. Although in the absence of rational debate our legal, political, and scientific systems would not be possible, there is still no integrated area of research on the psychology of argumentation. Furthermore, classical theories of argumentation are normative (i.e., the acceptability of an argument is determined by a set of norms or logical rules), which sometimes creates a dissociation between the theories and people's behavior. We think the current challenge for psychology is to bring together the cognitive and normative accounts of argumentation. In this article, we exemplify this point by analyzing two cases of argumentative structures experimentally studied in the context of cognitive psychology. Specifically, we focus on the slippery slope argument and the ad hominem argument under the frameworks of Bayesian and pragma-dialectics approaches, respectively. We think employing more descriptive and experimental accounts of argumentation would help Psychology to bring closer the cognitive and normative accounts of argumentation with the final goal of establishing an integrated area of research on the psychology of argumentation.

Sur quelques espèces du genre Scarabaeus L

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Gillet, Joseph J.E.

1909-01-01

Dans une note insérée aux Annali del Museo Civico di storia naturale di Genova ¹), je rue suis occupé, entre autres choses, de la synonymie de quelques espèces de Scarabaeus; je désire revenir sur ce sujet et y ajouter les remarques que m’a suggérées l’examen du type de S. van der Kelleni LSBG. et

The influence of sense-contingent argument structure frequencies on ambiguity resolution in aphasia.

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Huck, Anneline; Thompson, Robin L; Cruice, Madeline; Marshall, Jane

2017-06-01

Verbs with multiple senses can show varying argument structure frequencies, depending on the underlying sense. When acknowledge is used to mean 'recognise', it takes a direct object (DO), but when it is used to mean 'admit' it prefers a sentence complement (SC). The purpose of this study was to investigate whether people with aphasia (PWA) can exploit such meaning-structure probabilities during the reading of temporarily ambiguous sentences, as demonstrated for neurologically healthy individuals (NHI) in a self-paced reading study (Hare et al., 2003). Eleven people with mild or moderate aphasia and eleven neurologically healthy control participants read sentences while their eyes were tracked. Using adapted materials from the study by Hare et al. target sentences containing an SC structure (e.g. He acknowledged (that) his friends would probably help him a lot) were presented following a context prime that biased either a direct object (DO-bias) or sentence complement (SC-bias) reading of the verbs. Half of the stimuli sentences did not contain that so made the post verbal noun phrase (his friends) structurally ambiguous. Both groups of participants were influenced by structural ambiguity as well as by the context bias, indicating that PWA can, like NHI, use their knowledge of a verb's sense-based argument structure frequency during online sentence reading. However, the individuals with aphasia showed delayed reading patterns and some individual differences in their sensitivity to context and ambiguity cues. These differences compared to the NHI may contribute to difficulties in sentence comprehension in aphasia. Copyright © 2017 Elsevier Ltd. All rights reserved.

Dialogical argumentation in elementary science classrooms

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Kim, Mijung; Roth, Wolff-Michael

2018-02-01

To understand students' argumentation abilities, there have been practices that focus on counting and analyzing argumentation schemes such as claim, evidence, warrant, backing, and rebuttal. This analytic approach does not address the dynamics of epistemic criteria of children's reasoning and decision-making in dialogical situations. The common approach also does not address the practice of argumentation in lower elementary grades (K-3) because these children do not master the structure of argumentation and, therefore, are considered not ready for processing argumentative discourse. There is thus little research focusing on lower elementary school students' argumentation in school science. This study, drawing on the societal-historical approach by L. S. Vygotsky, explored children's argumentation as social relations by investigating the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children. The findings show (a) students' capacity for connecting claim and evidence/responding to the burden of proof and critical move varies and (b) that teachers play a significant role to emphasize the importance of evidence but experience difficulties removing children's favored ideas during the turn taking of argumentative dialogue. The findings on the nature of dialogical reasoning and teacher's role provide further insights about discussions on pedagogical approaches to children's reasoning and argumentation.

PASBio: predicate-argument structures for event extraction in molecular biology

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Wattarujeekrit, Tuangthong; Shah, Parantu K; Collier, Nigel

2004-01-01

Background The exploitation of information extraction (IE), a technology aiming to provide instances of structured representations from free-form text, has been rapidly growing within the molecular biology (MB) research community to keep track of the latest results reported in literature. IE systems have traditionally used shallow syntactic patterns for matching facts in sentences but such approaches appear inadequate to achieve high accuracy in MB event extraction due to complex sentence structure. A consensus in the IE community is emerging on the necessity for exploiting deeper knowledge structures such as through the relations between a verb and its arguments shown by predicate-argument structure (PAS). PAS is of interest as structures typically correspond to events of interest and their participating entities. For this to be realized within IE a key knowledge component is the definition of PAS frames. PAS frames for non-technical domains such as newswire are already being constructed in several projects such as PropBank, VerbNet, and FrameNet. Knowledge from PAS should enable more accurate applications in several areas where sentence understanding is required like machine translation and text summarization. In this article, we explore the need to adapt PAS for the MB domain and specify PAS frames to support IE, as well as outlining the major issues that require consideration in their construction. Results We introduce PASBio by extending a model based on PropBank to the MB domain. The hypothesis we explore is that PAS holds the key for understanding relationships describing the roles of genes and gene products in mediating their biological functions. We chose predicates describing gene expression, molecular interactions and signal transduction events with the aim of covering a number of research areas in MB. Analysis was performed on sentences containing a set of verbal predicates from MEDLINE and full text journals. Results confirm the necessity to analyze

A Structure Analysis of English Argumentative Writings Written by Chinese and Korean EFL Learners

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Zheng, Cui

2013-01-01

This study employed Kamimura and Oi (1996)'s classification of the organizational patterns of the argumentative essay structure: Thesis Statement (TS), Background Information (BI), Reservation (R), Hesitation (H), Rational Appeals (RA), Affective Appeals (AA) and Conclusion (C). 178 essays, 84 written by Chinese EFL learners, 84 written by Korean…

Le CERN va devoir supprimer quelques 600 postes d'ici a 2007

CERN Multimedia

2002-01-01

"Le Laboratoire europeen pour la physique des particules (CERN) qui procede actuellement a la construction du LHC (Large Hadron Collider) , le plus grand accelerateur de particules du monde, va devoir supprimer, comme cela avait ete evoque en juin, quelques 600 postes d'ici a 2007" (1 paragraph).

Risk and Argument: A Risk-based Argumentation Method for Practical Security

NARCIS (Netherlands)

Nunes Leal Franqueira, V.; Tun, Thein Tan; Yu, Yijun; Wieringa, Roelf J.; Nuseibeh, Bashar

When showing that a software system meets certain security requirements, it is often necessary to work with formal and informal descriptions of the system behavior, vulnerabilities, and threats from potential attackers. In earlier work, Haley et al. [1] showed structured argumentation could deal

Argument Strength and the Persuasiveness of Stories

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Schreiner, Constanze; Appel, Markus; Isberner, Maj-Britt; Richter, Tobias

2017-01-01

ABSTRACT Stories are a powerful means to change people’s attitudes and beliefs. The aim of the current work was to shed light on the role of argument strength (argument quality) in narrative persuasion. The present study examined the influence of strong versus weak arguments on attitudes in a low or high narrative context. Moreover, baseline attitudes, interindividual differences in working memory capacity, and recipients’ transportation were examined. Stories with strong arguments were more persuasive than stories with weak arguments. This main effect was qualified by a two-way interaction with baseline attitude, revealing that argument strength had a greater impact on individuals who initially were particularly doubtful toward the story claim. Furthermore, we identified a three-way interaction showing that argument strength mattered most for recipients who were deeply transported into the story world in stories that followed a typical narrative structure. These findings provide an important specification of narrative persuasion theory. PMID:29805322

Universal and Language-Specific Patterns in the Acquisition of Verb Argument Structures in German

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Leischner, Franziska N.; Weissenborn, Jürgen; Naigles, Letitia R.

2016-01-01

The study investigated the influence of universal and language-specific morpho-syntactic properties (i.e., flexible word order, case) on the acquisition of verb argument structures in German compared with English. To this end, 65 three- to nine-year-old German learning children and adults were asked to act out grammatical ("The sheep…

Effet de la salinité sur quelques traits physiologiques et ...

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ﺔﯾزوﻣﺳﻻا تﺎﯾﻣﺣﻣ. -. Atriplex halimus L. Résumé. Le présent travail traite de l'effet de la salinité sur quelques réponses physiologiques et biochimiques d'une espèce, Atriplex halimus L. Des plantules sont soumises à des analyses de la biomasse, du statut énergétique. (teneurs en pigments chlorophylliens), du dosage ...

Les processus spatio-temporels: quelques notions et concepts préalables à leur représentation

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Jean-Paul Cheylan

2007-09-01

Full Text Available Les approches conjointes de l’espace et du temps, notamment en cartographie animée, supposent un ré examen de quelques notions et concepts mobilisés. Trois concepts, vie, mouvement et généalogie, sont proposés et explicités. Les requêtes susceptibles d'être adressées aux bases de données spatio-temporelles sont abordées à l’aide d’une proposition de classification. Sont enfin explorées quelques problèmes, pistes et exemples de représentations animées conjointes du temps et de l’espace, illustrant les principaux concepts abordés.

On argumentation schemes and the natural classification of arguments

NARCIS (Netherlands)

Katzav, J.K.; Reed, C.

2004-01-01

We develop conceptions of arguments and of argument types that will, by serving as the basis for developing a natural classification of arguments, benefit work in artificial intelligence. Focusing only on arguments construed as the semantic entities that are the outcome of processes of reasoning, we

On argumentation schemes and the natural classification of arguments

OpenAIRE

Katzav, K.; Reed, C.

2004-01-01

We develop conceptions of arguments and of argument types that will, by serving as the basis for developing a natural classification of arguments, benefit work in artificial intelligence. Focusing only on arguments construed as the semantic entities that are the outcome of processes of reasoning, we outline and clarify our view that an argument is a proposition that represents a fact as both conveying some other fact and as doing so wholly. Further, we outline our view that, with respect to a...

Problem-Based Learning and Argumentation: Testing a Scaffolding Framework to Support Middle School Students' Creation of Evidence-Based Arguments

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Belland, Brian R.; Glazewski, Krista D.; Richardson, Jennifer C.

2011-01-01

Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments in support of their solution. However, middle school students often struggle developing evidence-based arguments (Krajcik et al., "J Learn Sci" 7:313-350, 1998). Using a mixed method design, the researchers examined the…

Types, typologies, arguments

OpenAIRE

Plantin, Christian

2017-01-01

The concept of arguments schemes is fundamental for argumentation studies; but its implementation is not obvious. The first section of this contribution briefly starts from the concepts of argument scheme, typology of arguments schemes, and the foundational catalogue of 28 topoi from Aristotle's Rhetoric. The application of the "topical method" is first based on the knowledge of typologies of arguments, and then on the precise features defining an argument type. The practical question that re...

The influence of affective and cognitive arguments on message judgement and attitude change: The moderating effects of meta-bases and structural bases.

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Keer, Mario; van den Putte, Bas; Neijens, Peter; de Wit, John

2013-01-01

This study investigated whether the efficacy of affective vs. cognitive persuasive messages was moderated by (1) individuals' subjective assessments of whether their attitudes were based on affect or cognition (i.e. meta-bases) and (2) the degree individuals' attitudes were correlated with affect and cognition (i.e. structural bases). Participants (N = 97) were randomly exposed to a message containing either affective or cognitive arguments discouraging binge drinking. The results demonstrated that meta-bases and not structural bases moderated the influence of argument type on message judgement. Affective (cognitive) messages were judged more positively when individuals' meta-bases were more affective (cognitive). In contrast, structural bases and not meta-bases moderated the influence of argument type on attitude and intention change following exposure to the message. Surprisingly, change was greater among individuals who read a message that mismatched their structural attitude base. Affective messages were more effective as attitudes were more cognition-based, and vice versa. Thus, although individuals prefer messages that match their meta-base, attitude and intention change regarding binge drinking are best established by mismatching their structural base.

Types of arguments in parents-children discussions:: an argumentative analysis

OpenAIRE

Bova, Antonio; Arcidiacono, Francesco

2014-01-01

This study aims to single out the argumentative strategies most frequently used by parents to convince their children to accept their rules and prescriptions at mealtimes. The results of thestudy show that parents mostly put forward arguments based on the quality and quantity of food to persuade their childern to eat. Less frequently, the parents put forward other types of arguments such as the appeal to consistency, the arguments from expert opinion, and the argument from analogy. Whi...

Computer-Supported Argumentative Writer : An authoring tool with built-in scaffolding and self-regulation for novice writers of argumentative texts

OpenAIRE

Benetos, Kalliopi

2006-01-01

Argumentative writing is a valued genre in a range of disciplines and curricula because it requires that writers develop relationships between ideas and build a deep and multifaceted understanding of the topic. Due to the multifaceted demands, and inherent structure and conventions of argumentative writing, it is also among the most difficult to master. The aim of this masters thesis is to create a prototype of an authoring tool that can help novices (13-19 years old) of argumentative essay w...

That’s No Argument! The Dialectic of Non-Argumentation

NARCIS (Netherlands)

Krabbe, Erik C. W.; van Laar, Jan Albert

2015-01-01

What if in discussion the critic refuses to recognize an emotionally expressed (alleged) argument of her interlocutor as an argument, accusing him of having presented no argument at all. In this paper, we shall deal with this reproach, which taken literally amounts to a charge of having committed a

A Textbook Argument: Definitions of Argument in Leading Composition Textbooks

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Knoblauch, A. Abby

2011-01-01

This essay examines the definitions and practices of argument perpetuated by popular composition textbooks, illustrating how even those texts that appear to forward expansive notions of argument ultimately limit it to an intent to persuade. In doing so, they help perpetuate constricted practices of argument within undergraduate composition…

Semiotic and Theoretic Control in Argumentation and Proof Activities

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Arzarello, Ferdinando; Sabena, Cristina

2011-01-01

We present a model to analyze the students' activities of argumentation and proof in the graphical context of Elementary Calculus. The theoretical background is provided by the integration of Toulmin's structural description of arguments, Peirce's notions of sign, diagrammatic reasoning and abduction, and Habermas' model for rational behavior.…

Logically Incorrect Arguments

Czech Academy of Sciences Publication Activity Database

Svoboda, Vladimír; Peregrin, Jaroslav

2016-01-01

Roč. 30, č. 3 (2016), s. 263-287 ISSN 0920-427X R&D Projects: GA ČR(CZ) GA13-21076S Institutional support: RVO:67985955 Keywords : argumentation * logical form * incorrect argument * correct arguments Subject RIV: AA - Philosophy ; Religion Impact factor: 0.689, year: 2016

Tracing the Rationale Behind UML Model Change Through Argumentation

Science.gov (United States)

Jureta, Ivan J.; Faulkner, Stéphane

Neglecting traceability—i.e., the ability to describe and follow the life of a requirement—is known to entail misunderstanding and miscommunication, leading to the engineering of poor quality systems. Following the simple principles that (a) changes to UML model instances ought be justified to the stakeholders, (b) justification should proceed in a structured manner to ensure rigor in discussions, critique, and revisions of model instances, and (c) the concept of argument instantiated in a justification process ought to be well defined and understood, the present paper introduces the UML Traceability through Argumentation Method (UML-TAM) to enable the traceability of design rationale in UML while allowing the appropriateness of model changes to be checked by analysis of the structure of the arguments provided to justify such changes.

Argument Complexity: Teaching Undergraduates to Make Better Arguments

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Kelly, Matthew A.; West, Robert L.

2017-01-01

The task of turning undergrads into academics requires teaching them to reason about the world in a more complex way. We present the Argument Complexity Scale, a tool for analysing the complexity of argumentation, based on the Integrative Complexity and Conceptual Complexity Scales from, respectively, political psychology and personality theory.…

Locative-Related Roles and the Argument-Adjunct Distinction in Balinese

Directory of Open Access Journals (Sweden)

I Wayan Arka

2014-01-01

Full Text Available This paper uses the realisation of locative-related roles in Balinese to show that there is no clear-cut distinction between arguments and adjuncts, supporting the gradient nature of grammatical functions (cf. Croft 2001; Langacker 1987; Aarts 2007. It argues that argumenthood is not wholly a property of a lexical head predicate and that a purely lexically based projectionist approach to syntactic argument structures cannot be maintained. It also explores the effect that the interplay between relevant properties of locatives has on their recruitability as arguments, and a novel argument-index analysis is proposed as a means to distinguish adjuncts from arguments. The analysis makes use of both general and language-specific morphosyntactic and morphosemantic tests. Investigation of locative-related roles reveals that certain properties determine their status in the argument-adjunct continuum: thematic, individuated and animate locatives are more argument-like than non-thematic, inanimate and general deictic locatives (in line with Kittila 2007, 2008; Peterson 2007. Interplay between these properties is shown to affect argument recruitment in Balinese, based on the value of the argument index for a given locative-related role. More generally, there also is evidence that languages vary in whether they allow true adjuncts to be recruited as arguments at all.

Examining Elementary Students' Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry

Science.gov (United States)

Chen, Ying-Chih; Hand, Brian; Park, Soonhye

2016-05-01

Argumentation, and the production of scientific arguments are critical elements of inquiry that are necessary for helping students become scientifically literate through engaging them in constructing and critiquing ideas. This case study employed a mixed methods research design to examine the development in 5th grade students' practices of oral and written argumentation from one unit to another over 16 weeks utilizing the science writing heuristic approach. Data sources included five rounds of whole-class discussion focused on group presentations of arguments that occurred over eleven class periods; students' group writings; interviews with six target students and the teacher; and the researcher's field notes. The results revealed five salient trends in students' development of oral and written argumentative practices over time: (1) Students came to use more critique components as they participated in more rounds of whole-class discussion focused on group presentations of arguments; (2) by challenging each other's arguments, students came to focus on the coherence of the argument and the quality of evidence; (3) students came to use evidence to defend, support, and reject arguments; (4) the quality of students' writing continuously improved over time; and (5) students connected oral argument skills to written argument skills as they had opportunities to revise their writing after debating and developed awareness of the usefulness of critique from peers. Given the development in oral argumentative practices and the quality of written arguments over time, this study indicates that students' development of oral and written argumentative practices is positively related to each other. This study suggests that argumentative practices should be framed through both a social and epistemic understanding of argument-utilizing talk and writing as vehicles to create norms of these complex practices.

Effets de l'amprolin-300 Ws sur quelques paramètres de croissance ...

African Journals Online (AJOL)

SARAH

31 juil. 2014 ... RESUME. Objectif : L'objectif de la présente étude a été de rechercher les effets de l'Amprolin-300, un anticoccidien largement utilisé en médecine vétérinaire, sur quelques paramètres de croissance et de reproduction chez le lapin mâle de race locale. Méthodologie et résultats : Vingt-quatre (24) lapins ...

The Ethics of Argumentation

Directory of Open Access Journals (Sweden)

Vasco Correia

2012-06-01

Full Text Available Normative theories of argumentation tend to assume that logical and dialectical rules suffice to ensure the rationality of argumentative discourse. Yet, in everyday debates people use arguments that seem valid in light of such rules but nonetheless biased and tendentious. This article seeks to show that the rationality of argumentation can only be fully promoted if we take into account its ethical dimension. To substantiate this claim, I review some of the empirical evidence indicating that people’s inferential reasoning is systematically affected by a variety of biases and heuristics. Insofar as these cognitive illusions are typically unintentional, it appears that arguers may be biased despite their well-intended efforts to follow the rules of critical argumentation. Nevertheless, I argue that people remain responsible for the rationality of their arguments, given that there are a number of measures that they can (and ought to take to avoid such distortions. I highlight the importance of argumentational virtues and critical thinking to rational debates, and describe a set of indirect strategies of “argumentative self-control”.

Swiss residents' arguments for and against a career in medicine.

Science.gov (United States)

Buddeberg-Fischer, Barbara; Dietz, Claudia; Klaghofer, Richard; Buddeberg, Claus

2006-08-14

In some Western countries, the medical profession is continuously losing prestige, doctors are claiming of high demands, low rewards, and difficult structural working conditions. This study aimed to investigate the arguments given by Swiss residents for and against a career in medicine. As part of a prospective cohort study of Swiss medical school graduates on career development, 567 fourth-year residents were asked to answer the free-response item of what arguments there still were in favour of or against a career in medicine. They also indicated whether they would choose the medical profession all over again (yes/no). The statements were transcribed, content categories inductively formulated, and their descriptions written down in a code manual. Arguments were encoded according to the code manual and assigned to eight content categories (Mayring's content analysis). Frequency distributions were given for categories and tested with Chi2-tests for differences in gender, speciality fields, and whether or not the respondent would again choose a career in medicine. The 567 participants made 1,640 statements in favour of and 1,703 statements against a career in medicine. The content analysis of the residents' answers yielded eight categories with arguments both for and against a career in medicine. Of all "statements for" responses, 70% fell into the two top-ranking categories of Personal experiences in day-to-day working life (41.2%) and Interpersonal experiences in professional relationships (28.8%). The top-ranking category of the "statements against" arguments was General work-related structural conditions (32%), followed by Social prestige and health-policy aspects (21%). Main arguments in favour of a career in medicine were interdisciplinary challenge, combination of basic sciences and interpersonal concerns, helping suffering people, guarantee of a secure job; arguments against comprised high workload, time pressure, emotional stress, poorly structured

Swiss residents' arguments for and against a career in medicine

Science.gov (United States)

Buddeberg-Fischer, Barbara; Dietz, Claudia; Klaghofer, Richard; Buddeberg, Claus

2006-01-01

Background In some Western countries, the medical profession is continuously losing prestige, doctors are claiming of high demands, low rewards, and difficult structural working conditions. This study aimed to investigate the arguments given by Swiss residents for and against a career in medicine. Methods As part of a prospective cohort study of Swiss medical school graduates on career development, 567 fourth-year residents were asked to answer the free-response item of what arguments there still were in favour of or against a career in medicine. They also indicated whether they would choose the medical profession all over again (yes/no). The statements were transcribed, content categories inductively formulated, and their descriptions written down in a code manual. Arguments were encoded according to the code manual and assigned to eight content categories (Mayring's content analysis). Frequency distributions were given for categories and tested with Chi2-tests for differences in gender, speciality fields, and whether or not the respondent would again choose a career in medicine. Results The 567 participants made 1,640 statements in favour of and 1,703 statements against a career in medicine. The content analysis of the residents' answers yielded eight categories with arguments both for and against a career in medicine. Of all "statements for" responses, 70% fell into the two top-ranking categories of Personal experiences in day-to-day working life (41.2%) and Interpersonal experiences in professional relationships (28.8%). The top-ranking category of the "statements against" arguments was General work-related structural conditions (32%), followed by Social prestige and health-policy aspects (21%). Main arguments in favour of a career in medicine were interdisciplinary challenge, combination of basic sciences and interpersonal concerns, helping suffering people, guarantee of a secure job; arguments against comprised high workload, time pressure, emotional stress

A Robust Geometric Model for Argument Classification

Science.gov (United States)

Giannone, Cristina; Croce, Danilo; Basili, Roberto; de Cao, Diego

Argument classification is the task of assigning semantic roles to syntactic structures in natural language sentences. Supervised learning techniques for frame semantics have been recently shown to benefit from rich sets of syntactic features. However argument classification is also highly dependent on the semantics of the involved lexicals. Empirical studies have shown that domain dependence of lexical information causes large performance drops in outside domain tests. In this paper a distributional approach is proposed to improve the robustness of the learning model against out-of-domain lexical phenomena.

Argumentation Schema and the Myside Bias in Written Argumentation

Science.gov (United States)

Wolfe, Christopher R.; Britt, M. Anne; Butler, Jodie A.

2009-01-01

This article describes a cognitive argumentation schema for written arguments and presents three empirical studies on the "myside" bias--the tendency to ignore or exclude evidence against one's position. Study 1 examined the consequences of conceding, rebutting, and denying other-side information. Rebuttal led to higher ratings of…

Argument Construction in Understanding Noncovalent Interactions: A Comparison of Two Argumentation Frameworks

Science.gov (United States)

Cooper, A. Kat; Oliver-Hoyo, M. T.

2016-01-01

Argument construction is a valuable ability for explaining scientific phenomena and introducing argumentation skills as part of a curriculum can greatly enhance student understanding by promoting self-reflection on the topic under investigation. This article aims to use argument construction as a technique to support an activity designed to…

Using the Cognitive Apprenticeship Web-Based Argumentation System to Improve Argumentation Instruction

Science.gov (United States)

Tsai, Chun-Yen; Jack, Brady Michael; Huang, Tai-Chu; Yang, Jin-Tan

2012-01-01

This study investigated how the instruction of argumentation skills could be promoted by using an online argumentation system. This system entitled "Cognitive Apprenticeship Web-based Argumentation" (CAWA) system was based on cognitive apprenticeship model. One hundred eighty-nine fifth grade students took part in this study. A quasi-experimental…

Three Arguments for Lotteries

OpenAIRE

STONE, PETER

2010-01-01

PUBLISHED Philosophers and social scientists have offered a variety of arguments for making certain types of decisions by lot. This paper examines three such arguments. These arguments identify indeterminacy, fairness and incentive effects as the major reasons for using lotteries to make decisions. These arguments are central to Jon Elster?s study of lottery use, Solomonic judgments (1989), and so the paper focuses upon their treatment in this work. Upon closer examination, all three argum...

A Reinforcement Learning Approach to Improve the Argument Selection Effectiveness in Argumentation-based Negotiation

OpenAIRE

Amandi, Analia Adriana; Monteserin, Ariel José

2016-01-01

Argument selection is considered the essence of the strategy in argumentation-based negotiation. An agent, which is arguing during a negotiation, must decide what arguments are the best to persuade the opponent. In fact, in each negotiation step, the agent must select an argument from a set of candidate arguments by applying some selection policy. Following this policy, the agent observes some factors of the negotiation context, for instance: trust in the opponent and expected utility of the...

The Ethics of Argumentation

OpenAIRE

Vasco Correia

2012-01-01

Normative theories of argumentation tend to assume that logical and dialectical rules suffice to ensure the rationality of argumentative discourse. Yet, in everyday debates people use arguments that seem valid in light of such rules but nonetheless biased and tendentious. This article seeks to show that the rationality of argumentation can only be fully promoted if we take into account its ethical dimension. To substantiate this claim, I review some of the empirical evidence indicating that p...

Argumentation in undergraduate chemistry laboratories

Science.gov (United States)

Walker, Joi Phelps

To address the need for reform in undergraduate science education a new instructional model called Argument-Driven Inquiry (ADI) was developed and then implemented in a undergraduate chemistry course at a community college in the southeastern United States (Sampson, Walker, & Grooms, 2009; Walker, Sampson, & Zimmerman, in press). The ADI instructional model is designed to give a more central place to argumentation and the role of argument in the social construction of scientific knowledge. This research investigated the growth in the quality of the student generated arguments and the scientific argumentation that took place over the course of a semester. Students enrolled in two sections of General Chemistry I laboratory at the community college participated in this study. The students worked in collaborative groups of three or four. The students were given a variation of the same performance task three times during the semester in order to measure individual ability to use evidence and justify their choice of evidence with appropriate rationale. Five ADI investigations took place during the semester and the laboratory reports for each were collected from each student and the argument section of each report was scored. All the student groups were video recorded five times during the semester as they generated and evaluated arguments and the quality of the group argumentation was assessed using an instrument called the Assessment of Scientific Argumentation in the Classroom (ASAC) observation protocol. As time was the independent variable in this study a repeated measure ANOVA was used to evaluate the significance of student improvement in each area (argumentation, written argument and performance task) over the course of the semester (Trochim, 1999). In addition, a multiple regression analysis was conducted to evaluate how well the ASAC scores predicted individual scores on both the performance task and the written arguments (Green & Salkind, 2005). There was

Argumentativeness and Resistance to Persuasion.

Science.gov (United States)

Levine, Timothy R.; Badger, Eugenia E.

1993-01-01

Examines college students' level of argumentativeness in relation to persuasion. Finds that highly argumentative individuals experienced more attitude change than their less argumentative counterparts. Shows that topic had no effect upon attitude change and that topic did not interact with argumentativeness. (SR)

Constructing a Validity Argument for the Objective Structured Assessment of Technical Skills (OSATS): A Systematic Review of Validity Evidence

Science.gov (United States)

Hatala, Rose; Cook, David A.; Brydges, Ryan; Hawkins, Richard

2015-01-01

In order to construct and evaluate the validity argument for the Objective Structured Assessment of Technical Skills (OSATS), based on Kane's framework, we conducted a systematic review. We searched MEDLINE, EMBASE, CINAHL, PsycINFO, ERIC, Web of Science, Scopus, and selected reference lists through February 2013. Working in duplicate, we selected…

Swiss residents' arguments for and against a career in medicine

Directory of Open Access Journals (Sweden)

Klaghofer Richard

2006-08-01

Full Text Available Abstract Background In some Western countries, the medical profession is continuously losing prestige, doctors are claiming of high demands, low rewards, and difficult structural working conditions. This study aimed to investigate the arguments given by Swiss residents for and against a career in medicine. Methods As part of a prospective cohort study of Swiss medical school graduates on career development, 567 fourth-year residents were asked to answer the free-response item of what arguments there still were in favour of or against a career in medicine. They also indicated whether they would choose the medical profession all over again (yes/no. The statements were transcribed, content categories inductively formulated, and their descriptions written down in a code manual. Arguments were encoded according to the code manual and assigned to eight content categories (Mayring's content analysis. Frequency distributions were given for categories and tested with Chi2-tests for differences in gender, speciality fields, and whether or not the respondent would again choose a career in medicine. Results The 567 participants made 1,640 statements in favour of and 1,703 statements against a career in medicine. The content analysis of the residents' answers yielded eight categories with arguments both for and against a career in medicine. Of all "statements for" responses, 70% fell into the two top-ranking categories of Personal experiences in day-to-day working life (41.2% and Interpersonal experiences in professional relationships (28.8%. The top-ranking category of the "statements against" arguments was General work-related structural conditions (32%, followed by Social prestige and health-policy aspects (21%. Main arguments in favour of a career in medicine were interdisciplinary challenge, combination of basic sciences and interpersonal concerns, helping suffering people, guarantee of a secure job; arguments against comprised high workload, time

Argumentation Theory. [A Selected Annotated Bibliography].

Science.gov (United States)

Benoit, William L.

Materials dealing with aspects of argumentation theory are cited in this annotated bibliography. The 50 citations are organized by topic as follows: (1) argumentation; (2) the nature of argument; (3) traditional perspectives on argument; (4) argument diagrams; (5) Chaim Perelman's theory of rhetoric; (6) the evaluation of argument; (7) argument…

Justification and Persuasion about Cloning: Arguments in Hwang's Paper and Journalistic Reported Versions

Science.gov (United States)

Jiménez-Aleixandre, María Pilar; Federico-Agraso, Marta

2009-05-01

We examine the argumentative structure of Hwang et al.’s (2004) paper about human somatic cell nuclear transfer (SCNT, or ‘therapeutic cloning’), contrasted with four Journalistic Reported Versions (JRV) of it, and with students’ summaries of one JRV. As the evaluation of evidence is one of the critical features of argumentation (Jiménez-Aleixandre 2008), the analysis focuses on the use of evidence, drawing from instruments to analyze written argumentation (Kelly et al. 2008) and from studies about the structure of empirical research reports (Swales 2001). The objectives are: 1) To examine the use of evidence and the argumentative structure of Hwang et al.’s Science, 303: 1669-1674 (2004) original paper in terms of the criteria: a) pertinence of the evidence presented to the claims; b) sufficiency of the evidence for the purpose of supporting the claims; and c) coordination of the evidence across epistemic levels. 2) To explore how the structure of Hwang’s paper translates into the JRV and into university students’ perceptions about the evidence supporting the claims. The argumentative structure of Hwang’s paper is such that its apparently ostensible main claim about NT constitutes a justification for a second claim about its therapeutic applications, for which no evidence is offered. However, this second claim receives prominent treatment in the JRV and in the students’ summaries. Implications for promoting critical reading in the classroom are discussed.

Rich preference-based argumentation frameworks

OpenAIRE

Amgoud , Leila; Vesic , Srdjan

2014-01-01

International audience; An argumentation framework is seen as a directed graph whose nodes are arguments and arcs are attacks between the arguments. Acceptable sets of arguments, called extensions, are computed using a semantics. Existing semantics are solely based on the attacks and do not take into account other important criteria like the intrinsic strengths of arguments. The contribution of this paper is three fold. First, we study how preferences issued from differences in strengths of a...

Argumentation and Game Theory

Science.gov (United States)

Rahwan, Iyad; Larson, Kate

In a large class of multi-agent systems, agents are self-interested in the sense that each agent is interested only in furthering its individual goals, which may or may not coincide with others’ goals. When such agents engage in argument, they would be expected to argue strategically in such a way that makes it more likely for their argumentative goals to be achieved. What we mean by arguing strategically is that instead of making arbitrary arguments, an agent would carefully choose its argumentative moves in order to further its own objectives.

Den gode argumentations anatomi

DEFF Research Database (Denmark)

Kock, Christian Erik J

2013-01-01

God argumentation har tre dimensioner: Den er faktuelt retvisende, den er relevant, og den er vægtig. Desværre slipper politikerne ofte af sted med mangelfuld argumentation fordi de forklæder den godt. Derfor får du her de vigtigste redskaber til at spotte uskikkene i politisk argumentation...

Using Computer-Assisted Argumentation Mapping to develop effective argumentation skills in high school advanced placement physics

Science.gov (United States)

Heglund, Brian

Educators recognize the importance of reasoning ability for development of critical thinking skills, conceptual change, metacognition, and participation in 21st century society. There is a recognized need for students to improve their skills of argumentation, however, argumentation is not explicitly taught outside logic and philosophy---subjects that are not part of the K-12 curriculum. One potential way of supporting the development of argumentation skills in the K-12 context is through incorporating Computer-Assisted Argument Mapping to evaluate arguments. This quasi-experimental study tested the effects of such argument mapping software and was informed by the following two research questions: 1. To what extent does the collaborative use of Computer-Assisted Argumentation Mapping to evaluate competing theories influence the critical thinking skill of argument evaluation, metacognitive awareness, and conceptual knowledge acquisition in high school Advanced Placement physics, compared to the more traditional method of text tables that does not employ Computer-Assisted Argumentation Mapping? 2. What are the student perceptions of the pros and cons of argument evaluation in the high school Advanced Placement physics environment? This study examined changes in critical thinking skills, including argumentation evaluation skills, as well as metacognitive awareness and conceptual knowledge, in two groups: a treatment group using Computer-Assisted Argumentation Mapping to evaluate physics arguments, and a comparison group using text tables to evaluate physics arguments. Quantitative and qualitative methods for collecting and analyzing data were used to answer the research questions. Quantitative data indicated no significant difference between the experimental groups, and qualitative data suggested students perceived pros and cons of argument evaluation in the high school Advanced Placement physics environment, such as self-reported sense of improvement in argument

Defining Rhetorical Argumentation

DEFF Research Database (Denmark)

Kock, Christian Erik J

2013-01-01

This article argues for a definition of rhetorical argumentation based on the theme of the argumentation, i.e., the issue in dispute - rather than its aim (e.g., to ‘win’) or its means (e.g., emotional appeals). The principal thinkers in the rhetorical tradition, from Aristotle onwards, saw...... rhetoric as practical reasoning, i.e., reasoning on proposals for action or choice, not on propositions that may be either true or false. Citing several contemporary philosophers, the article argues that such a definition acquits rhetorical argumentation of any culpable unconcern with truth and explains...

[Evaluation of arguments in research reports].

Science.gov (United States)

Botes, A

1999-06-01

Some authors on research methodology are of opinion that research reports are based on the logic of reasoning and that such reports communicate with the reader by presenting logical, coherent arguments (Böhme, 1975:206; Mouton, 1996:69). This view implies that researchers draw specific conclusions and that such conclusions are justified by way of reasoning (Doppelt, 1998:105; Giere, 1984:26; Harre, 1965:11; Leherer & Wagner, 1983 & Pitt, 1988:7). The structure of a research report thus consists mainly of conclusions and reasons for such conclusions (Booth, Colomb & Williams, 1995:97). From this it appears that justification by means of reasoning is a standard procedure in research and research reports. Despite the fact that the logic of research is based on reasoning, that the justification of research findings by way of reasoning appears to be standard procedure and that the structure of a research report comprises arguments, the evaluation or assessment of research, as described in most textbooks on research methodology (Burns & Grove, 1993:647; Creswell, 1994:193; LoBiondo-Wood & Haber, 1994:441/481) does not focus on the arguments of research. The evaluation criteria for research reports which are set in these textbooks are related to the way in which the research process is carried out and focus on the measures for internal, external, theoretical, measurement and inferential validity. This means that criteria for the evaluation of research are comprehensive and they should be very specific in respect of each type of research (for example quantitative or qualitative). When the evaluation of research reports is focused on arguments and logic, there could probably be one set of universal standards against which all types of human science research reports can be assessed. Such a universal set of standards could possibly simplify the evaluation of research reports in the human sciences since they can be used to assess all the critical aspects of research reports

Pre-Service Physics Teachers' Argumentation in a Model Rocketry Physics Experience

Science.gov (United States)

Gürel, Cem; Süzük, Erol

2017-01-01

This study investigates the quality of argumentation developed by a group of pre-service physics teachers' (PSPT) as an indicator of subject matter knowledge on model rocketry physics. The structure of arguments and scientific credibility model was used as a design framework in the study. The inquiry of model rocketry physics was employed in…

Graduate Courses in Argumentation Theory.

Science.gov (United States)

Benoit, William L.; Follert, Vincent F.

1986-01-01

Reports results of a survey of graduate courses in argumentation theory. Includes data on types of courses, theorists, historical and basic concepts in argument, everyday argument, resources (books and articles), etc. (PD)

Quelques espèces nouvelles d’hispides de Sumatra appartenant au Musée de Leyde

NARCIS (Netherlands)

Gestro, R.

1897-01-01

Sur le point d’entreprendre l’étude des Hispides recueillies à Sumatra par M. le Doct. E. Modigliani, j’ai demandé à M. Ritsema, le savant conservateur de la collection d’insectes du Musée de Leyde, la communication de quelques espèces dans le but de faciliter mon travail. Mon aimable collègue a

Argumentative activities in physics textbooks of the PNLD 2015: the stimulus still scarce

Directory of Open Access Journals (Sweden)

André Henrique Silva Souza

2016-12-01

Full Text Available Research in science education has pointed that argumentation is a necessary practice for the students’ active processes of learning. The official documents signal to the need of introducing support in the classroom for the development of argumentation. Since the science and physics textbooks have been used by teachers as a curriculum conductor in their classes, we consider that the physics textbooks can (and must present methods and means for promoting and support argumentation in the classroom. In align with these assumptions, this study aims to analyze if argumentation processes are stimulated and evocated by activities of each analyzed textbook. We analyzed 7 of the 14 collections of the PNLD (2015 for the case of physics textbooks. Our analyses are based on three criteria: the structure of the proposed activity (well or ill-structured and the markers “contrapositions of ideas” and “reciprocal justifications” The purpose of the analysis is to show if these criteria are evocated or used in the physics textbooks activities. The results show that the analyzed books present, partially, support for the argumentative processes.

First Steps Towards the Automatic Construction of Argument-Diagrams from Real Discussions

NARCIS (Netherlands)

Verbree, Daan; Rienks, R.J.; Heylen, Dirk K.J.; Dunne, P.; Bench-Capon, T.J.E.

This paper presents our efforts to create argument structures from meeting transcripts automatically. We show that unit labels of argument diagrams can be learnt and predicted by a computer with an accuracy of 78,52% and 51,43% on an unbalanced and balanced set respectively. We used a corpus of over

Modelling Imprecise Arguments in Description Logic

Directory of Open Access Journals (Sweden)

LETIA, I. A.

2009-10-01

Full Text Available Real arguments are a mixture of fuzzy linguistic variables and ontological knowledge. This paper focuses on modelling imprecise arguments in order to obtain a better interleaving of human and software agents argumentation, which might be proved useful for extending the number of real life argumentative-based applications. We propose Fuzzy Description Logic as the adequate technical instrumentation for filling the gap between human arguments and software agents arguments. A proof of concept scenario has been tested with the fuzzyDL reasoner.

Argumentative processes on a opinion article of the Portuguese Language Olympics

Directory of Open Access Journals (Sweden)

Gilton Sampaio de Souza

2017-09-01

Full Text Available This study aims to analyze the different types of arguments, considering them central parts of argumentative processes, in opinion articles of the Portuguese Language Olympiad written on the topic “Where I live.” To analyze the arguments in the selected articles we adopted the assumptions of the New Rhetoric (PERELMAN; OLBRECHTS-TYTECA, 2005, associated with the studies of Bakhtin (2003, 2010 and of Souza (2003, 2008, 2009, among others. We selected five articles awarded in different competitions (2008, 2010, 2012, which are in public domain, available on the official site of the Olympics. Most of the articles have their theses made by the arguments that support the actual structure, highlighting the relations of cause/effect and fact/consequence. Based on the established connection between the facts, speakers/ writers seek to understand these relationships and at the same time, explain and justify arguments and controversies involving issues related to their experience in the community.

The great slippery-slope argument.

OpenAIRE

Burgess, J A

1993-01-01

Whenever some form of beneficent killing--for example, voluntary euthanasia--is advocated, the proposal is greeted with a flood of slippery-slope arguments warning of the dangers of a Nazi-style slide into genocide. This paper is an attempt systematically to evaluate arguments of this kind. Although there are slippery-slope arguments that are sound and convincing, typical formulations of the Nazi-invoking argument are found to be seriously deficient both in logical rigour and in the social hi...

Characteristics of Effective Argumentation.

Science.gov (United States)

Frana, Adrian W.

1989-01-01

Examines how the 1988 Presidential Debates provide a resource for effective instruction in public argument. Provides several examples of effective (and ineffective) argumentative speaking taken from the debates. (MM)

Environmental Argumentation as Sociocultural Activity

Science.gov (United States)

Oliveira, Alandeom W.; Akerson, Valarie L.; Oldfield, Martha

2012-01-01

While environmental argumentation has recently received much attention from science educators, little consideration has been given to how personal identities and social relationships can either support or constrain student argumentation. This study attends to this issue by examining environmental argumentation as a sociocultural activity (how…

The Effect of Task Instructions on Students' Use of Repetition in Argumentative Discourse

Science.gov (United States)

Gilabert, Sandra; Garcia-Mila, Merce; Felton, Mark K.

2013-11-01

The reasoning belief of argumentum ad nauseam assumes that when someone repeats something often enough, he or she becomes more convincing. The present paper analyses the use of this strategy by seventh-grade students in an argumentation task. Sixty-five students (mean age: 12.2, SD = 0.4) from a public school in a mid-sized urban environment took part in the study. The students were asked to either argue to convince an opposing partner or argue to reach consensus with an opposing partner on three dilemmas that dealt with energy sources. Data were gathered according to a between-groups design that included one independent variable (argumentative goal: to convince vs. to reach consensus) and one dependent variable (the degree of argumentative repetitions). We predicted that in the condition to convince their partner, the students would use the repetition strategy more often in their attempts to be persuasive. Our findings show that the mean number of argumentative repetitions was significantly higher for the persuasion group for both of the most frequent argumentative structures (claim and claim data). The mean percentage of repeated claims for the persuasion condition was 86.2 vs. 69.0 for the consensus condition. For the claim data, the mean percentage for the persuasion group was 35.2 vs. 24.3 for the consensus group. Also, students in the persuasion group tended to repeat one idea many times rather than repeating many ideas a few times within the same argumentative structure. The results of our study support the hypothesis that the goal of the argumentative task mediates argumentative discourse and, more concretely, the rate of repetitions and the conceptual diversity of the statements. These differences in rates of repetition and conceptual diversity are related to the amount of learning produced by the instructional goal. We apply Mercer's idea that not all classroom argumentation tasks promote learning equally.

Arguments that take Counterconsiderations into Account

Directory of Open Access Journals (Sweden)

Jan Albert van Laar

2014-09-01

Full Text Available This paper examines arguments that take counter- considerations into account, and it does so from a dialogical point of view. According to my account, a counterconsideration is part of a critical reaction from a real or imagined opponent, and an arguer may take it into account in his argument in at least six fully responsive ways. Conductive arguments (or: pro and con arguments, balance of con-siderations arguments will be characterized as one of these types. In this manner, the paper aims to show how conducive, and related kinds of argument can be understood dialogically.

Social argumentation in online synchronous communication

Science.gov (United States)

Angiono, Ivan

In education, argumentation has an increasing importance because it can be used to foster learning in various fields including philosophy, history, sciences, and mathematics. Argumentation is also at the heart of scientific inquiry. Many educational technology researchers have been interested in finding out how technologies can be employed to improve students' learning of argumentation. Therefore, many computer-based tools or argumentation systems have been developed to assist students in their acquisition of argumentation skills. While the argumentation systems incorporating online debating tools present a good resource in formal settings, there is limited research revealing what argumentative skills students are portraying in informal online settings without the presence of a moderator. This dissertation investigates the nature of argumentative practices in a massively multiplayer online game where the system successfully incorporates the authentic use of online synchronous communication tools and the patterns that emerge from the interplay between a number of contextual variables including synchronicity, interest, authenticity, and topical knowledge.

Argumentative Men: Expectations of Success.

Science.gov (United States)

Schullery, Nancy M.

1999-01-01

Considers how argumentativeness is linked with several managerial qualities, such as group leadership, better decision-making, and enhanced credibility. Surveys nearly 300 full-time employed men. Shows that men at all levels exhibit the full range of argumentativeness. Finds the mean argumentativeness of supervisors at all levels is significantly…

The great slippery-slope argument.

Science.gov (United States)

Burgess, J A

1993-09-01

Whenever some form of beneficent killing--for example, voluntary euthanasia--is advocated, the proposal is greeted with a flood of slippery-slope arguments warning of the dangers of a Nazi-style slide into genocide. This paper is an attempt systematically to evaluate arguments of this kind. Although there are slippery-slope arguments that are sound and convincing, typical formulations of the Nazi-invoking argument are found to be seriously deficient both in logical rigour and in the social history and psychology required as a scholarly underpinning. As an antidote, an attempt is made both to identify some of the likely causes of genocide and to isolate some of the more modest but legitimate fears that lie behind slippery-slope arguments of this kind.

Argument z důsledku a jeho varianty (Argument from Consequences and its variants

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Martina Juříková

2016-03-01

Full Text Available The article examines the use and evaluation of the argument from consequences, its historical origins since Aristotle through Blaise Pascal, David Hume until the inclusion of this argument into the textbooks of modern logic. The article also recapitulates current evaluation of this argument by Douglas Walton and along with Walton presents its two variants and criteria for evaluating their validity.

The acceptability of arguments in favour of and against the Iraq War

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Juan LaLlave

2005-10-01

Full Text Available This paper reports on research based on an experimental questionnaire designed using the logic and the basic structure of the Moral Judgment Test (MJT by Lind (1982. The study aims at understanding how respondents' acceptance of political arguments may have contributed to the lack of international support for the Iraq war and/or to the failure to prevent a preemptive attack. It examines factors, which respondents may have relied on in their acceptance of the arguments. The instrument consisted of three components: (1 A brief vignette on the declared beginning (March 19, 2003 and ending (May 1, 2003 of major operations in Iraq. (2 Respondents' own agreement with the need for the war. (3 Twelve arguments from political speeches: Six arguments by Bush and Blair "in favor of" (pro, and six arguments by Chirac and Schroeder "against" (con the need for the Iraq war. We scored each argument using Kohlberg's (1984 stage theory and Commons' Hierarchical Complexity Scoring System (HCSS (Commons et al., 2004, which identifies hierarchical features in the structure. Using Kempf's (2003 Cognitive Escalation and De-Escalation Model (CEDM we scored each argument sentence for details. Our sample consists of (N = 397 respondents of which were 56.4% women, 24.2% men, and 19.4% did not specify. The largest groups consisted of 71% Germans, 37.2% Catholics, 74.3% between the ages of 18-20 with high school education. Another group consisted of 8.6% Americans with a broader spectrum in age and higher educational level. Using 7 point Likert scales, respondents rated whether they would have rejected or accepted the main point of each argument, whether the main point of the argument seemed illusory or realistic, and whether the emotion evoked by the argument was destructive or constructive. The analysis of the data aimed at determining which within subject and between subject design factors were relevant in predicting respondents' acceptance of arguments and the

The adventures of climate science in the sweet land of idle arguments

Science.gov (United States)

Winsberg, Eric; Goodwin, William Mark

2016-05-01

In a recent series of papers Roman Frigg, Leonard Smith, and several coauthors have developed a general epistemological argument designed to cast doubt on the capacity of a broad range of mathematical models to generate "decision relevant predictions." The presumptive targets of their argument are at least some of the modeling projects undertaken in contemporary climate science. In this paper, we trace and contrast two very different readings of the scope of their argument. We do this by considering the very different implications for climate science that these interpretations would have. Then, we lay out the structure of their argument-an argument by analogy-with an eye to identifying points at which certain epistemically significant distinctions might limit the force of the analogy. Finally, some of these epistemically significant distinctions are introduced and defended as relevant to a great many of the predictive mathematical modeling projects employed in contemporary climate science.

Argumentation in Miranda v. Arizona.

Science.gov (United States)

Benoit, William L.

1991-01-01

Investigates the argumentation advanced in briefs, oral arguments, and the Supreme Court's opinion in the case of Miranda versus Arizona. Considers the background of the case, analyzes the argumentation and its influences on the court, and stresses the importance of viewing the Supreme Court as an active participant in the decision-making process.…

Arguments from Developmental Order.

Science.gov (United States)

Stöckle-Schobel, Richard

2016-01-01

In this article, I investigate a special type of argument regarding the role of development in theorizing about psychological processes and cognitive capacities. Among the issues that developmental psychologists study, discovering the ontogenetic trajectory of mechanisms or capacities underpinning our cognitive functions ranks highly. The order in which functions are developed or capacities are acquired is a matter of debate between competing psychological theories, and also philosophical conceptions of the mind - getting the role and the significance of the different steps in this order right could be seen as an important virtue of such theories. Thus, a special kind of strategy in arguments between competing philosophical or psychological theories is using developmental order in arguing for or against a given psychological claim. In this article, I will introduce an analysis of arguments from developmental order, which come in two general types: arguments emphasizing the importance of the early cognitive processes and arguments emphasizing the late cognitive processes. I will discuss their role in one of the central tools for evaluating scientific theories, namely in making inferences to the best explanation. I will argue that appeal to developmental order is, by itself, an insufficient criterion for theory choice and has to be part of an argument based on other core explanatory or empirical virtues. I will end by proposing a more concerted study of philosophical issues concerning (cognitive) development, and I will present some topics that also pertain to a full-fledged 'philosophy of development.'

ERISTIC ARGUMENTATION IN ADVERTISING

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Skirmantė Biržietienė

2014-10-01

Full Text Available Advertising may be examined as a particular form of rhetoric the aims of which are the same as of rhetoric, namely to affect mind, will, feelings, and to persuade. The theory of rhetoric, the main object of which is discourse not only in narrow meaning (as verbal expression of ideas (i.e. to say text, but also in broad meaning – as a communicative act between the addresser and the addressee since its interdisciplinary nature provides the right tools to explore the advertising discourse. The theory of rhetoric is successfully applied in development of advertising discourse, because it helps to foresee the communicative act between the addresser and the addressee. Advertising and rhetoric are combined by many common elements, but the same goal is the most important: both, rhetoric and advertising seek for persuasion through verbal and non-verbal measures. The paper deals with the analysis of the inventive level of advertising discourse, i.e., eristic arguments, spread of ways of proofing / persuasion. Eristic argumentation is a dominant argumentation type in advertising. This method of persuasion is a way to create truth visibility although it is just superficial. The most typical schemes of eristic argumentation used in advertising are as follows: argumentum ad vanitatem (appeal to the vanity of the addressee, argumentum ad verecundiam (appeal to the authority, argumentum baculinum (method of “whip” argument, argumentum ad novitatem (appeal to novelty. The article shows the usage of eristic arguments in Lithuanian commercial ads.

QUELQUES ELEMENTS D’ECLAIRAGE SUR ARSENE ROUX ET SON ‎PARCOURS

OpenAIRE

CHAKER , Salem

2017-01-01

International audience; Le fonds d’archives berbères inédites ‘Arsène Roux’ déposé à la Maison Méditerranéenne des Sciences de l'Homme (MMSH, Médiathèque) à Aix-en-Provence (France) est d’une richesse exceptionnelle. S’il a attiré plusieurs berbérisants s'intéressant à la langue, à la littérature et aux manuscrits, et si quelques publications ont déjà été réalisées, seule une très faible partie de ce fonds a été exploitée jusqu’ici. Une collaboration régulière a été mise en place depuis plusi...

Enhancing and Evaluating Scientific Argumentation in the Inquiryoriented College Chemistry Classroom

Science.gov (United States)

D'Souza, Annabel Nica

manuscript style structure, will present three standalone chapters, each with a specific focus related to the central theme of supporting argumentation, which is the connecting thread. Chapter 2 will discuss how power is negotiated during the argumentation process and how interaction dynamics can support or inhibit the quality of argumentation. Chapter 3 will provide assessment and evaluation support to instructors who want to guide their students in meeting high quality levels in both the process and product of argumentation. Finally, chapter 4 will explore the influence of pedagogical, and instructional resources and tools on the quality of argumentation. This includes a discussion of the influence of classroom talk, particularly discursive moves and interactional dynamics, as well the curriculum and instructional activities, and the design features of the learning environment. Each chapter will conclude with instructional implications that provide practical guidance in the form of pedagogical activities to instructors. Partial funding for this dissertation was received from a PSC-CUNY Cycle 44 Research Award (66799-00 44). Findings suggest that the classroom design can support collaboration and the dialogic nature of argumentation, and the curriculum and activities can act as resources for students to share and negotiate multiple perspectives, but that instructors can also influence the process of argumentation by utilizing specific discursive moves, such as telling and revoicing, to promote or inhibit argumentation. The results, specifically from chapter 4, also propose that instructors model and share the expected criteria for high quality components of argumentation. The need for instructors to be aware of the criteria for high levels of quality for each of the argumentation components is a critical implication of this research. The criterion is presented in this dissertation and is derived from a review of multiple findings by researchers of argumentation, as well the

Predicate Argument Structure Analysis for Use Case Description Modeling

Science.gov (United States)

Takeuchi, Hironori; Nakamura, Taiga; Yamaguchi, Takahira

In a large software system development project, many documents are prepared and updated frequently. In such a situation, support is needed for looking through these documents easily to identify inconsistencies and to maintain traceability. In this research, we focus on the requirements documents such as use cases and consider how to create models from the use case descriptions in unformatted text. In the model construction, we propose a few semantic constraints based on the features of the use cases and use them for a predicate argument structure analysis to assign semantic labels to actors and actions. With this approach, we show that we can assign semantic labels without enhancing any existing general lexical resources such as case frame dictionaries and design a less language-dependent model construction architecture. By using the constructed model, we consider a system for quality analysis of the use cases and automated test case generation to keep the traceability between document sets. We evaluated the reuse of the existing use cases and generated test case steps automatically with the proposed prototype system from real-world use cases in the development of a system using a packaged application. Based on the evaluation, we show how to construct models with high precision from English and Japanese use case data. Also, we could generate good test cases for about 90% of the real use cases through the manual improvement of the descriptions based on the feedback from the quality analysis system.

Agrammatic aphasia verb and argument patterns in Kiswahili-English spontaneous language

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Hillary K. Sang

2015-06-01

Full Text Available Background: The spontaneous and narrative language of Kiswahili agrammatic aphasic and non-brain-damaged speakers was analysed. The bilingual participants were also tested in English to enable comparisons of verb production in the two languages. The significance of this study was to characterise bilingual Kiswahili-English spontaneous agrammatic output. This was done by describing Kiswahili-English bilingual output data with a specific focus on the production of verbs. The description involves comparison of verb and argument production in Kiswahili and English. Methods and procedures: The participants recruited for this study were drawn from two groups of participants (six non-fluent aphasic/agrammatic speakers and six non-braindamaged. From each participant, a sample of spontaneous output was tape-recorded in English and Kiswahili based on the description and narration of the Flood rescue picture’ and the ‘Cookie theft picture’. The data elicited were compared for each subject and between the participants and relevant verb parameters have been analysed. The variables that were studied included mean length of utterance (MLU, inflectional errors, verb tokens and types, copulas and auxiliaries. Further, all verbs produced were classified as per their argument structure. Results: The results from English data supported previous findings on agrammatic output. The agrammatic participants produced utterances with shorter MLU and simpler sentence structure. However, Kiswahili data surprisingly showed reversed results, with agrammatic speakers producing longer utterances than non-brain-damaged (NBD controls. The results also revealed selective impairment in some agrammatic speakers who made inflectional errors. The verb argument structure showed contrasting results, with agrammatic speakers preferring transitive verbs whilst the NBD speakers used more intransitive verbs. Conclusions: The study attempts for the first time to characterise English

Perelman, argument ad hominem et ethos rhétorique Perelman, ad Hominem Argument, and Rhetorical Ethos

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Michael Leff

2009-04-01

Full Text Available La conception de Perelman sur le rôle des personnes dans l’argumentation est l’une des marques les plus caractéristiques de sa rupture avec les hypothèses cartésiennes sur le raisonnement. Alors que le paradigme rationaliste cherchait à minimiser ou à éliminer les considérations personnelles comme étant dilatoires et non pertinentes dans ce cadre, Perelman insiste sur le fait que l’argumentation met inévitablement l’accent sur les personnes spécifiques impliquées dans l’argumentation et que la relation entre le locuteur et ce qui est dit est toujours pertinente et importante. En adoptant cette position, Perelman ressuscite implicitement la conception classique de la preuve par le caractère (argument par l’ethos ou « ethotique ». Mais, bien que la Nouvelle Rhétorique consacre une large place au débat sur l’acte et la personne dans l’argumentation, elle n’accorde pas beaucoup de réflexion au concept classique et mélange différentes approches à l’intérieur de la tradition. Le résultat est que Perelman traite le rôle du locuteur dans l’argumentation uniquement en référence à des techniques abstraites et ne prend pas en compte l’importance de l’examen des cas particuliers pour éclairer la compréhension du fonctionnement de l’argument ethotique en situation dans le contexte complexe de son utilisation effective. Par conséquent, la prise en compte par Perelman du rôle de la personne dans l’argumentation doit être complétée par la référence à des études de cas et c’est dans ce but que j’étudie l’argument ethotique dans le célèbre essai de W. E. B. DuBois « Sur M. Booker T. Washington et autres ».Perelman’s view of the role of persons in argument is one of the most distinctive features of his break with Cartesian assumptions about reasoning. Whereas the Rationalist paradigm sought to minimize or eliminate personal considerations by dismissing them as distracting and

The Effectiveness of a Single Intervention of Computer-Aided Argument Mapping in a Marketing and a Financial Accounting Subject

Science.gov (United States)

Carrington, Michal; Chen, Richard; Davies, Martin; Kaur, Jagjit; Neville, Benjamin

2011-01-01

An argument map visually represents the structure of an argument, outlining its informal logical connections and informing judgments as to its worthiness. Argument mapping can be augmented with dedicated software that aids the mapping process. Empirical evidence suggests that semester-length subjects using argument mapping along with dedicated…

Do medical students generate sound arguments during small group discussions in problem-based learning?: an analysis of preclinical medical students' argumentation according to a framework of hypothetico-deductive reasoning.

Science.gov (United States)

Ju, Hyunjung; Choi, Ikseon; Yoon, Bo Young

2017-06-01

Hypothetico-deductive reasoning (HDR) is an essential learning activity and a learning outcome in problem-based learning (PBL). It is important for medical students to engage in the HDR process through argumentation during their small group discussions in PBL. This study aimed to analyze the quality of preclinical medical students' argumentation according to each phase of HDR in PBL. Participants were 15 first-year preclinical students divided into two small groups. A set of three 2-hour discussion sessions from each of the two groups during a 1-week-long PBL unit on the cardiovascular system was audio-recorded. The arguments constructed by the students were analyzed using a coding scheme, which included four types of argumentation (Type 0: incomplete, Type 1: claim only, Type 2: claim with data, and Type 3: claim with data and warrant). The mean frequency of each type of argumentation according to each HDR phase across the two small groups was calculated. During small group discussions, Type 1 arguments were generated most often (frequency=120.5, 43%), whereas the least common were Type 3 arguments (frequency=24.5, 8.7%) among the four types of arguments. The results of this study revealed that the students predominantly made claims without proper justifications; they often omitted data for supporting their claims or did not provide warrants to connect the claims and data. The findings suggest instructional interventions to enhance the quality of medical students' arguments in PBL, including promoting students' comprehension of the structure of argumentation for HDR processes and questioning.

Perceptions of the Nature and 'Goodness' of Argument among College Students, Science Teachers, and Scientists

Science.gov (United States)

Abi-El-Mona, Issam; Abd-El-Khalick, Fouad

2011-03-01

This study aimed to elucidate college freshmen science students, secondary science teachers, and scientists' perceptions of 'scientific' argument; to compare participants' perceptions with Stephen Toulmin's analytical framework of argument; and to characterize the criteria that participants deployed when assessing the 'quality' or 'goodness' of arguments. Thirty students, teachers, and scientists-with 10 members in each group-participated in two semi-structured individual interviews. During the first interview, participants generated an argument in response to a socioscientific issue. In the second interview, each participant 'evaluated' three arguments generated by a member from each participant group without being privy to the arguer's group membership. Interview transcripts were qualitatively analyzed. The findings point to both similarities and differences between participants' conceptions of argument and those based on Toulmin's analytical framework. Participants used an array of common and idiosyncratic criteria to judge the quality or goodness of argument. Finally, contrary to expectations, participants independently agreed that the 'best' arguments were those generated by participant science teachers.

The Social Nature of Argumentative Practices: The Philosophy of Argument and Audience Reception

OpenAIRE

Paula Olmos

2018-01-01

Abstract: This article reviews Christopher W. Tindale’s The Philosophy of Argument and Audience Reception (Cambridge, 2015). Résumé: Cet article est une critique de The Philosophy of Argument and Audience Reception (Cambridge, 2015) de Christopher W. Tindale.

Arguments from Developmental Order

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Richard eStöckle-Schobel

2016-05-01

Full Text Available In this article, I investigate a special type of argument regarding the role of development in theorising about psychological processes and cognitive capacities. Among the issues that developmental psychologists study, discovering the ontogenetic trajectory of mechanisms or capacities underpinning our cognitive functions ranks highly. The order in which functions are developed or capacities are acquired is a matter of debate between competing psychological theories, and also philosophical conceptions of the mind – getting the role and the significance of the different steps in this order right could be seen as an important virtue of such theories.Thus, a special kind of strategy in arguments between competing philosophical or psychological theories is using developmental order in arguing for or against a given psychological claim. In this article, I will introduce an analysis of arguments from developmental order, which come in two general types: arguments emphasising the importance of the early cognitive processes and arguments emphasising the late cognitive processes. I will discuss their role in one of the central tools for evaluating scientific theories, namely in making inferences to the best explanation. I will argue that appeal to developmental order is, by itself, an insufficient criterion for theory choice and has to be part of an argument based on other core explanatory or empirical virtues. I will end by proposing a more concerted study of philosophical issues concerning (cognitive development, and I will present some topics that also pertain to a full-fledged ‘philosophy of development’.

The Connection and Distinction between the Design Argument with the Teleological Argument and the Best Creational System

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Farah Ramin

2011-09-01

Full Text Available The design argument faced with big different writings in its Western background so that these writings have essential difference with each others. The design argument is posteriori demonstration for the existence of God which by analogy or induction and partial or general instances of the order in nature tries to affirm the intelligent designer.  Since the concepts of design and end have firm connection with each other in the Western writings of this design but the concepts of purposiveness of divine acts, purposiveness of nature and its best system is assumed the same with each other and obvious confusion has been made between the design argument with the teleological argument and the best creational system. The aim of the article is to consider order in the world based upon the united components of a system (design argument, final cause (teleological argument and best system (best creational system argument and also to manifest the connection and distinction of these three reasoning. 

ArguBlogging: An Application for the Argument Web

NARCIS (Netherlands)

Bex, Floris; Snaith, Mark; Lawrence, John; Reed, Chris

2014-01-01

In this paper, we present a software tool for ‘ArguBlogging’, which allows users to construct debate and discussions across blogs, linking existing and new online resources to form distributed, structured conversations. Arguments and counterarguments can be posed by giving opinions on one’s own blog

Developmental aspects of English argument structure constructions for Korean-speaking second language learners: Usage-based constructional approaches to language development

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Gyu-Ho Shin

2017-01-01

Full Text Available This study investigates developmental aspects of English Argument Structure Constructions (ASCs for Korean-speaking second language (L2 learners, providing evidence of how they manifest human domain-general cognitive systems during language acquisition via usage-based constructional approaches to language development. Participants were instructed on six English ASC types with their representative verbs for three months. The data from grammaticality preference tasks, writing tests, and free-writing tasks were analysed. Comprehension data from the grammaticality preference tasks showed significant improvement in understanding ASCs after instruction, supporting sentence-level generalisations for language comprehension independent of individual verbs. The production data from the writing tests demonstrated more frequent use of two-argument constructions than three-argument ones, which indicates the internal complexity between ASC types. The results of the writing tests also displayed skewed exploitation of verbs representative of the target ASCs, implying a frequency-sensitive nature of language acquisition. All production data further revealed active use of prefabricated chunks and incorporation of new and old language items. Taken all together, these observations suggest language learners’ merging narrowly stabilised L2 routines with other (non-linguistic resources as necessary, sustaining efficiency in a sentence-building process, under the superintendence of cognitive factors when satisfying communicative intents.

Zero expression of arguments in Old Danish

DEFF Research Database (Denmark)

Heltoft, Lars

2014-01-01

arguments in Scanic are semantically different from pronouns, and therefore pronouns and zero arguments are not variants. At one level, zero arguments and pronouns are similar with respect to function, namely to supply means for establishing co-reference in text; however, they are not semantically...... equivalent. By reducing these two categories to one single underlying category, such as pro, one would miss this point. On the contrary, zero arguments are arguably full-bodied signs with their own content, thus corresponding to Melčuk’s Zero Sign Introduction Principle.......Old Scandinavian (represented here by Old Danish) allowed zero arguments (null-arguments) in any nominal (argument) position, that is: for NPs as subjects, objects and in PPs. In generative grammar, zero arguments are held to be variants of pronouns, but in this article, I shall claim that zero...

Modeling non-monotonic properties under propositional argumentation

Science.gov (United States)

Wang, Geng; Lin, Zuoquan

2013-03-01

In the field of knowledge representation, argumentation is usually considered as an abstract framework for nonclassical logic. In this paper, however, we'd like to present a propositional argumentation framework, which can be used to closer simulate a real-world argumentation. We thereby argue that under a dialectical argumentation game, we can allow non-monotonic reasoning even under classical logic. We introduce two methods together for gaining nonmonotonicity, one by giving plausibility for arguments, the other by adding "exceptions" which is similar to defaults. Furthermore, we will give out an alternative definition for propositional argumentation using argumentative models, which is highly related to the previous reasoning method, but with a simple algorithm for calculation.

The Abuses of Argument: Understanding Fallacies on Toulmin’s Layout of Argument

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Andrew Pineau

2013-12-01

Full Text Available This paper provides a preliminary account of fallacies on Toulmin’s model of argument, one that improves upon previous attempts to understand fallacies on this argument scheme. To do this Johnson and Blair’s (1983 taxonomy of three basic fallacies (irrelevant reason, hasty conclusion and problematic premise is examined using Toulmin’s layout.

Nominalized clauses, clausal arguments and agreement

OpenAIRE

Picallo, M. Carme

2001-01-01

Strict minimalist assumptions require adopting the hypothesis that argument clauses and nominalized clauses are assigned Phi features. The data examined suggest that the interpretable Phi content of these arguments is specified as [-P, -N, -G]. We conclude that all arguments (of the clausal or of the nominal types) are subject to the operation Agree with a functional category. All arguments behave alike as far as abstract computational operations is concerned. The computational component is b...

The Binomial Coefficient for Negative Arguments

OpenAIRE

Kronenburg, M. J.

2011-01-01

The definition of the binomial coefficient in terms of gamma functions also allows non-integer arguments. For nonnegative integer arguments the gamma functions reduce to factorials, leading to the well-known Pascal triangle. Using a symmetry formula for the gamma function, this definition is extended to negative integer arguments, making the symmetry identity for binomial coefficients valid for all integer arguments. The agreement of this definition with some other identities and with the bin...

Investigating Instruction for Improving Revision of Argumentative Essays

Science.gov (United States)

Butler, Jodie A.; Britt, M. Anne

2011-01-01

Students are expected to come into the current college classroom already possessing certain skills including the ability to write at the appropriate academic level regardless of discipline and the ability to create well-structured arguments. Research indicates, however, that most students entering college are underprepared in both areas. One…

Non-Discriminating Arguments and Their Uses

DEFF Research Database (Denmark)

Christiansen, Henning; Gallagher, John Patrick

2009-01-01

We present a technique for identifying predicate arguments that play no role in determining the control flow of a logic program with respect to goals satisfying given mode and sharing restrictions.  We call such arguments non-discriminating arguments. We show that such arguments can be detected...... by an automatic analysis. Following this, we define a transformation procedure, called discriminator slicing, that removes the non-discriminating arguments, resulting in a program whose computation trees are isomorphic to those of the original program.  Finally, we show how the results of the original program can...... be reconstructed from trace of the transformed program with the original arguments.   Thus the overall result is a two-stage execution of a program, which can be applied usefully in several contexts;  we describe a case study in optimising computations in the probabilistic logic program language PRISM, and discuss...

The argument from moral psychology

OpenAIRE

Milevski, Voin

2015-01-01

The argument from moral psychology is one of the strongest arguments that non-cognitivists use against cognitivism-the metaethical position according to which our moral judgements express beliefs. According to this argument, once we put together the Humean theory of motivation and motivational internalism, we yield the conclusion that cognitivism cannot represent the correct view about the semantic function of moral discourse. I will first attempt to show that a neurological syndrome, called ...

Improving practical reasoning and argumentation

OpenAIRE

Baumtrog, Michael David

2015-01-01

This thesis justifies the need for and develops a new integrated model of practical reasoning and argumentation. After framing the work in terms of what is reasonable rather than what is rational (chapter 1), I apply the model for practical argumentation analysis and evaluation provided by Fairclough and Fairclough (2012) to a paradigm case of unreasonable individual practical argumentation provided by mass murderer Anders Behring Breivik (chapter 2). The application shows that by following t...

Social values as arguments: similar is convincing

Science.gov (United States)

Maio, Gregory R.; Hahn, Ulrike; Frost, John-Mark; Kuppens, Toon; Rehman, Nadia; Kamble, Shanmukh

2014-01-01

Politicians, philosophers, and rhetors engage in co-value argumentation: appealing to one value in order to support another value (e.g., “equality leads to freedom”). Across four experiments in the United Kingdom and India, we found that the psychological relatedness of values affects the persuasiveness of the arguments that bind them. Experiment 1 found that participants were more persuaded by arguments citing values that fulfilled similar motives than by arguments citing opposing values. Experiments 2 and 3 replicated this result using a wider variety of values, while finding that the effect is stronger among people higher in need for cognition and that the effect is mediated by the greater plausibility of co-value arguments that link motivationally compatible values. Experiment 4 extended the effect to real-world arguments taken from political propaganda and replicated the mediating effect of argument plausibility. The findings highlight the importance of value relatedness in argument persuasiveness. PMID:25147529

Social Values as Arguments: Similar is Convincing

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Gregory R Maio

2014-08-01

Full Text Available Politicians, philosophers, and rhetors engage in co-value argumentation: appealing to one value in order to support another value (e.g., equality leads to freedom. Across four experiments in the United Kingdom and India, we found that the psychological relatedness of values affects the persuasiveness of the arguments that bind them. Experiment 1 found that participants were more persuaded by arguments citing values that fulfilled similar motives than by arguments citing opposing values. Experiments 2 and 3 replicated this result using a wider variety of values, while finding that the effect is stronger among people higher in need for cognition and that the effect is mediated by the greater plausibility of co-value arguments that link motivationally compatible values. Experiment 4 extended the effect to real-world arguments taken from political propaganda and replicated the mediating effect of argument plausibility. The findings highlight the importance of value relatedness in argument persuasiveness.

Improving Undergraduates’ Argumentative Group Essay Writing through Self-assessment

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Yong Mei Fung

2015-10-01

Full Text Available When writing an argumentative essay, writers develop and evaluate arguments to embody, initiate, or simulate various kinds of interpersonal and textual interaction for reader consideration (Wu & Allison, 2003. This is quite challenging for English as a second language (ESL learners. To improve the quality of their writing, students need to review their draft throughout the writing process. This study aimed to investigate the effect of self-assessment in group writing and how group work improves students’ writing ability. An intact class comprising 22 first-year undergraduates participated in the study.  Data were collected from pre- and post-treatment writing tests, semi-structured interview and reflection entries. The results revealed that self-assessment has a significant effect on students’ writing performance. Group work also enhanced social and cognitive development of the students. This study provides insights into the use of self-assessment in writing class to develop learner autonomy and improve writing ability. Keywords: Argumentative essay, Self-assessment, Learner autonomy, Group writing, ESL learners

Reconsidering Kantian arguments against organ selling.

Science.gov (United States)

Alpinar-Şencan, Zümrüt

2016-03-01

Referring to Kant's arguments addressing the moral relationship between our bodies and ourselves is quite common in contemporary debate about organ selling, although he does not provide us with any specific arguments related to this debate. It is widely argued that the most promising way to show the moral impermissibility of organ selling is to mount an argument on Kantian grounds. This paper asks whether it is possible to argue coherently against organ selling in a Kantian framework. It will be shown that by mounting the argument on Kantian grounds no compelling argument can be given against sale of organs, either because the arguments apply to donation of organs, too, or the arguments are not convincing for other independent reasons. In the first section, it will be argued that donation and selling are not distinguishable in a Kantian framework, since the concern about commodification of the body and its parts shall be raised by both actions. In the second section, some contemporary accounts inspired by Kant will be presented and discussed separately. It will be argued that the reasons for promoting organ donation while arguing against selling clash with each other in an unconvincing way.

Arguments from parallel reasoning

NARCIS (Netherlands)

van Laar, Jan Albert; Ribeiro, H.J.

2014-01-01

Argumentation is a co-production by a proponent and an opponent who engage in a critical examination of their difference of opinion, aiming to resolve it on the merits of both sides, or so I assume in this paper. I shall investigate the consequences of this view for a particular type of argument

The students’ mathematical argumentation in geometry

Science.gov (United States)

Sukirwan; Darhim; Herman, T.; Prahmana, R. C. I.

2017-12-01

The main objective of this research is to analyze the student's mathematical argumentation when dealing with geometry. The method is used qualitative method with grounded theory to know how the students provide an explanation or an answer against claims so that the quality of the vernacular students will be drawn up with clear from how students compose a series of arguments. The results showed that there were still many students basically experiencing constraints in argumentation, but the quality of the reasoning appears to be a variation of the argument appeared, include: inductive, algebra, visual and perceptual. In addition, the starting point of the students composes a series of arguments generally starts from claims that arise in a matter. Proof of claim further builds upon the relationship between the characteristics of data with mathematical objects that appear in the acquired mathematical knowledge from previous students. Relationship spelled out in a series of statements and reasons which support the claims through the fourth argument.

SECRETARIAT AND TEXTUAL PRODUCTION: ARGUMENTATION IN THE TEXTUAL GENRE LETTER OF DECLARATION

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Erivaldo Pereira do Nascimento

2012-05-01

Full Text Available This article aims at describing the semantic argumentative structure of the textual/discursive genre Letter of Declaration, one of the documents with which the executive secretary frequently deals. This investigation is based on the Argumention Theory in the Language proposed by Ducrot (1988,1987. We also used the studies about Discursive Modalization proposed by Koch (2002, Castilho e Castilho (1993, Nascimento (2005, among others. Modalization is considered here as a semantic argumentative strategy, as it enables the speaker to make a statement or to express a point of view about the content of his/her enunciation, according to the interlocution. This study about the previously mentioned gender is qualitative, quantitative and descriptive. The corpus used is composed of 20 (twenty Letters of Declaration issued by different organizations or private and public institutions. We perceived that in the Letters of Declaration analysed argumentation is achieved by the use of modalizers and argumentative operators, used by the speaker to produce different effects of meaning in the texts.

The Illusion of Argument Justification

Science.gov (United States)

Fisher, Matthew; Keil, Frank

2013-01-01

Argumentation is an important way to reach new understanding. Strongly caring about an issue, which is often evident when dealing with controversial issues, has been shown to lead to biases in argumentation. We suggest that people are not well calibrated in assessing their ability to justify a position through argumentation, an effect we call the illusion of argument justification. Furthermore we find that caring about the issue further clouds this introspection. We first show this illusion by measuring the difference between ratings before and after producing an argument for one’s own position. The strength of the illusion is predicted by the strength of care for a given issue (Study 1). The tacit influences of framing and priming do not override the effects of emotional investment in a topic (Study 2). However, explicitly considering counterarguments removes the effect of care when initially assessing the ability to justify a position (Study 3). Finally, we consider our findings in light of other recent research and discuss the potential benefits of group reasoning. PMID:23506085

Argumentation, rationality, and psychology of reasoning

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David Godden

2015-05-01

Full Text Available This paper explicates an account of argumentative rationality by articulating the common, basic idea of its nature, and then identifying a collection of assumptions inherent in it. Argumentative rationality is then contrasted with dual-process theories of reasoning and rationality prevalent in the psychology of reasoning. It is argued that argumentative rationality properly corresponds only with system-2 reasoning in dual-process theories. This result challenges the prescriptive force of argumentative norms derives if they derive at all from their descriptive accuracy of our cognitive capacities. In response, I propose an activity-based account of reasoning which retains the assumptions of argumentative rationality while recontextualizing the relationship between reasoning as a justificatory activity and the psychological states and processes underlying that activity.

Attorney Argumentation and Supreme Court Opinions.

Science.gov (United States)

Benoit, William L.

1989-01-01

Investigates the relationship between argumentation advanced by attorneys in four Supreme Court cases and the reasoning proffered by the Court in its decisions in those cases. Finds attorney argumentation sometimes irrelevant to the Court's reasoning and sometimes adopted by the Court. Offers a perspective on argumentation and decision making to…

`Does it answer the question or is it French fries?': an exploration of language supports for scientific argumentation

Science.gov (United States)

González-Howard, María; McNeill, Katherine L.; Marco-Bujosa, Lisa M.; Proctor, C. Patrick

2017-03-01

Reform initiatives around the world are reconceptualising science education by stressing student engagement in science practices. Yet, science practices are language-intensive, requiring students to have strong receptive and productive language proficiencies. It is critical to address these rigorous language demands to ensure equitable learning opportunities for all students, including English language learners (ELLs). Little research has examined how to specifically support ELL students' engagement in science practices, such as argumentation. Using case-study methodology, we examined one middle school science teacher's instructional strategies as she taught an argumentation-focused curriculum in a self-contained ELL classroom. Findings revealed that three trends characterized the teacher's language supports for the structural and dialogic components of argumentation: (1) more language supports focused on argument structure, (2) dialogic interactions were most often facilitated by productive language supports, and (3) some language supports offered a rationale for argumentation. Findings suggest a need to identify and develop supports for the dialogic aspects of argumentation. Furthermore, engaging students in argumentation through productive language functions could be leveraged to support dialogic interactions. Lastly, our work points to the need for language supports that make the rationale for argumentation explicit since such transparency could further increase access for all students.

Revisiting the argument from fetal potential

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Manninen Bertha

2007-05-01

Full Text Available Abstract One of the most famous, and most derided, arguments against the morality of abortion is the argument from potential, which maintains that the fetus' potential to become a person and enjoy the valuable life common to persons, entails that its destruction is prima facie morally impermissible. In this paper, I will revisit and offer a defense of the argument from potential. First, I will criticize the classical arguments proffered against the importance of fetal potential, specifically the arguments put forth by philosophers Peter Singer and David Boonin, by carefully unpacking the claims made in these arguments and illustrating why they are flawed. Secondly, I will maintain that fetal potential is morally relevant when it comes to the morality of abortion, but that it must be accorded a proper place in the argument. This proper place, however, cannot be found until we first answer a very important and complex question: we must first address the issue of personal identity, and when the fetus becomes the type of being who is relevantly identical to a future person. I will illustrate why the question of fetal potential can only be meaningfully addressed after we have first answered the question of personal identity and how it relates to the human fetus.

Social Argumentation in Online Synchronous Communication

Science.gov (United States)

Alagoz, Esra

2013-01-01

The ability to argue well is a valuable skill for students in both formal and informal learning environments. While many studies have explored the argumentative practices in formal environments and some researchers have developed tools to enhance the argumentative skills, the social argumentation that is occurring in informal spaces has yet to be…

Effects of verb-argument cues on verb production in persons with aphasia using a verb-final language

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Jee Eun Sung

2014-04-01

PWA showed greater difficulties in producing verbs with more argument structures compared to the normal group. In contrast, PWA presented significantly increased performance on the verb-completion task as the number of verb arguments increased since more cues were provided for 2- or 3-place verbs than 1-place verbs. The current results suggested that the features of more semantic and syntactic units to be activated may induce greater difficulties in retrieving verbs with more arguments, and PWA benefited from the verb-argument cues in verb production.

Teaching General Education Students How to Write Scientific Arguments Using Real Earth Data

Science.gov (United States)

Kelly, G. J.; Prothero, W. A.

2003-12-01

Writing activities can improve student understanding of scientific content and processes. We have studied student writing to identify the challenges that students face in composing scientific arguments and to clarify features that constitute quality in scientific writing. We have applied argumentation analysis for the assessment of students' use of evidence in a general education oceanography course. Argumentation analysis refers to the systematic examination of ways that conclusions are supported with evidence. The student writers were supported by an interactive CD-ROM, "Our Dynamic Planet," which provided students with "point and click" access to real earth data and allowed them to solve many problems associated with plate tectonics. Plate boundary types (using quakes, volcanoes, elevation profiles, and heat flow) and plate motion can be determined (seafloor age, island ages/hot spots) with this technology. First, we discuss the structure of scientific argument and how this structure can be made accessible to undergraduate students. Second, we present examples of argumentation analysis applied to student writing. These examples demonstrate how use of large scale geological data sets can be used to support student writing. Third, we present results from a series of studies to show ways that students adhere to the genre conventions of geological writing through use of theoretical claims, multiple lines of evidence, and cohesive terms. These results, combined with our evidence-based orientation to instruction, formed the basis for modifications in the course instruction. These instructional modifications include providing detailed examples of data based observations and interpretations, heuristics for assessing other students' arguments, and quick write exercises with similar but simplified writing tasks. More information about the CD-ROM may be found at http://oceanography.geol.ucsb.edu/.

L'argumentation dans la langue (Argumentation in Language)

Science.gov (United States)

Anscombre, J. C.; Ducrot, O.

1976-01-01

Questions the current distinction between semantics and pragmatics, and develops a theory of "argumentative scales" (Ducrot 1973), as well as a semantic model with three components and a revision of the notion of "illocutionary." (Text is in French.) (CDSH/AM)

Does prior domain-specific content knowledge influence students' recall of arguments surrounding interdisciplinary topics?

Science.gov (United States)

Schmidt, Hiemke K; Rothgangel, Martin; Grube, Dietmar

2017-12-01

Awareness of various arguments can help interactants present opinions, stress points, and build counterarguments during discussions. At school, some topics are taught in a way that students learn to accumulate knowledge and gather arguments, and later employ them during debates. Prior knowledge may facilitate recalling information on well structured, fact-based topics, but does it facilitate recalling arguments during discussions on complex, interdisciplinary topics? We assessed the prior knowledge in domains related to a bioethical topic of 277 students from Germany (approximately 15 years old), their interest in the topic, and their general knowledge. The students read a text with arguments for and against prenatal diagnostics and tried to recall the arguments one week later and again six weeks later. Prior knowledge in various domains related to the topic individually and separately helped students recall the arguments. These relationships were independent of students' interest in the topic and their general knowledge. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Improving the argumentative skills of high school students through teacher’s questioning techniques and argumentative assessment

Science.gov (United States)

Kristianti, T. P.; Ramli, M.; Ariyanto, J.

2018-05-01

This research aims to know how students’ argumentative skills improved by applying teacher’s questioning techniques and argumentative assessment through collaborative action research between college student who did teaching practicum, biology teacher as tutor teacher, and lecturers. The action research was done in three cycles involving one class consisted of 36 eleventh graders. Lesson plans were developed collaboratively, and teaching practices were by the student teacher. In the reflective phase prior to the first cycle, learning processes were dominated by the teacher, hence students did not have sufficient opportunity to argue. Students were divided into two, 14 students were grouped as low achievement (LA) and 22 students were the high achievement (HA). Teacher questions and students’ responses were furtherly coded and interpreted following the validated rubric of level of argumentation. A divergent essay as an argumentative assessment was also tested to students at the end of each cycle. At the end of the third cycle, HA and LA students showed a significant change in argumentative skills responded the teacher’s questions. However, only four LA students who actively argued. Students from HA groups also showed the improvement on the level of argumentation, where they move from level 1 to 3.

The biased use of argument evaluation criteria in motivated reasoning; Does argument quality depend on the evaluators' standpoint?

NARCIS (Netherlands)

Hoeken, J.A.L.; Van Vugt, M.

2016-01-01

People without a background in argumentation theory possess several criteria to distinguish strong from weak arguments. The fact that people have these criteria does not imply that they will use them to objectively assess the quality of an argument. Research on motivated reasoning suggests that

Conductive Arguments: Why is This Still a Thing?

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Kevin Possin

2016-12-01

Full Text Available Conductive arguments, as a separate category of reasoning, has experienced a revival.  In 2010, the University of Windsor’s Centre for Research in Reasoning, Argumentation, and Rhetoric dedicated a two-day symposium to the topic and later published the proceedings.  In this article, I argue against the existence of conductive arguments as a usefully distinct type of argument.  Some of what are deemed conductive arguments are simply inductive arguments and some are best construed as subsets of the constituents of what is commonly called a position paper.

Argumentation not emotion

International Nuclear Information System (INIS)

Koerber, H.

1984-01-01

The controversy about the introduction and extension of the peaceful use of nuclear energy has been going on in the Federal Republic of Germany and other countries for a number of years. The intensity with which it was conducted has changed frequently, varying topics were discussed, and shifting aims formed the object of resistance. Often emotion took the place of sober pro and con. There was increasing repression of points made, both on the part of the opponents of nuclear energy and its advocates. Endeavours to free the controversy from emotion are a prerequisite of sober analysis and a balanced judgement on questions of the energy supply of this country. The call for points is to be complied with by this book. To the emotional contentions and statements made in the course of the nuclear energy discussion the author opposes sober arguments. To corroborate the argumentation and make it verifiable a compilation of facts was appended, which corresponds to the main part of the book, provides further information and establishes connections to related problems. A register of important technical terms and their definitions and a bibliography round off the information and argumentation potential. The book is addressed to all - opponents and supporters alike - who want to deal unemotionally with the pro and con of nuclear energy. It provides useful aids for argumentation and the framing of opinions to anybody participating in the discussion at the level of politics, economy, education and society. Last not least it is helpful as a source of information and reference book on questions of energy supply. (orig.) [de

'You are inferior!' Revisiting the expressivist argument.

Science.gov (United States)

Hofmann, Bjørn

2017-09-01

According to the expressivist argument the choice to use biotechnologies to prevent the birth of individuals with specific disabilities is an expression of disvalue for existing people with this disability. The argument has stirred a lively debate and has recently received renewed attention. This article starts with presenting the expressivist argument and its core elements. It then goes on to present and examine the counter-arguments before it addresses some aspects that have gained surprisingly little attention. The analysis demonstrates that the expressivist argument has a wide range of underpinnings and that counter-arguments tend to focus on only a few of these. It also reveals an important aspect that appears to have been ignored, i.e., that people do not select foetuses based on chromosomes or other biological traits, but based on characteristics of living persons with specific disabilities. This makes it more difficult to undermine the claim that negative selection of foetuses expresses a disvaluing of persons with such disabilities. It leaves the expressivist argument with a strong bite still. © 2017 John Wiley & Sons Ltd.

Family Arguments

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... Spread the Word Shop AAP Find a Pediatrician Family Life Medical Home Family Dynamics Adoption & Foster Care ... Life Listen Español Text Size Email Print Share Family Arguments Page Content Article Body We seem to ...

Rhetoric and Essentially Contested Arguments

Science.gov (United States)

Garver, Eugene

1978-01-01

Draws a connection between Gallie's essentially contested concepts and Aristotle's account of rhetorical argument by presenting a definition of Essentially Contested Argument which is used as the connecting term between rhetoric and essentially contested concepts and by demonstrating the value of making this connection. (JF)

Argumentation skill profile using “Toulmin Argumentation Pattern” analysis of high school student at Subang on topic hydrostatic pressure

Science.gov (United States)

Syerliana, L.; Muslim; Setiawan, W.

2018-05-01

This study aims to know profile of argumentation skill high school student at Kabupaten Subang. To achieve this goal, researcher conducted a descriptive study to analysis student test results of argumentation skill of 35 students XII SMAN. Data collection using argumentation test which has validation by expert and then it is analyzed using TAP (Toulmin Argumentation Pattern) which consist of some components such a data, claim, warrant, backing, and rebuttal on the topic of hydrostatic pressure. The method used in this research is descriptive method. The result of this research show the student’s scientific argumentation skill is still low, this is proven by 54% average claim score, 38% data, 29% warrant, 35% backing and 35% rebuttal. These findings will serve as a basis for further research on innovative learning models that can improve students’ argumentation skill.

Disentangling The Thick Concept Argument

DEFF Research Database (Denmark)

Blomberg, Olle

2007-01-01

Critics argue that non-cognitivism cannot adequately account for the existence and nature of some thick moral concepts. They use the existence of thick concepts as a lever in an argument against non-cognitivism, here called the Thick Concept Argument (TCA). While TCA is frequently invoked...

Craig and Kalam Cosmological Argument

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Gholamhosein Tavacoly

2011-08-01

Full Text Available Among different arguments for the existence of God the Kalam cosmological argument is a very famous one which is elaborated by Professor William lane Craig. Craig claims that the universe began to exist , then he continues to say: everything that begins to exist has a cause and therefore the universe has a cause. But how do we know that the universe began to exist? This premise forms the most important part of Craig’s contention, and he bolsters it by four arguments, the first two are driven from philosophy and the other two, which he prefers to name them “confirmations from sciences” are driven from sciences the first one evokes to big bang theory and the seconds to the second principle of thermodynamic which are respectively adopted from cosmology and physics.   In this essay we are going to survey Craig’s arguments and estimate their value and weight.

Craig and Kalam Cosmological Argument

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Gholamhosein Tavacoly

2011-09-01

Full Text Available   Among different arguments for the existence of God the Kalam cosmological argument is a very famous one which is elaborated by Professor William lane Craig. Craig claims that the universe began to exist , then he continues to say: everything that begins to exist has a cause and therefore the universe has a cause. But how do we know that the universe began to exist? This premise forms the most important part of Craig’s contention, and he bolsters it by four arguments, the first two are driven from philosophy and the other two, which he prefers to name them “confirmations from sciences” are driven from sciences the first one evokes to big bang theory and the seconds to the second principle of thermodynamic which are respectively adopted from cosmology and physics.   In this essay we are going to survey Craig’s arguments and estimate their value and weight.

Craig and Kalam Cosmological Argument

Directory of Open Access Journals (Sweden)

Tavacoli, Gh

2011-01-01

Full Text Available Among different arguments for the existence of God the Kalam cosmological argument is a very famous one which is elaborated by Professor William lane Craig. Craig claims that the universe began to exist, then he continues to say: everything that begins to exist has a cause and therefore the universe has a cause. But how do we know that the universe began to exist? This premise forms the most important part of Craig’s contention, and he bolsters it by four arguments, the first two are driven from philosophy and the other two, which he prefers to name them “confirmations from sciences” are driven from sciences; the first one evokes to big bang theory and the seconds to the second principle of thermodynamic which are respectively adopted from cosmology and physics.In this essay we are going to survey Craig’s arguments and estimate their value and weight.

Analyzing Argumentation In Rich, Natural Contexts

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Anita Reznitskaya

2008-02-01

Full Text Available The paper presents the theoretical and methodological aspects of research on the development of argument- ation in elementary school children. It presents a theoretical framework detailing psychological mechanisms responsible for the acquisition and transfer of argumentative discourse and demonstrates several applications of the framework, described in sufficient detail to guide future empirical investigations of oral, written, individual, or group argumentation performance. Software programs capable of facilitating data analysis are identified and their uses illustrated. The analytic schemes can be used to analyze large amounts of verbal data with reasonable precision and efficiency. The conclusion addresses more generally the challenges for and possibilities of empirical study of the development of argumentation.

Do Cases Teach Themselves? A Comparison of Case Library Prompts in Supporting Problem-Solving during Argumentation

Science.gov (United States)

Tawfik, Andrew A.

2017-01-01

Theorists have argued instructional strategies that emphasize ill-structured problem solving are an effective means to support higher order learning skills such as argumentation. However, argumentation is often difficult because novices lack the expertise or experience needed to solve contextualized problems. One way to supplement this lack of…

Similarity Arguments in the Genetic Modification Debate

DEFF Research Database (Denmark)

Christiansen, Andreas

2017-01-01

In the ethical debate on genetic modification (GM), it is common to encounter the claim that some anti-GM argument would also apply an established, ethically accepted technology, and that the anti-GM argument is therefore unsuccessful. The paper discusses whether this argumentative strategy, the ...

Humanist Principles Underlying Philosophy of Argument

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George Boger

2008-02-01

Full Text Available This discussion reviews the thinking of some prominent philosophers of argument to extract principles common to their thinking. It shows that a growing concern with dialogical pragmatics is better appreciated as a part of applied ethics than of applied epistemology. The discussion concludes by indicating a possible consequence for philosophy of argument and invites further discussion by asking whether argumentation philosophy has an implicit, underlying moral, or even political, posture.

Definitional Arguments in Children’s Speech

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Rebecca Schar

2017-07-01

Full Text Available Based on the debate on children’s ability to produce argumentative discourse in different edu­cational settings, this paper provides further support for the fact that small children are able to support their opinions with arguments. In particular, the paper makes a case in point on children’s appeal to definitional loci, when supporting their standpoints. The analysis of their reasoning’s implicit components shows how children apply different definitional arguments.

Modelling group decision simulation through argumentation

OpenAIRE

Marreiros, Goreti; Novais, Paulo; Machado, José; Ramos, Carlos; Neves, José

2007-01-01

Group decision making plays an important role in today’s organisations. The impact of decision making is so high and complex, that rarely the decision making process is made individually. In Group Decision Argumentation, there is a set of participants, with different profiles and expertise levels, that exchange ideas or engage in a process of argumentation and counter-argumentation, negotiate, cooperate, collaborate or even discuss techniques and/or methodologies for problem solving. In this ...

Combining Paraconsistent Logic with Argumentation

NARCIS (Netherlands)

Grooters, Diana; Prakken, Hendrik

2014-01-01

One tradition in the logical study of argumentation is to allow for arguments that combine strict and defeasible inference rules, and to derive the strict inference rules from a logic at least as strong as classical logic. An unsolved problem in this tradition is how the trivialising effect of the

Modelling Mathematical Argumentation: The Importance of Qualification

Science.gov (United States)

Inglis, Matthew; Mejia-Ramos, Juan; Simpson, Adrian

2007-01-01

In recent years several mathematics education researchers have attempted to analyse students' arguments using a restricted form of Toulmina's ["The Uses of Argument," Cambridge University Press, UK, 1958] argumentation scheme. In this paper we report data from task-based interviews conducted with highly talented postgraduate mathematics students,…

Toulmin's argument pattern as a "horizon of possibilities" in the study of argumentation in science education

Science.gov (United States)

Erduran, Sibel

2018-01-01

Kim and Roth (this issue) purport to draw on the social-psychological theory of L. S. Vygotsky in order to investigate social relations in children's argumentation in science topics. The authors argue that the argumentation framework offered by Stephen Toulmin is limited in addressing social relations. The authors thus criticize Toulmin's Argument Pattern (TAP) as an analytical tool and propose to investigate the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children by studying dialogical interactions. In this paper, I illustrate how Toulmin's framework can contribute to (a) the study of "social relations", and (b) provide an example utilizing a theoretical framework on social relations, namely Engeström's Activity Theory framework, and (c) describe how we have used the Activity Theory along with TAP in order to understand the development of argumentation in the practices of science educators. Overall, I will argue that TAP is not inherently incapable of addressing social relational aspects of argumentation in science education but rather that science education researchers can transform theoretical tools such as Toulmin's framework intended for other purposes for use in science education research.

Prerequisites for Correctness in Legal Argumentation

OpenAIRE

Mackuvienė, Eglė

2011-01-01

A phenomenon called legal argumentation is analyzed in the dissertation. The aim of the thesis is to identify the prerequisites that allow to consider the legal argumentation to be correct, also to evaluate those prerequisites logically. Legal argumentation is analyzed as a phenomenon per se, without relating it to any particular arguing subject. Other dimensions of the process of making a legal decision, such as legal reasoning, legal discourse, interpretation of law and others are discu...

Een Scotistisch argument voor dualisme

NARCIS (Netherlands)

de Ridder, G.J.; van Woudenberg, R.

2010-01-01

In his recent book Waar geest is, is vrijheid [Where there is mind, there is freedom], Guus Labooy sets forth an original and intriguing argument, inspired by the work of John Duns Scotus, for substance dualism in the philosophy of mind. In this paper we argue that his argument, although worthy of

That’s No Argument! The Ultimate Criticism?

NARCIS (Netherlands)

Krabbe, Erik C. W.; van Laar, Jan Albert; Garssen, Bart J.; Godden, David; Mitchell, Gordon; Snoeck Henkemans, A. Francisca

What if in discussion the critic refuses to recognize an emotionally expressed (alleged) argument of her interlocutor as an argument? In this paper, we shall deal with this reproach, which taken literally amounts to a charge of having committed a fallacy of non-argumentation. As such it is a very

Argumentative orientation and Cognition: Force Dynamics in the debate over the rolezinhos

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Paulo Roberto Gonçalves-Segundo

2017-02-01

Full Text Available This paper aims to analyze the argumentation developed in two articles, published in Folha de S. Paulo, that represent polarized stances about a series of teenage meetings — known as rolezinhos — held in several malls in dozens of Brazilian cities in 2013 and 2014. To do so, we establish a theoretical dialogue between Cognitive Linguistics and Argumentation Studies, that relates the cognitive principle of Force Dynamics (Talmy, 2000 to the structuration of argumentation. We could determine three axes that organize the ideological positions in the articles: the conception of shopping malls as private or public spaces; the importance of the right to property in comparison to the right to manifest; and the view of the rolezinhos as events oriented towards entertainment or social contestation. The first components of each axis are harmonically deployed in the first text (T1 in order to build a conceptualization of danger, whereby the teenagers act as an Antagonist that blocks the tendency of the ‘true costumer’ to buy and have fun in the mall. The second components of each axis are also correlated and structure the argumentation of the second text (T2, which bases itself in a conception that the law should be an Agent which guarantees the tendency of the Agonist ‘young people’ to manifest, since these teenagers are already conceptualized as being blocked by social inequality, and the society is taken as having the duty of including these people.

Incorporating Argumentation through Forensic Science

Science.gov (United States)

Wheeler, Lindsay B.; Maeng, Jennifer L.; Smetana, Lara K.

2014-01-01

This article outlines how to incorporate argumentation into a forensic science unit using a mock trial. Practical details of the mock trial include: (1) a method of scaffolding students' development of their argument for the trial, (2) a clearly outlined set of expectations for students during the planning and implementation of the mock…

Some types of difficulty encountered during the simulation of heat exchangers (1961); Quelques types de difficultes rencontrees lors de la simulation des echangeurs (1961)

Energy Technology Data Exchange (ETDEWEB)

Bettembourg, D [Commissariat a l' Energie Atomique, Saclay (France). Centre d' Etudes Nucleaires

1961-07-01

After recalling that the simulation of exchangers poses problems which are often difficult to solve, the author points out that these problems appear first of all when the physical phenomena are described in terms of equations. They appear also during the solving of the equations since expressions which are more and more complex can give rise to unstable electronic structures. These difficulties are developed during the analysis of various types of exchangers and in each case the solutions chosen are given. (author) [French] On rappelle que la simulation des echangeurs pose un certain nombre de problemes souvent difficiles a resoudre. Les difficultes apparaissent d'abord lors de la mise en equations des phenomenes physiques; elles apparaissent ensuite au moment de la resolution, car des formulations de plus en plus complexes peuvent donner lieu a des structures electroniques instables. On developpe ces difficultes en faisant l'analyse de quelques types varies d'echangeurs et l'on indique dans chacun des cas les solutions qui ont ete retenues. (auteur)

Peter Singer's argument for utilitarianism.

Science.gov (United States)

Buckle, Stephen

2005-01-01

The paper begins by situating Singer within the British meta-ethical tradition. It sets out the main steps in his argument for utilitarianism as the 'default setting' of ethical thought. It argues that Singer's argument depends on a hierarchy of reasons, such that the ethical viewpoint is understood to be an adaptation--an extension--of a fundamental self-interest. It concludes that the argument fails because it is impossible to get from this starting-point in self-interest to his conception of the ethical point of view. The fundamental problem is its mixing the immiscible: the Humean subordination of reason to interest with the Kantian conception of reason as universal and authoritative.

Quelques implications d’une démarche d’analyse du discours littéraire

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Dominique Maingueneau

2006-09-01

Full Text Available Je me trouve dans une situation quelque peu paradoxale, dans la mesure où je ne pense pas avoir jamais délibérément cherché à articuler le « social » et les « discours », pour reprendre une expression du programme de cette rencontre. En réalité, les choses se sont faites à mon insu, de l’intérieur même de l’analyse du discours.Ma préoccupation pour l’inscription sociale des pratiques verbales s’est affirmée avec mes travaux sur le discours religieux au xviie siècle. Ce type de corpus m’a en e...

Supporting middle school students' construction of evidence-based arguments: Impact of and student interactions with computer-based argumentation scaffolds

Science.gov (United States)

Belland, Brian Robert

Middle school students have difficulty creating evidence-based arguments (EBAs) during problem-based learning (PBL) units due to challenges (a) adequately representing the unit's central problem (Ge & Land, 2004; Liu & Bera, 2005), (b) determining and obtaining the most relevant evidence (Pedersen & Liu, 2002-2003), and (c) synthesizing gathered information to construct a sound argument (Cho & Jonassen, 2002). I designed and developed the Connection Log to support middle school students in this process. This study addressed (1) the Connection Log's impact on (a) argument evaluation ability, and (b) group argument quality and (2) how and why middle school science students used the Connection Log. Four sections of a 7th-grade science class participated. Student groups selected a stakeholder position related to the Human Genome Project (HGP) and needed to decide on and promote a plan to use $3 million to further their position as pertains to the HGP. I randomly assigned one higher-achieving and one lower-achieving class to Connection Log or no Connection Log conditions. Students completed an argument evaluation test, and impact on argument evaluation ability was determined using nested ANOVA. Two graduate students, blind to treatment conditions, rated group arguments, and impact on group argument quality was determined using nested MANOVA. To determine how and why students used the Connection Log, I videotaped and interviewed one small group from each class in the experimental condition. I coded transcripts and generated themes, triangulating the two data sources with informal observations during all class sessions and what students wrote in the Connection Log. I detected no significant differences on claim, evidence, or connection of claim to evidence ratings of debate performances. However, students used the Connection Log to counter different difficulties, and I found a significant main effect of the Connection Log on argument evaluation ability, as well as a

Van Inwagen on the Cosmological Argument | Brueckner ...

African Journals Online (AJOL)

In his book Metaphysics, Peter van Inwagen constructs a version of the Cosmological Argument which does not depend on the Principle of Sufficient Reason. He goes on to reject the argument. In this paper, I construct an alternative version of the Cosmological Argument that uses some of van Inwagen's insights and yet is ...

Another argument against fundamental scalars

International Nuclear Information System (INIS)

Joglekar, S.D.

1990-01-01

An argument, perhaps not as strong, which is based on the inclusion of interaction with external gravity into a theory describing strong, electromagnetic and weak interactions is presented. The argument is related to the basis of the common belief which favours a renormalizable action against a non-renormalizable action as a candidate for a fundamental theory. (author). 12 refs

Two Forms of Philosophical Argument or Critique

Science.gov (United States)

Marshall, James D.

2004-01-01

In this paper the author looks at two forms of philosophical argument or critique. These are derived by himself from the work of the late Kantian scholar, Stephan Korner who, in his book "What is Philosophy?" (1969), draws a number of distinctions between different forms of "philosophical" argument or critique. The two forms of derived argument,…

The Heuristics of Statistical Argumentation: Scaffolding at the Postsecondary Level

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Pardue, Teneal Messer

2017-01-01

Language plays a key role in statistics and, by extension, in statistics education. Enculturating students into the practice of statistics requires preparing them to communicate results of data analysis. Statistical argumentation is one way of providing structure to facilitate discourse in the statistics classroom. In this study, a teaching…

Acquiring and processing verb argument structure: distributional learning in a miniature language.

Science.gov (United States)

Wonnacott, Elizabeth; Newport, Elissa L; Tanenhaus, Michael K

2008-05-01

Adult knowledge of a language involves correctly balancing lexically-based and more language-general patterns. For example, verb argument structures may sometimes readily generalize to new verbs, yet with particular verbs may resist generalization. From the perspective of acquisition, this creates significant learnability problems, with some researchers claiming a crucial role for verb semantics in the determination of when generalization may and may not occur. Similarly, there has been debate regarding how verb-specific and more generalized constraints interact in sentence processing and on the role of semantics in this process. The current work explores these issues using artificial language learning. In three experiments using languages without semantic cues to verb distribution, we demonstrate that learners can acquire both verb-specific and verb-general patterns, based on distributional information in the linguistic input regarding each of the verbs as well as across the language as a whole. As with natural languages, these factors are shown to affect production, judgments and real-time processing. We demonstrate that learners apply a rational procedure in determining their usage of these different input statistics and conclude by suggesting that a Bayesian perspective on statistical learning may be an appropriate framework for capturing our findings.

Argumentative Bluff in Eristic Discussion : An Analysis and Evaluation

NARCIS (Netherlands)

van Laar, Jan Albert

How does the analysis and evaluation of argumentation depend on the dialogue type in which the argumentation has been put forward? This paper focuses on argumentative bluff in eristic discussion. Argumentation cannot be presented without conveying the pretence that it is dialectically reasonable, as

Evaluating arguments during instigations of defence motivation and accuracy motivation.

Science.gov (United States)

Liu, Cheng-Hong

2017-05-01

When people evaluate the strength of an argument, their motivations are likely to influence the evaluation. However, few studies have specifically investigated the influences of motivational factors on argument evaluation. This study examined the effects of defence and accuracy motivations on argument evaluation. According to the compatibility between the advocated positions of arguments and participants' prior beliefs and the objective strength of arguments, participants evaluated four types of arguments: compatible-strong, compatible-weak, incompatible-strong, and incompatible-weak arguments. Experiment 1 revealed that participants possessing a high defence motivation rated compatible-weak arguments as stronger and incompatible-strong ones as weaker than participants possessing a low defence motivation. However, the strength ratings between the high and low defence groups regarding both compatible-strong and incompatible-weak arguments were similar. Experiment 2 revealed that when participants possessed a high accuracy motivation, they rated compatible-weak arguments as weaker and incompatible-strong ones as stronger than when they possessed a low accuracy motivation. However, participants' ratings on both compatible-strong and incompatible-weak arguments were similar when comparing high and low accuracy conditions. The results suggest that defence and accuracy motivations are two major motives influencing argument evaluation. However, they primarily influence the evaluation results for compatible-weak and incompatible-strong arguments, but not for compatible-strong and incompatible-weak arguments. © 2016 The British Psychological Society.

Design Argumentation in Academic Design Education

DEFF Research Database (Denmark)

Dalsgaard, Peter; Dindler, Christian; Fritsch, Jonas

2013-01-01

We explore design argumentation as a resource when teaching interaction design in a university setting. We propose that design argumentation can help bridge between practice-based design education and theoretical issues from university curricula. In this paper, we outline the idea of design...

Modelling Scientific Argumentation in the Classroom : Teachers perception and practice

Science.gov (United States)

Probosari, R. M.; Sajidan; Suranto; Prayitno, B. A.; Widyastuti, F.

2017-02-01

The purposes of this study were to investigate teacher’s perception about scientific argumentation and how they practice it in their classroom. Thirty biology teachers in high school participated in this study and illustrated their perception of scientific argumentation through a questionnaire. This survey research was developed to measure teachers’ understanding of scientific argumentation, what they know about scientific argumentation, the differentiation between argument and reasoning, how they plan teaching strategies in order to make students’ scientific argumentation better and the obstacles in teaching scientific argumentation. The result conclude that generally, teachers modified various representation to accommodate student’s active participation, but most of them assume that argument and reasoning are similar. Less motivation, tools and limited science’s knowledge were considered as obstacles in teaching argumentation. The findings can be helpful to improving students’ abilities of doing scientific argumentation as a part of inquiry.

The Optimum Level of Argumentativeness for Employed Women.

Science.gov (United States)

Schullery, Nancy M.

1998-01-01

Examines the relationship between argumentativeness and women's supervisory level in organizations. Finds no simple relationship between supervisory level and argumentativeness for women, but indicates that moderation in argumentativeness increases with supervisory level. Notes implications for pedagogy: would-be female executives should be…

Some examples of the utilization of autoradiography in metallurgy; Quelques exemples de l'utilisation de l'autoradiographie en metallurgie

Energy Technology Data Exchange (ETDEWEB)

Faraggi, H [Commissariat a l' Energie Atomique, Saclay (France).Centre d' Etudes Nucleaires

1959-07-01

Although autoradiography has been used for a long time for metallurgic studies, new possibilities are open by a full exploitation of recent progress in nuclear emulsion techniques. A few examples are presented. (author) [French] Bien que l'autoradiographie soit connue de longue date comme une methode d'etude de certains problemes metallurgiques, de nouvelles possibilites sont offertes par l'utilisation d'emulsions nucleaires et l'exploitation systematique de toutes leurs proprietes. Quelques exemples sont presentes. (auteur)

Analysis and evaluation of argumentative discourse

NARCIS (Netherlands)

van Eemeren, F.H.; Garssen, B.; van Eemeren, F.H.

2015-01-01

Although Renkema’s Introduction to Discourse Studies (2004: Chap. 12) provides a useful introduction to the study of argumentation, this brief account does not provide a full characterization of the field. Among the dominant approaches to argumentative discourse a general distinction can be made

The Determinants of Money Arguments between Spouses

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Dorothy B. Durband

2010-10-01

Full Text Available A commonly held view is that arguments about money are associated with marital problems, but relatively little is known about the nature of arguing about money within marriage. Using data from the National Longitudinal Survey of Youth 1979 (NLSY79, this study uses a collective bargaining approach to examine the role of money arguments in marriage. The sample (N = 1,371 consists of married women. A collective bargaining framework provides a context for understanding money arguments within the marital relationship. Results indicate that costly communication is the dominant predictor of money arguments, followed by level and proportion of wife’s income, and household net worth. Because results suggest that both communication and financial resources are important components to understanding money arguments within marriage, a combination of professionals trained in marital therapy and/or financial planning is required for couples interested in seeking assistance to increase their satisfaction and/or avoid divorce.

Argumentation Ethics and The Philosophy of Freedom

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Frank van Dun

2009-03-01

Full Text Available When H.-H. Hoppe claimed (in A Theory of Socialism and Capitalism, 1989 that the principles of libertarianism were argumentatively irrefutable, both the logical coherence and the relevance of his “argument from argumentation” were criticized. While occasionally some of these criticisms still crop up, this paper defends Hoppe’s claim against them from the vantage point of the author’s own work (in Dutch on the ethics of dialogue in the nineteen-seventies. It presents a more detailed and systematic presentation of the “argument from argumentation” than Hoppe had need for in the particular context of his book. It makes a distinction between arguments about principles and arguments about particular cases in which these principles may be invoked; and between the normative validity (as a matter of principle of certain presumptions and the fact that in particular cases these presumptions hold only in principle and can be refuted by the evidence pertaining to the cases.

A Comparative Study of Argument from Primordial Nature and Argument from General Consensus on the Demonstration of Existence of God

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Hamidreza Abdoli Mehrjardi

2014-08-01

Full Text Available Historical evidences suggest that human beings have been always in search of God in some form. Some believe that man is born with this divine sense. This ubiquitous quality of human beings is called primordial nature (fitrah. Many scholars have tried to demonstrate the existence of God through this shared quality of human individuals. In Islamic thought this latter intellectual effort has been designated as "argument from primordial nature" and in western theological and philosophical thought it is known as "argument from general consensus". Although these arguments have some differences in their general settings and attitudes; but they both resort to human general divine attitude to demonstrate the existence of God. In this essay we have sought to propound the views of those scholars who have dealt with this argument at length. Reflecting on the general form of the expositions shows that the expositions of argument from primordial nature and argument from general consensus cannot demonstrate the existence of God without basing themselves on the principle of causation or human existential poverty. Via comparative assessment of these two arguments we have turned to the critiques which have been leveled against them and laid bare their similarities and differences. Of course there are some differences between the argument from primordial nature in Islam and the argument from general consensus in west. This essay seeks to assay the key expositions which have been offered of these arguments in Islamic and western philosophies. It seems that among Moslem philosophers, Mulla Sadra from the early generation, Allameh Tabtabaei, Imam Khomeini, Jawadi Amuli and Mutahari from later generation, have paid more attention to this argument. Among western scholars one can mention William James, Charles Hodge, James Joyce, Paul Tillich and Seneca who have made more direct remarks on this argument. John Locke is also against this argument. This is why we have

Fallacies in ethical argumentation on abortion

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Simona Mazilu

2007-01-01

Full Text Available This paper represents a case study of the types of fallacies that may occur in the argumentation stage of an ethical dispute over abortion. The theoretical framework I use is the pragma-dialectical theory of argumentation (van Eemeren and Grootendorst 1992, 2004 which conceives of fallacies as violations of the rules for critical discussion. I will focus on the fallacies resulting from the violation of the relevance rule in two fragments of argumentative texts illustrating opposing positions on abortion. I claim that these fallacies function as winning strategies in the ethical dispute in case.

L’aménagement du territoire avant la lettre : quelques exemples genevois (XVIIIe-XIXe siècles

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Isabelle Roland

2012-04-01

Full Text Available Les facteurs historiques et géopolitiques ont eu, à Genève, une influence notable sur la structure du territoire et la morphologie de certaines localités. A Meyrin par exemple, la création d’un nouvel axe routier a transformé en quelques années un village-rue en village-carrefour. A Malagny, un hameau d’origine médiévale a été presque entièrement détruit au XVIIIe siècle pour faire place à un grand domaine. A Genthod, un modeste village s’est embourgeoisé suite à l’implantation de trois domaines patriciens et les paysans ont accepté de déplacer leur fumier dans une rue secondaire, créée à cet effet. A Chêne, un village a été scindé en deux entités politiques et confessionnelles bien distinctes, tandis qu’à Plan-les-Ouates, le contraste est frappant entre les deux côtés de la rue principale, colonisés à deux époques différentes. Ces quelques exemples relèvent de ce que l’on peut considérer comme de l’aménagement du territoire avant la lettre et démontrent qu’il est impossible de dissocier l’architecture rurale de son environnement et de son histoire.In Geneva, historic and geopolitical factors have significantly influenced the region’s overall structure and the form of particular locals within it. For example, in the course of just a few years, a new road transformed Meyrin from a one-street village into an important commercial crossroad. In Malagny, a medieval hamlet was almost entirely demolished in the 18th century to make way for a grand estate. In Genthod, a farming village was “gentrified” after 3 nobles estates were established around it. The village peasants agreed to move their dung-heaps to a more discreet secondary street, donated by one of the estates for the purpose. In Chêne, a village was divided into two distinct political and religious districts. Finally, at Plan-les-Ouates, there is a strong contrast between the two sides of the village’s main street, which were

A Canonical Approach to the Argument/Adjunct Distinction

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Diana Forker

2014-01-01

Full Text Available This paper provides an account of the argument/adjunct distinction implementing the 'canonical approach'. I identify five criteria (obligatoriness, latency, co-occurrence restrictions, grammatical relations, and iterability and seven diagnostic tendencies that can be used to distinguish canonical arguments from canonical adjuncts. I then apply the criteria and tendencies to data from the Nakh-Daghestanian language Hinuq. Hinuq makes extensive use of spatial cases for marking adjunct-like and argument-like NPs. By means of the criteria and tendencies it is possible to distinguish spatial NPs that come close to canonical arguments from those that are canonical adjuncts, and to place the remaining NPs bearing spatial cases within the argument-adjunct continuum.

Quelques éléments d'ethnographie du nakaq

Directory of Open Access Journals (Sweden)

1973-01-01

Full Text Available Cet article est le produit d'une expérience vécue et d'une recherche menée dans, le village de Manchire (valle de Cangallo, Ayacucho sur le personnage fantastique et fatidique du Ñakaq (appelé aussi pishtako dans le Centre Nord les auteurs étudient la fonction préhispanique du ñakaq, son rôle actuel dans les comportements collectifs indigènes, ainsi que son intervention dans certains rites agraires ce travail contient aussi quelques éléments ethnologiques sur Manchire (cf. la chaki taklla. Los autores vierten en estas líneas el producto de su experiencia vivida y de sus investigaciones en el pueblo de Manchire (valle de Cangallo, Ayacucho acerca del personaje Fantástico y fatídico del Ñakak (también llamado pishtako en el Centro-Norte del Perú. Estudian la función prehispánica del ñakak, su papel actual en los comportamientos colectivos indígenas y también su intervención en ciertos ritos agrícolas. Este trabajo contiene además algunos otros elementos etnológicos sobre Manchire (cf. la chakitaklla.

Generate an Argument: An Instructional Model

Science.gov (United States)

Sampson, Victor; Grooms, Jonathon

2010-01-01

The Generate an Argument instructional model was designed to engage students in scientific argumentation. By using this model, students develop complex reasoning and critical-thinking skills, understand the nature and development of scientific knowledge, and improve their communication skills (Duschl and Osborne 2002). This article describes the…

Argumentation and indigenous knowledge: socio-historical influences in contextualizing an argumentation model in South African schools

Science.gov (United States)

Gallard Martínez, Alejandro J.

2011-09-01

This forum considers argumentation as a means of science teaching in South African schools, through the integration of indigenous knowledge (IK). It addresses issues raised in Mariana G. Hewson and Meshach B. Ogunniyi's paper entitled: Argumentation-teaching as a method to introduce indigenous knowledge into science classrooms: opportunities and challenges. As well as Peter Easton's: Hawks and baby chickens: cultivating the sources of indigenous science education; and, Femi S. Otulaja, Ann Cameron and Audrey Msimanga's: Rethinking argumentation-teaching strategies and indigenous knowledge in South African science classrooms. The first topic addressed is that implementation of argumentation in the science classroom becomes a complex endeavor when the tensions between students' IK, the educational infrastructure (allowance for teacher professional development, etc.) and local belief systems are made explicit. Secondly, western styles of debate become mitigating factors because they do not always adequately translate to South African culture. For example, in many instances it is more culturally acceptable in South Africa to build consensus than to be confrontational. Thirdly, the tension between what is "authentic science" and what is not becomes an influencing factor when a tension is created between IK and western science. Finally, I argue that the thrust of argumentation is to set students up as "scientist-students" who will be considered through a deficit model by judging their habitus and cultural capital. Explicitly, a "scientist-student" is a student who has "learned," modeled and thoroughly assimilated the habits of western scientists, evidently—and who will be judged by and held accountable for their demonstration of explicit related behaviors in the science classroom. I propose that science teaching, to include argumentation, should consist of "listening carefully" (radical listening) to students and valuing their language, culture, and learning as a model

The Impact of Argumentativeness on Resistance to Persuasion.

Science.gov (United States)

Kazoleas, Dean

1993-01-01

Examines the impact of argumentativeness on cognitive responses and attitude change of undergraduate college students. Finds that argumentative individuals generate greater numbers of counterarguments and are more resistant to persuasion. Indicates that attitude change for the highly argumentative individual is a function of both positive and…

Argudas: lessons for argumentation in biology based on a gene expression use case.

Science.gov (United States)

McLeod, Kenneth; Ferguson, Gus; Burger, Albert

2012-01-25

In situ hybridisation gene expression information helps biologists identify where a gene is expressed. However, the databases that republish the experimental information online are often both incomplete and inconsistent. Non-monotonic reasoning can help resolve such difficulties - one such form of reasoning is computational argumentation. Essentially this involves asking a computer to debate (i.e. reason about) the validity of a particular statement. Arguments are produced for both sides - the statement is true and, the statement is false - then the most powerful argument is used. In this work the computer is asked to debate whether or not a gene is expressed in a particular mouse anatomical structure. The information generated during the debate can be passed to the biological end-user, enabling their own decision-making process. This paper examines the evolution of a system, Argudas, which tests using computational argumentation in an in situ gene hybridisation gene expression use case. Argudas reasons using information extracted from several different online resources that publish gene expression information for the mouse. The development and evaluation of two prototypes is discussed. Throughout a number of issues shall be raised including the appropriateness of computational argumentation in biology and the challenges faced when integrating apparently similar online biological databases. From the work described in this paper it is clear that for argumentation to be effective in the biological domain the argumentation community need to develop further the tools and resources they provide. Additionally, the biological community must tackle the incongruity between overlapping and adjacent resources, thus facilitating the integration and modelling of biological information. Finally, this work highlights both the importance of, and difficulty in creating, a good model of the domain.

Friendly Alternatives to the Argumentative Essay.

Science.gov (United States)

Costanzo, William V.

Many teachers would like to counter what Deborah Tannen calls "The Argument Culture." They recognize that teaching students traditional principles of argument may perpetuate the kind of adversarial thinking that erupts all too often: in aggressive newspaper headlines, on confrontational television shows, in court rooms, and in school…

Argument and Credibility Appeals in Persuasion.

Science.gov (United States)

Benoit, William L.

1987-01-01

Indicated that (1) arguments perceived as strong by receivers generated both more favorable, supportive cognitive responses and attitude change than weak message arguments; and (2) perceived source expertise and attractiveness influenced cognitive responses, but not in a coherent fashion or to the extent that they effect attitude change. (JD)

Combining conceptual graphs and argumentation for aiding in the teleexpertise.

Science.gov (United States)

Doumbouya, Mamadou Bilo; Kamsu-Foguem, Bernard; Kenfack, Hugues; Foguem, Clovis

2015-08-01

Current medical information systems are too complex to be meaningfully exploited. Hence there is a need to develop new strategies for maximising the exploitation of medical data to the benefit of medical professionals. It is against this backdrop that we want to propose a tangible contribution by providing a tool which combines conceptual graphs and Dung׳s argumentation system in order to assist medical professionals in their decision making process. The proposed tool allows medical professionals to easily manipulate and visualise queries and answers for making decisions during the practice of teleexpertise. The knowledge modelling is made using an open application programming interface (API) called CoGui, which offers the means for building structured knowledge bases with the dedicated functionalities of graph-based reasoning via retrieved data from different institutions (hospitals, national security centre, and nursing homes). The tool that we have described in this study supports a formal traceable structure of the reasoning with acceptable arguments to elucidate some ethical problems that occur very often in the telemedicine domain. Copyright © 2015 Elsevier Ltd. All rights reserved.

(Non-)Arguments in Long-Distance Extractions.

Science.gov (United States)

Nyvad, Anne Mette; Kizach, Johannes; Christensen, Ken Ramshøj

2015-10-01

Previous research has shown that in fully grammatical sentences, response time increases and acceptability decreases when the filler in a long-distance extraction is incompatible with the matrix verb. This effect could potentially be due to a difference between argument and adjunct extraction. In this paper we investigate the effect of long extraction of arguments and adjuncts where incompatibility is kept constant. Based on the results from two offline surveys and an online experiment, we argue that the argument/adjunct asymmetry in terms of acceptability is due to differences in processing difficulty, but that both types of extraction involve the same intermediate attachment sites in the online processing.

Argumentation in elementary science education: addressing methodological issues and conceptual understanding

Science.gov (United States)

Kaya, Ebru

2017-11-01

In this review essay I respond to issues raised in Mijung Kim and Wolff-Michael Roth's paper titled "Dialogical argumentation in elementary science classrooms", which presents a study dealing with dialogical argumentation in early elementary school classrooms. Since there is very limited research on lower primary school students' argumentation in school science, their paper makes a contribution to research on children's argumentation skills. In this response, I focus on two main issues to extend the discussion in Kim and Roth's paper: (a) methodological issues including conducting a quantitative study on children's argumentation levels and focusing on children's written argumentation in addition to their dialogical argumentation, and (b) investigating children's conceptual understanding along with their argumentation levels. Kim and Roth emphasize the difficulty in determining the level of children's argumentation through the Toulmin's Argument Pattern and lack of high level arguments by children due to their difficulties in writing texts. Regarding these methodological issues, I suggest designing quantitative research on coding children's argument levels because such research could potentially provide important findings on children's argumentation. Furthermore, I discuss alternative written products including posters, figures, or pictures generated by children in order to trace children's arguments, and finally articulating argumentation and conceptual understanding of children.

Arguments that take counterconsiderations into account

NARCIS (Netherlands)

van Laar, Jan Albert

2014-01-01

This paper examines arguments that take counterconsiderations into account, and it does so from a dialogical point of view. According to this account, a counterconsideration is part of a critical reaction from a real or imagined opponent, and an arguer may take it into account in his argument in at

We have yet to see the "visual argument"

OpenAIRE

Popa, O.E.

2016-01-01

In this paper, I defend two skeptical claims regarding current research on visual arguments and I explain how these claims reflect upon past and future research. The first claim is that qualifying an argument as being visual amounts to a category mistake; the second claim is that past analyses of visual arguments fault on both end of the “production line” in that the input is not visual and the output is not an argument. Based on the developed critique, I discuss how the study of images in co...

Understanding a High School Physics Teacher's Pedagogical Content Knowledge of Argumentation

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Wang, Jianlan; Buck, Gayle A.

2016-08-01

Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers' knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher's argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher's performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher's perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers.

Reasoning by Argumentation. Social Studies Learning Milestone 4.

Science.gov (United States)

Voss, James F.

This paper is concerned with the importance of argumentation in the classroom, especially in relation to the social sciences. Issues of argument and argument evaluation are considered. The paper analyzes the nature of such reasoning and indicates its importance in subject matter learning. Three situations are described in the paper in which…

Consciousness regained? Philosophical arguments for and against reductive physicalism.

Science.gov (United States)

Sturm, Thomas

2012-03-01

This paper is an overview of recent discussions concerning the mind-body problem, which is being addressed at the interface between philosophy and neuroscience. It focuses on phenomenal features of consciousness or "qualia," which are distinguished from various related issues. Then follows a discussion of various influential skeptical arguments that question the possibility of reductive explanations of qualia in physicalist terms: knowledge arguments, conceivability arguments, the argument of multiple realizability, and the explanatory gap argument. None of the arguments is found to be very convincing. It does not necessarily follow that reductive physicalism is the only option, but it is defensible. However, constant conceptual and methodological reflection is required, alongside ongoing research, to keep such a view free from dogmatism and naivety.

Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments

Science.gov (United States)

Katchevich, Dvora; Hofstein, Avi; Mamlok-Naaman, Rachel

2013-02-01

One of the goals of science education is to provide students with the ability to construct arguments—reasoning and thinking critically in a scientific context. Over the years, many studies have been conducted on constructing arguments in science teaching, but only few of them have dealt with studying argumentation in the laboratory. Our research focuses on the process in which students construct arguments in the chemistry laboratory while conducting various types of experiments. It was found that inquiry experiments have the potential to serve as an effective platform for formulating arguments, owing to the features of this learning environment. The discourse during inquiry-type experiments was found to be rich in arguments, whereas that during confirmatory-type experiments was found to be sparse in arguments. The arguments, which were developed during the discourse of an open inquiry experiment, focus on the hypothesis-building stage, analysis of the results, and drawing appropriate conclusions.

Revisiting Strawsonian Arguments from Inescapability

OpenAIRE

Szigeti, Andras

2012-01-01

Peter Strawson defends the thesis that determinism is irrelevant to the justifiability of responsibility-attributions. In this paper, I want to examine various arguments advanced by Strawson in support of this thesis. These arguments all draw on the thought that the practice of responsibility is inescapable. My main focus is not so much the metaphysical details of Strawsonian compatibilism, but rather the more fundamental idea that x being inescapable may be reason for us to regard x as justi...

Efficient computation of argumentation semantics

CERN Document Server

Liao, Beishui

2013-01-01

Efficient Computation of Argumentation Semantics addresses argumentation semantics and systems, introducing readers to cutting-edge decomposition methods that drive increasingly efficient logic computation in AI and intelligent systems. Such complex and distributed systems are increasingly used in the automation and transportation systems field, and particularly autonomous systems, as well as more generic intelligent computation research. The Series in Intelligent Systems publishes titles that cover state-of-the-art knowledge and the latest advances in research and development in intelligen

Public perceptions of arguments supporting and opposing recreational marijuana legalization.

Science.gov (United States)

McGinty, Emma E; Niederdeppe, Jeff; Heley, Kathryn; Barry, Colleen L

2017-06-01

In debates about recreational marijuana legalization, pro-legalization arguments highlighting economic and other potential policy benefits compete with anti-legalization arguments emphasizing public health risks. In 2016, we conducted a national survey using an online panel (N=979) designed to answer two main research questions: (1) How do Americans perceive the relative strength of competing arguments about recreational marijuana legalization? (2) How are perceptions of argument strength associated with public support for recreational marijuana legalization? We examined differences in attitudes among individuals living in states that have/have not legalized recreational marijuana and among Democrats/Independents/Republicans. Ordered logit regression assessed the relationship between perceived argument strength and public support for recreational marijuana legalization. Respondents rated pro-legalization arguments highlighting beneficial economic and criminal justice consequences as more persuasive than anti-legalization arguments emphasizing adverse public health effects. Respondents were more likely to agree with arguments highlighting legalization's potential to increase tax revenue (63.9%) and reduce prison overcrowding (62.8%) than arguments emphasizing negative consequences on motor vehicle crashes (51.8%) and youth health (49.6%). The highest rated anti-legalization arguments highlighted the conflict between state and federal marijuana laws (63.0%) and asserted that legalization will fail to eliminate the black market (57.2%). Respondents who endorsed pro-legalization economic and criminal justice arguments were more likely than other respondents to support legalization. Our findings indicate that, on both side of the recreational marijuana legalization debate, there are arguments that resonate with the American public. However, public health risk messages were viewed as less compelling than pro-legalization economic and criminal justice-oriented arguments

Preservice teachers' discursive approaches to constructing scientific arguments from evidence to claim

Science.gov (United States)

Gilles, Brent David

construct arguments. The preservice teachers revealed the institutionality within their talk by orienting towards classroom norms. These norms included mentioning the teacher while discussing project needs and justifying claims. The group leaders imitated the role of a teacher within their group by using regulative talk to facilitate their group discussions. While these experiences will likely benefit the group leader when they start planning argumentation activities as inservice teachers, the other group members are not as likely to be benefited by the hierarchal structure of the groups. The spontaneous adoption of online collaborative tools transitioned their talk to becoming text-based over the last two activities. Finally, an implication of adopting asynchronous online collaborative tools is that there needs to be an emphasis placed on scaffolding student facilitated use of these environments so text-based conversations include conceptually rich talk.

Argument from Design in Richard Baxter's Natural Theology

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Igor Koshelev

2017-12-01

Full Text Available The article deals with the teleological argument, or argument from design, as expounded by a famous English Protestant theologian Richard Baxter, one of the leading 17-th century English Puritans, in his work “The Reasons of the Christian Religion”. Natural theology, providing arguments for the existence of God based on reason and without appeal to the Revelation, has always played a vital role throughout the entire history of theological thought. The most popular was the so called teleological argument, or the argument from design, which stands out among all rational arguments for the existence of the Creator. It is mostly known from the “Fifth Way” of the medieval Scholastic philosopher Thomas Aquinas and a famous work “Natural Theology” by an English 19-th century theologian William Paley. The foundation for the modern research in the area was laid during the age of the Scientific Revolution of the 17th century English nature philosophers and theologians, especially Robert Boyle, who believed the teleological argument to be the key element of Natural Theology. His friend and confessor, Richard Baxter, a prominent representative of the Puritan Natural Theology, mostly known by his theological works, paved the way for Natural Theology both in his own time and the following centuries. His work was thought to be the best collection of the evidences for Christianity.

Socioscientific Argumentation of Pre-Service Teachers about Genetically Modified Organisms

Science.gov (United States)

Herawati, D.; Ardianto, D.

2017-09-01

This study aims to investigate socioscientific argumentation of pre-service teachers of science and non-science major regarding Genetically Modified Organisms (GMOs) issue. We used descriptive study and involved second-year pre-service teachers from two major, 28 pre-service science teachers (PSTs) and 28 pre-service non-science teachers (PNSTs) as participants. Paper and pencil test was administered in order to obtain the data of PSTs’ and PNSTs’ argument about GMOs. All of the data were analyzed by descriptive analysis. We applied Toulmin Argumentation Pattern (TAP) as a basic framework to identify the argumentation component. The result showed that both PSTs and PNSTs were able to propose an argument with a claim, data, and/or warrant.. Most of their argument contain data which provided in the text, without any further reasoning or relevant scientific knowledge. So, the coherency between argumentation component in both PSTs and PNSTs was limited. However, PSTs are more able to propose coherent arguments than PNSTs. These findings indicated that educational background and learning experiences may influence to pre-service teacher argumentation in the context of GMOs. Beside that, teaching and learning process which focused on the socioscientific issues is necessary to develop pre-service teachers’ argumentation

Children's responses in argumentative discussions relating to parental rules and prescriptions

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Antonio Bova

2015-01-01

Full Text Available This study sets out to investigate the types of responses by children aged between 3 and 7 years in argumentative discussions relating to parental rules and prescriptions. The data corpus is composed of 132 argumentative discussions selected from 30 video-recorded meals of 10 middle to upper-middle-class Swiss and Italian families. Data are presented through discursive excerpts of argumentative discussions and analysed by the pragma-dialectical ideal model of critical discussion. The findings show that when parents advance context-bound arguments such as the arguments of quality (e.g., very good, salty, or not good and quantity (e.g., too little, quite enough, or too much of food, the arguments advanced by children mirror the same types of arguments previously used by parents. On the other hand, when parents advance more complex, elaborated, and context-unbound arguments such as the appeal to consistency's argument, the argument from authority and the argument from analogy, the children typically did not advance any argument, but their response is an expression of further doubt or a mere opposition without providing any argument. Overall, the results of this study indicate that the types of children's responses are strictly connected to the type of argument previously advanced by their parents. This aspect is particularly relevant in terms of children's capacities to engage in argumentative exchanges and to react in rational ways during the confrontation with the parents. Further research in this direction is needed in order to better understand specific potentialities of language in the everyday process of socialization within the family context.

Magnesium and aluminium-base products. For use as structural materials; Magnesium, aluminium et alliages. Emploi comme materiaux de structure

Energy Technology Data Exchange (ETDEWEB)

Bernard, J; Boudouresques, B; Alfille, L; Klersy, R [Commissariat a l' Energie Atomique, Saclay (France). Centre d' Etudes Nucleaires

1958-07-01

This paper deals with the ability of some Mg and Al-base products to be used as structural materials in thermal reactors. The results presented here are relating to investigations carried out for completing the design of french reactors. (author)Fren. [French] Les auteurs traitent de l'aptitude de quelques materiaux legers et ultra-legers a l'utilisation comme elements de structure des reacteurs thermiques. Les resultats presentes sont relatifs aux etudes effectuees pour l'etablissement des projets de piles fran ises. (auteur)

Prior knowledge in recalling arguments in bioethical dilemmas

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Hiemke Katharina Schmidt

2015-09-01

Full Text Available Prior knowledge is known to facilitate learning new information. Normally in studies confirming this outcome the relationship between prior knowledge and the topic to be learned is obvious: the information to be acquired is part of the domain or topic to which the prior knowledge belongs. This raises the question as to whether prior knowledge of various domains facilitates recalling information. In this study 79 eleventh-grade students completed a questionnaire on their prior knowledge of seven different domains related to the bioethical dilemma of prenatal diagnostics. The students read a text containing arguments for and arguments against prenatal diagnostics. After one week and again 12 weeks later they were asked to write down all the arguments they remembered. Prior knowledge helped them recall the arguments one week (r = .350 and 12 weeks (r = .316 later. Prior knowledge of three of the seven domains significantly helped them recall the arguments one week later (correlations between r = .194 to r = .394. Partial correlations with interest as a control item revealed that interest did not explain the relationship between prior knowledge and recall. Prior knowledge of different domains jointly supports the recall of arguments related to bioethical topics.

Antithesis and argument in the hymns of Ephrem the Syrian | Botha ...

African Journals Online (AJOL)

This paper reflects research on the semantic structure of antitheses. The thesis being proposed is that the defining quality of antitheses was implemented by the Syrian church father Ephrem as a rhetoric technique to enhance the power of arguments in his hymns. Examples are being investigated to explain the function of ...

Argumentation Key to Communicating Climate Change to the Public

Science.gov (United States)

Bleicher, R. E.; Lambert, J. L.

2012-12-01

Argumentation plays an important role in how we communicate climate change science to the public and is a key component integrated throughout the Next Generation Science Standards. A scientific argument can be described as a disagreement between explanations with data being used to justify each position. Argumentation is social process where two or more individuals construct and critique arguments (Kuhn & Udell, 2003; Nussbaum, 1997). Sampson, Grooms, and Walker's (2011) developed a framework for understanding the components of a scientific argument. The three components start with a claim (a conjecture, conclusion, explanation, or an answer to a research question). This claim must fit the evidence (observations that show trends over time, relationships between variables or difference between groups). The evidence must be justified with reasoning (explains how the evidence supports the explanation and whey it should count as support). In a scientific argument, or debate, the controversy focuses on how data were collected, what data can or should be included, and what inferences can be made based on a set of evidence. Toulmin's model (1969) also includes rebutting or presenting an alternative explanation supported by counter evidence and reasoning of why the alternative is not the appropriate explanation for the question of the problem. The process of scientific argumentation should involve the construction and critique of scientific arguments, one that involves the consideration of alternative hypotheses (Lawson, 2003). Scientific literacy depends as much on the ability to refute and recognize poor scientific arguments as much as it does on the ability to present an effective argument based on good scientific data (Osborne, 2010). Argument is, therefore, a core feature of science. When students learn to construct a sound scientific argument, they demonstrate critical thinking and a mastery of the science being taught. To present a convincing argument in support of

Concepts and Contexts – Argumentative Forms of Framing

DEFF Research Database (Denmark)

Gabrielsen, Jonas; Nørholm Just, Sine; Bengtsson, Mette

2011-01-01

this argument we combine theories of framing with the classical rhetorical theory of the stases, more precisely status definitio and status translatio. Our focus is primarily theoretical, but we illustrate our points by means of examples taken from public debates on the value of real estate.......The notion of framing has become central in the field of argumentation. The question is, however, what we gain from studying the process of argumentation through framing, since framing is itself a broad concept in need of specification. Different traditions understand the term differently......, and it is necessary to determine what argumentative forms the concept of framing actually covers. In this paper we argue that framing refers to at least two different argumentative forms. One is an internal definition of the concepts in question; the other is an external shift in the context of the case. In making...

Den argumentative teksttype i reklamer

DEFF Research Database (Denmark)

Nielsen, Anne Ellerup

1998-01-01

- and macropropositions, it is a multicriterial model which takes into account both the syntactic, semantic and pragmatic features of texts. However, the model seems to offer some problems in establishing the limits between the argumentative and the descriptive text type. This imprecision is apparently due to the lack...... of distinction between the discourse potential of evaluative and referential propositions. This problem will be demonstrated on examples from the genre of advertising material which, because of its persuasive purpose, is particularly rich in argumentative features....

Argumentative Bluff in Eristic Discussion: An Analysis and Evaluation

OpenAIRE

van Laar, Jan Albert

2010-01-01

How does the analysis and evaluation of argumentation depend on the dialogue type in which the argumentation has been put forward? This paper focuses on argumentative bluff in eristic discussion. Argumentation cannot be presented without conveying the pretence that it is dialectically reasonable, as well as, at least to some degree, rhetorically effective. Within eristic discussion it can be profitable to engage in bluff with respect to such claims. However, it will be argued that such bluffi...

Enunciation and argumentation: proposals for the analysis of personal forms as argumentative resources in orality

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Federico Testoni

2017-02-01

Full Text Available As part of an investigation about strategies and resources for the construction of social representations (Raiter, 2016 on orality, we propose to articulate an analysis of linguistic forms with the argumentative dimension of utterances. The aim of this paper is to review the methodology proposed by Lavandera (1984 for the analysis of the tension between the personal and the impersonal, interpreting the use of this dimension as an argumentative resource (Ducrot, 1984. From our interdiscursive perspective, we seek to show how the characterization of the enunciative roles can facilitate analysis of the positions of enunciation from which the meaning of statements is oriented (Guimarães, 1998. To this end, we will analyse three fragments of an interview by applying the study of the distribution of pronominal forms (Lavandera, 1984 and the argumentative chains (Ducrot, 1984. We believe that analysis as described from the perspective of discourse analysis will mean a contribution for future work on strategies for building social representations.

Strategic Use of Multiple Texts for the Evaluation of Arguments

Science.gov (United States)

Kobayashi, Keiichi

2010-01-01

Two experiments were conducted to examine whether students use arguments with refutation in one text for evaluating the opposite arguments without refutation in another text. Undergraduate students read two conflicting texts in either of the two orders: pro arguments text first and con arguments text first. After reading each text, they evaluated…

Scaring the Public: Fear Appeal Arguments in Public Health Reasoning

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Louise Cummings

2012-03-01

Full Text Available The study of threat and fear appeal arguments has given rise to a sizeable literature. Even within a public health context, much is now known about how these arguments work to gain the public’s compliance with health recommendations. Notwithstanding this level of interest in, and examination of, these arguments, there is one aspect of these arguments that still remains unexplored. That aspect concerns the heuristic function of these arguments within our thinking about public health problems. Specifically, it is argued that threat and fear appeal arguments serve as valuable shortcuts in our reasoning, particularly when that reasoning is subject to biases that are likely to diminish the effectiveness of public health messages. To this extent, they are rationally warranted argument forms rather than fallacies, as has been their dominant characterization in logic.

Teaching Critical Questions about Argumentation through the Revising Process: Effects of Strategy Instruction on College Students' Argumentative Essays

Science.gov (United States)

Song, Yi; Ferretti, Ralph P.

2013-01-01

The effects of self-regulated strategy development revising instruction for college students that targeted the use of argumentation schemes and critical questions were assessed in three conditions. In the first condition, students were taught to revise their essays by asking and answering critical questions about the "argument from consequences"…

Understanding and Detecting Supporting Arguments of Diverse Types

OpenAIRE

Hua, Xinyu; Wang, Lu

2017-01-01

We investigate the problem of sentence-level supporting argument detection from relevant documents for user-specified claims. A dataset containing claims and associated citation articles is collected from online debate website idebate.org. We then manually label sentence-level supporting arguments from the documents along with their types as study, factual, opinion, or reasoning. We further characterize arguments of different types, and explore whether leveraging type information can facilita...

The Peierls argument for higher dimensional Ising models

International Nuclear Information System (INIS)

Bonati, Claudio

2014-01-01

The Peierls argument is a mathematically rigorous and intuitive method to show the presence of a non-vanishing spontaneous magnetization in some lattice models. This argument is typically explained for the D = 2 Ising model in a way which cannot be easily generalized to higher dimensions. The aim of this paper is to present an elementary discussion of the Peierls argument for the general D-dimensional Ising model. (paper)

Extension-based semantics of argumentation frameworks for agent interactions

NARCIS (Netherlands)

Gratie, C.

2012-01-01

Argumentation plays an important part in human interaction, whether it is used for persuasion, negotiation or simply for sharing one's point of view on a certain topic. Even at the abstract level, choosing the acceptable arguments from a given set of conflicting arguments is a challenging problem,

Nursing and euthanasia: a review of argument-based ethics literature.

Science.gov (United States)

Quaghebeur, Toon; Dierckx de Casterlé, Bernadette; Gastmans, Chris

2009-07-01

This article gives an overview of the nursing ethics arguments on euthanasia in general, and on nurses' involvement in euthanasia in particular, through an argument-based literature review. An in-depth study of these arguments in this literature will enable nurses to engage in the euthanasia debate. We critically appraised 41 publications published between January 1987 and June 2007. Nursing ethics arguments on (nurses' involvement in) euthanasia are guided primarily by the principles of respect for autonomy, nonmaleficence, beneficence and justice. Ethical arguments related to the nursing profession are described. From a care perspective, we discuss arguments that evaluate to what degree euthanasia can be considered positively or negatively as a form of good nursing care. Most arguments in the principle-, profession- and care-orientated approaches to nursing ethics are used both pro and contra euthanasia in general, and nurses' involvement in euthanasia in particular.

Trying and the Arguments from Total Failure

DEFF Research Database (Denmark)

Grünbaum, Thor

2008-01-01

New Volitionalism is a name for certain widespread conception of the nature of intentional action. Some of the standard arguments for New Volitionalism, the so-called arguments from total failure, have even acquired the status of basic assumptions for many other kinds of philosophers. It is there...

The assessment of argumentation from expert opinion

NARCIS (Netherlands)

Wagemans, J.H.M.

2011-01-01

In this contribution, I will develop a comprehensive tool for the reconstruction and evaluation of argumentation from expert opinion. This is done by analyzing and then combining two dialectical accounts of this type of argumentation. Walton’s account of the ‘appeal to expert opinion’ provides a

Collective Acceptance and the Is-Ought Argument

NARCIS (Netherlands)

Hindriks, Frank

According to John Searle's well-known Is-Ought Argument, it is possible to derive an ought-statement from is-statements only. This argument concerns obligations involved in institutions such as promising, and it relies on the idea that institutions can be conceptualized in terms of constitutive

La modalité au service de l’argumentation

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Alexandra Cuniță

2016-12-01

Full Text Available Communication sometimes consists for the speaker of putting forward an endorsed opinion in a given situation and in attempting to provide the audience with the best reasons in order for them to concur with this opinion, while granting them the liberty of espousing or not the thesis in question at the end of the reasoning. In other words, the subject that the speaker is going to debate, a subject which falls within the whole set of ideas and opinions shared by his/her possible or real interlocutors at the moment Ti will take the form of an argumentation. A special relationship is established between the speaker and the message recipient, as well as between the former – also called argument providing subject (‘sujet argumentant’ by certain researchers – and his/her words, of whose validity he/she must convince the latter, the target audience. In order for the argumentation to succeed, the speaker must carefully mark his/her position regarding the words he/she employs, as well as regarding the value of the arguments mobilized. It is precisely on these levels that the importance of modality becomes manifest, thus contributing to the success of argument phrasing (‘mise en argumentation’. How can modality prove useful for argument phrasing? On what levels is it involved in the process of argumentation and how is it achieved? Such is the subject we attempt to develop starting from a message of a particular type: a revealing fragment, in our opinion, taken from a literary text.

Kunnen wij elke machine verslaan? Beschouwingen rondom Lucas’ argument

NARCIS (Netherlands)

Visser, A.

1986-01-01

In dit artikel wil ik niet Anselmus' Argument bespreken maar dat van Lucas -J.R.Lucas om precies to zijn. Lucas' Argument is gericht tegen de dwaas die in zijn hart zei: de mens is een machine. Het argument is kort, maakt gebruik van eenvoudige, maar diepe wiskundige stellingen -de

Slippery Slope Arguments

NARCIS (Netherlands)

van der Burg, W.; Chadwick, R.F.

1998-01-01

Slippery slope arguments hold that one should not take some action (which in itself may be innocuous or even laudable) in order to prevent one from being dragged down a slope towards some clearly undesirable situation. Their typical purpose is to prevent changes in the status quo and, therefore,

Magnesium and aluminium-base products. For use as structural materials; Magnesium, aluminium et alliages. Emploi comme materiaux de structure

Energy Technology Data Exchange (ETDEWEB)

Bernard, J.; Boudouresques, B.; Alfille, L.; Klersy, R. [Commissariat a l' Energie Atomique, Saclay (France). Centre d' Etudes Nucleaires

1958-07-01

This paper deals with the ability of some Mg and Al-base products to be used as structural materials in thermal reactors. The results presented here are relating to investigations carried out for completing the design of french reactors. (author)Fren. [French] Les auteurs traitent de l'aptitude de quelques materiaux legers et ultra-legers a l'utilisation comme elements de structure des reacteurs thermiques. Les resultats presentes sont relatifs aux etudes effectuees pour l'etablissement des projets de piles fran ises. (auteur)

Formalising arguments about the burden of persuasion.

NARCIS (Netherlands)

Prakken, H.; Sartor, G.

2007-01-01

This paper presents an argument-based logic for reasoning about allocations of the burden of persuasion. The logic extends the system of Prakken (2001), which in turn modified the system of Prakken & Sartor (1996) with the possibility to distribute the burden of proof over both sides in an argument

An Argument Approach to Observation Protocol Validity

Science.gov (United States)

Bell, Courtney A.; Gitomer, Drew H.; McCaffrey, Daniel F.; Hamre, Bridget K.; Pianta, Robert C.; Qi, Yi

2012-01-01

This article develops a validity argument approach for use on observation protocols currently used to assess teacher quality for high-stakes personnel and professional development decisions. After defining the teaching quality domain, we articulate an interpretive argument for observation protocols. To illustrate the types of evidence that might…

Identifying Kinds of Reasoning in Collective Argumentation

Science.gov (United States)

Conner, AnnaMarie; Singletary, Laura M.; Smith, Ryan C.; Wagner, Patty Anne; Francisco, Richard T.

2014-01-01

We combine Peirce's rule, case, and result with Toulmin's data, claim, and warrant to differentiate between deductive, inductive, abductive, and analogical reasoning within collective argumentation. In this theoretical article, we illustrate these kinds of reasoning in episodes of collective argumentation using examples from one…

[Textual pragmatics in adolescents with attention deficit hyperactivity disorder: argument].

Science.gov (United States)

Gallardo-Paúls, B; Gimeno-Martínez, M; Moreno-Campos, V

2010-03-03

Clinical linguistics involves a study of linguistic deficits which focuses on a series of aspects that range from strictly formal, grammatical points to the effective and contextualised use of language. Thus, it is also inevitably concerned with the cognitive, i.e. mental, correlate of such language use, whose basic textual dimensions are narration and argument. To describe the argumentative skills in adolescents with attention deficit hyperactivity disorder (ADHD) and to examine their relationship with academic achievement and sociability. We analysed 79 argumentative texts written by adolescents with ADHD, using a methodology from cognitive linguistics and from theories of argumentation with a dialogical foundation. Adolescents with ADHD provided a greater number of arguments than those in the control group, but with a higher predominance of emotional and negative sanction strategies compared with a greater use of fallacious or circular arguments in those in the control group; the difference between the use of rational arguments in the two groups is not significant.

Legal argumentation and judicial decision making: Empirical evidence from Ecuador

Directory of Open Access Journals (Sweden)

José Luis Castro-Montero

2018-05-01

Full Text Available Legal scholars often analyze argumentation from a formal perspective, mostly applied to judicial decision making. This article presents an alternative approach, as it empirically evaluates the quality of petitioners’ legal argumentation within the context of abstract constitutional review proceedings. The quality of legal argumentation is herein defined as the ability of the petitioner to (i identify the challenged norm and the potentially infringed constitutional norm, (ii present clear and coherent arguments, and (iii justify its arguments upon legal sources, such as jurisprudential precedents or legal doctrine. Original data on forty lawsuits presented before the Ecuadorian Constitutional Court between 2008 and 2016 is used to test whether legal argumentation determines the outcome of a decision. A novel measure of the overall quality of argumentation and strength of cases brought before the Ecuadorian Constitutional Court by both public and private parties is also developed in the form of an expert survey. The main findings suggest that plaintiffs’ legal argumentation quality does not determine the outcome of the final decision of the Ecuadorian Constitutional Court, but rather the type of plaintiff (public or private does.

Argumentation as rational persuasion in doctor-patient communication

OpenAIRE

Rubinelli Sara

2013-01-01

This paper discusses the value of argumentation as an instrument for rational persuasion in doctor patient (and general health professional patient) communication. Argumentation can be used to influence those beliefs that form the basis of an individual's attitudes and decision making process. In the medical context argumentation can be used to legitimize the points of view of the doctor and the patient; to correct add to or modify a patient's set of beliefs; and to enhance the patient's cent...

Pupils' evaluation and generation of evidence and explanation in argumentation.

Science.gov (United States)

Glassner, Amnon; Weinstock, Michael; Neuman, Yair

2005-03-01

Studies on argument have found that participants tend to prefer explanations to evidence. This apparent bias toward explanation has been qualified recently by research that has found it to diminish with the availability of evidence. This study examines the use of explanation versus evidence in the context of argumentation with reference to the goals of particular argument situations. Seventy-nine eighth-grade pupils at a regular, urban middle school. The pupils read argumentation scenarios, each having the stated goal of either explaining or proving a claim. The pupils rated the degree to which each of two provided assertions (one a theoretical explanation, and the other evidence-based) helped achieve the goal of the argument. On a second task, the pupils chose which of the two assertions should be more effective in achieving the argument goal. On the third task, the pupils generated either an explanation or evidence for each of the argumentation scenarios. Pupils demonstrated sensitivity to the relative epistemic strength of explanation and evidence. They rated explanations as more advantageous in achieving the explanation goal, and evidence as more advantageous in achieving the proof goal. Conversely, however, when asked to generate or recall an explanation or evidence, pupils produced more explanations than evidence independent of the argumentation goal. The study refines the definition of argumentation context to include specific goals. Pupils were sensitive to the context of the argumentation situation (e.g.goals, availability of evidence). However, they appeared to have a disposition toward explanation when asked to produce an explanation or evidence-based justification.

Learning Argumentation Skills through the Use of Prompts for Self-Explaining Examples

Science.gov (United States)

Schworm, Silke; Renkl, Alexander

2007-01-01

Learning with self-explaining examples is an effective method in well-structured domains. The authors analyzed this method in teaching the complex skill of argumentation, experimentally comparing 4 conditions (N = 71 student teachers) that differed with respect to whether and how the processing of the examples was supported by self-explanation…

Communication of geo-scientific safety arguments

International Nuclear Information System (INIS)

Flavelle, P.; Goodwin, B.; Jensen, M.; Linden, R.; Mazurek, M.; Srivastave, M.; Strom, A.; Sudicky, E.; Voinis, S.

2007-01-01

Working Group B addressed the communication of geo-scientific safety arguments through a discussion of practical experience as it related to the methods, types of information and specific arguments found to best communicate geo-scientific concepts and notions of safety with broad audiences including, colleagues, authorities and regulators, political decision makers, academics, and the general public. The following questions were suggested by the programme committee of the AMIGO-2 workshop for discussion by Working Group B with respect to the communication of geo-scientific information and safety arguments: - What is the place of geo-scientific arguments in relation to quantitative and qualitative topics like scenario and FEPs (features, events, processes) assessment, simulated repository evolution, calculated dose or risk impacts, engineering tests of materials, etc., when presenting a safety case to different audiences and with respect to the various stages of the repository programme? (see section 3). - Would we be better off focusing messages to the public on time scales of a few hundred years or a few generations? (see section 4). - How do you handle the fact that geoscience interpretations seldom are unique and data often are open to various interpretations? (see section 5). - How do you handle expert controversy on a specific topic? (see section 6). (authors)

Argumentation Quality of Socio-scientific Issue between High School Students and Postgraduate Students about Cancer

Science.gov (United States)

Anisa, A.; Widodo, A.; Riandi, R.

2017-09-01

Argumentation is one factor that can help improve critical thinking skills. Arguing means to defend statements with the various data, denials, evidence, and reinforcement that support the statement. The research aimed to capture the quality of argument skills by students in grade 12 high school students and in postgraduate student on social-scientific issues of cancer. Both group subjects are not in the same school or institution, chosen purposively with the subject of 39 high school students of grade 12 in one district of West Java and 13 students of Biology education postgraduate in one of University in West Java - Indonesia. The results of the quality structure of arguments in both subject groups show the same pattern, which is claim - warrant - and ground, with the quality of counterclaim aspects on the postgraduate students look better than grade 12 students. This provides an illustration that the ability in argumentation between students and teachers in the socio-scientific issue of cancer should be evaluate so that the learning process would be more refined in schools.

Starkweather and Smith: Using "Contact Zones" to Teach Argument.

Science.gov (United States)

Schutt, Robin Muksian

1998-01-01

Describes how a professor teaching a "Writing Arguments" course focused on two cases involving the death penalty to show students how arguments are constructed, and how students can form strong arguments of their own. Notes that this approach does not force students to choose sides when they stand somewhere in the middle. Describes four…

Argumentation and Decision Making in Professional Practice

Science.gov (United States)

Gainsburg, Julie; Fox, John; Solan, Lawrence M.

2016-01-01

How is argumentation used in professional practice? As schools aim to ensure that students are college-and-career ready, classroom practices might be informed by argumentation in the professions. An analysis of evidence-based reasoning in 3 professions--engineering, law, and medicine--offers out-of-school perspectives on the practices and purposes…

Learning about Plate Tectonics through Argument-Writing

Science.gov (United States)

Klein, Perry D.; Samuels, Boba

2010-01-01

In a quasi-experimental study (N = 60), grade 7/8 teachers students were taught to write arguments in content-area subjects. After instruction, students drew on document portfolios to write on a new topic: "Do the continents drift?" In a MANCOVA, students who participated in argument instruction scored significantly higher than a control…

Relationships between undergraduates' argumentation skills, conceptual quality of problem solutions, and problem solving strategies in introductory physics

Science.gov (United States)

Rebello, Carina M.

This study explored the effects of alternative forms of argumentation on undergraduates' physics solutions in introductory calculus-based physics. A two-phase concurrent mixed methods design was employed to investigate relationships between undergraduates' written argumentation abilities, conceptual quality of problem solutions, as well as approaches and strategies for solving argumentative physics problems across multiple physics topics. Participants were assigned via stratified sampling to one of three conditions (control, guided construct, or guided evaluate) based on gender and pre-test scores on a conceptual instrument. The guided construct and guided evaluate groups received tasks and prompts drawn from literature to facilitate argument construction or evaluation. Using a multiple case study design, with each condition serving as a case, interviews were conducted consisting of a think-aloud problem solving session paired with a semi-structured interview. The analysis of problem solving strategies was guided by the theoretical framework on epistemic games adapted by Tuminaro and Redish (2007). This study provides empirical evidence that integration of written argumentation into physics problems can potentially improve the conceptual quality of solutions, expand their repertoire of problem solving strategies and show promise for addressing the gender gap in physics. The study suggests further avenues for research in this area and implications for designing and implementing argumentation tasks in introductory college physics.

The argument of mathematics

CERN Document Server

Aberdein, Andrew

2014-01-01

This book presents a comprehensive investigation into the relationship between argumentation theory and the philosophy of mathematical practice. It offers large array of examples ranging from the history of mathematics to formal proof verification.

The pedagogy of argumentation in science education: science teachers' instructional practices

Science.gov (United States)

Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel

2017-07-01

Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ‌St‌‌rategies for ‌Argumentation, and Meta-strategic Instructional ‌St‌‌rategies for ‌Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons.

Epistemic Purposes to Prompt Argumentation in inquiry-based classes

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Arthur Tadeu Ferraz

2017-04-01

Full Text Available Considering the growth in interest on argumentation in research on science education, in this paper our goal is to propose an overview of actions taken by a teacher that made possible to establish and mediate production of arguments by the students in classroom. For this purpose, we analyze a physics lesson where discussions were about light duality, through a planned inquiry-based sequence teaching. We developed a set of codes called Epistemic Purposes for Promotion of Argumentation that allow understanding teacher's purposes as well his actions to promote argumentation among students during inquiry-based lessons. According to theoretical proposition and empirical analysis, it was revealed that the construction of arguments by students has a high dependence on how ideas are problematized by teacher. The construction of understanding  by students requires teacher actions that result in contributions of different kinds.

Individual Differences in the "Myside Bias" in Reasoning and Written Argumentation

Science.gov (United States)

Wolfe, Christopher R.

2012-01-01

Three studies examined the "myside bias" in reasoning, evaluating written arguments, and writing argumentative essays. Previous research suggests that some people possess a fact-based argumentation schema and some people have a balanced argumentation schema. I developed reliable Likert scale instruments (1-7 rating) for these constructs…

The Populist Chameleon: The People's Party, Huey Long, George Wallace, and the Populist Argumentative Frame

Science.gov (United States)

Lee, Michael J.

2006-01-01

This essay argues that a sustained form can be located in the complicated history of populist rhetoric. Despite its chameleonic qualities, the advancement of populism is constituted by alterations in the focus and content, not the structure, of populist activism. This structure, or what I term its argumentative frame, positions a virtuous people…

A Framework for Argumentation-Based Negotiation

OpenAIRE

Sierra, C.; Jennings, N. R.; Noriega, P.; Parsons, S.

1997-01-01

Many autonomous agents operate in domains in which the cooperation of their fellow agents cannot be guaranteed. In such domains negotiation is essential to persuade others of the value of co-operation. This paper describes a general framework for negotiation in which agents exchange proposals backed by arguments which summarise the reasons why the proposals should be accepted.The argumentation is persuasive because the exchanges are able to alter the mental state of the agents involved. The f...

The sensitivity argument against child euthanasia.

Science.gov (United States)

Keeling, Geoff

2018-02-01

Is there a moral difference between euthanasia for terminally ill adults and euthanasia for terminally ill children? Luc Bovens considers five arguments to this effect, and argues that each is unsuccessful. In this paper, I argue that Bovens' dismissal of the sensitivity argument is unconvincing. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Methods for determining thermal stresses values. Some examples relating to nuclear reactors; Methodes de determination des contraintes thermiques. Quelques exemples d'application aux reacteurs

Energy Technology Data Exchange (ETDEWEB)

Bernard, J; Gautier, A [Commissariat a l' Energie Atomique, Saclay (France). Centre d' Etudes Nucleaires; Peres, A [Israel Institute of Technology, Dept. of Nuclear Science Technion (Israel)

1958-07-01

As modern techniques develop more elaborate machines, and make their way towards higher and higher temperatures and pressures, the thermal stresses become a matter of major importance in the design of mechanical structures. In the first part of this paper, the authors examine the problem from a theoretical standpoint, and try to evaluate the aptitude and limitation of mathematical techniques to attain the quantitative values of thermal stresses. This paper deals mainly with the experimental methods to measure thermal stresses. The authors show some examples relating to nuclear reactors. (author)Fren. [French] Au fur et a mesure que la technique moderne developpe des machines plus poussees et s'oriente vers des temperatures et des pressions toujours plus elevees, les contraintes thermiques deviennent un facteur d'importance capitale dans le calcul des structures mecaniques. Les auteurs examinent d'abord l'aspect theorique du probleme, ainsi que l'aptitude et les limites du calcul pour exprimer quantitativement la valeur des contraintes thermiques. Les auteurs exposent principalement, ensuite, les methodes experimentales qui permettent de mesurer ces contraintes, et illustrent cet expose de quelques exemples relatifs aux installations nucleaires. (auteur)

Socioscientific Argumentation: The effects of content knowledge and morality

Science.gov (United States)

Sadler, Troy D.; Donnelly, Lisa A.

2006-10-01

Broad support exists within the science education community for the incorporation of socioscientific issues (SSI) and argumentation in the science curriculum. This study investigates how content knowledge and morality contribute to the quality of SSI argumentation among high school students. We employed a mixed-methods approach: 56 participants completed tests of content knowledge and moral reasoning as well as interviews, related to SSI topics, which were scored based on a rubric for argumentation quality. Multiple regression analyses revealed no statistically significant relationships among content knowledge, moral reasoning, and argumentation quality. Qualitative analyses of the interview transcripts supported the quantitative results in that participants very infrequently revealed patterns of content knowledge application. However, most of the participants did perceive the SSI as moral problems. We propose a “Threshold Model of Knowledge Transfer” to account for the relationship between content knowledge and argumentation quality. Implications for science education are discussed.

Examining Science Teachers' Argumentation in a Teacher Workshop on Earthquake Engineering

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Cavlazoglu, Baki; Stuessy, Carol

2018-02-01

The purpose of this study was to examine changes in the quality of science teachers' argumentation as a result of their engagement in a teacher workshop on earthquake engineering emphasizing distributed learning approaches, which included concept mapping, collaborative game playing, and group lesson planning. The participants were ten high school science teachers from US high schools who elected to attend the workshop. To begin and end the teacher workshop, teachers in small groups engaged in concept mapping exercises with other teachers. Researchers audio-recorded individual teachers' argumentative statements about the inclusion of earthquake engineering concepts in their concept maps, which were then analyzed to reveal the quality of teachers' argumentation. Toulmin's argumentation model formed the framework for designing a classification schema to analyze the quality of participants' argumentative statements. While the analysis of differences in pre- and post-workshop concept mapping exercises revealed that the number of argumentative statements did not change significantly, the quality of participants' argumentation did increase significantly. As these differences occurred concurrently with distributed learning approaches used throughout the workshop, these results provide evidence to support distributed learning approaches in professional development workshop activities to increase the quality of science teachers' argumentation. Additionally, these results support the use of concept mapping as a cognitive scaffold to organize participants' knowledge, facilitate the presentation of argumentation, and as a research tool for providing evidence of teachers' argumentation skills.

Institutional Boundaries on the Evaluation of Argumentation in Legislative Discussions

NARCIS (Netherlands)

Plug, H.J.

2010-01-01

In order to be able to evaluate argumentation supporting judicial decisions, certain norms of reasonableness will have to be agreed upon. These norms will enable us to decide on the soundness of the argumentation. Various publications demonstrated that the pragma-dialectical argumentation theory, in

Explanation can cause Forgetting: Memory Dynamics in the Generation of New Arguments.

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Soares, Julia S; Storm, Benjamin C

2017-10-01

Retrieval-induced forgetting is observed when the retrieval of target information causes the forgetting of nontarget information. The present study investigated whether similar dynamics occur in the context of generating arguments in the process of explanation. Participants studied arguments associated with several issues before attempting to think of new arguments pertaining to a subset of those issues. When given a later memory test, participants were less likely to recall the studied arguments if they had attempted to think of new arguments than if they had not. This argument-induced forgetting effect was observed regardless of whether participants attempted to generate arguments that either agreed or disagreed with the position of the arguments they studied. The effect was significantly reduced, however, and even numerically reversed, when participants generated arguments that were highly related to the studied arguments. This finding fits well with previous research on retrieval-induced forgetting, which has shown that the retrieval or generation of new information fails to cause the forgetting of old information when the two types of information are well integrated or semantically associated.

Reconciling Educational Adequacy and Equity Arguments through a Rawlsian Lens

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Pijanowski, John

2015-01-01

A theory of educational opportunity that combines adequacy and equity arguments is informed by examining two popular philosophies of resource distribution. Amy Gutmann's democratic threshold theory provides an adequacy argument that mirrors in several ways arguments that have held favor in educational policy. Similarly, the distributive justice…

International Law as an Argumentative Practice: On Wohlrapp’s Concept of Argument

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Venzke, I.

2016-01-01

It has become a commonplace to view international law as an argumentative practice. This commonplace, it is argued, clouds strong differences that re-emerge with closer scrutiny. What, specifically, is the place of reason, rhetoric or violence in the practice of arguing? The present article explores

Argumentation Within Language as Subsidy for the Evaluation of Reading Practices and Production of Argumentative Texts

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Lauro Gomes

2016-12-01

Full Text Available This paper aims to present an evaluation proposal of the performance in reading and writing dissertative-argumentative texts, based on principles and concepts from the theory of Argumentation in Language – created by Jean-Claude Anscombre and Oswald Ducrot, especially the version of the Theory of the Semantic Blocks and the works inspired by it. The goal is to create criteria which are capable of being less intuitive in judging the performance in reading and wrinting dissertative-argumentative texts. The analysis of the corpora – the Enem 2011’s composition proposal and 50 (fifty texts written by the students – and the test of the criteria of reading and writing evaluation in this work revealed practice funcionality and efficiency of criteria. The results allow these criteria to be applied in any evaluation processes of dissertative-argumenative texts. Finally, this paper offers theoretical and methodological subisdies which can help teachers and professors to qualify their teaching of reading and writing and the evaluation of student’s texts.

The features of argumentation skills formation problem in Higher Educational Establishment students

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Tamozhska I. V.

2010-01-01

Full Text Available Deals with argumentation skill formation in future specialist's professional preparation: kinds and ways of argumentation, influence of communicative co-operation means on compromise zones defining and general decision making, strategy choice in communicators' behavior at argumentation phase in a dialogue, defining of effective factors of convincing argumentation influence in communicators. The work suggests the system of methodological research means for argumentation skill formation in Higher Educational Establishment students, which helps professional language problem solving in composition with theoretical questions argumentation basis.

Methods for solving reasoning problems in abstract argumentation – A survey

Science.gov (United States)

Charwat, Günther; Dvořák, Wolfgang; Gaggl, Sarah A.; Wallner, Johannes P.; Woltran, Stefan

2015-01-01

Within the last decade, abstract argumentation has emerged as a central field in Artificial Intelligence. Besides providing a core formalism for many advanced argumentation systems, abstract argumentation has also served to capture several non-monotonic logics and other AI related principles. Although the idea of abstract argumentation is appealingly simple, several reasoning problems in this formalism exhibit high computational complexity. This calls for advanced techniques when it comes to implementation issues, a challenge which has been recently faced from different angles. In this survey, we give an overview on different methods for solving reasoning problems in abstract argumentation and compare their particular features. Moreover, we highlight available state-of-the-art systems for abstract argumentation, which put these methods to practice. PMID:25737590

Justification and Persuasion about Cloning: Arguments in Hwang's Paper and Journalistic Reported Versions

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Jimenez-Aleixandre, Maria Pilar; Federico-Agraso, Marta

2009-01-01

We examine the argumentative structure of Hwang et al.'s (2004) paper about human somatic cell nuclear transfer (SCNT, or "therapeutic cloning"), contrasted with four Journalistic Reported Versions (JRV) of it, and with students' summaries of one JRV. As the evaluation of evidence is one of the critical features of argumentation…

The Effect of Toulmin’s Model of Argumentation Within TWPS Strategy on Students’ Critical Thinking on Argumentative Essay

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Eko Suhartoyo

2015-12-01

Key Words: critical thinking, Toulmin’s model of argumentation, argumentative essay, Think-Write-Pair-Share strategy Abstrak: Penelitian ini bertujuan untuk menyelidiki efektivitas model argumentasi Toulmin dalam strategi TWPS pada kemampuan berpikir kritis esai argumentative mahasiswa. Desain kuasi-eksperi-mental digunakan dengan pretest-posttest dan nonrandomized control group. Subjek dari penelitian ini adalah 38 mahasiswa semester IV di Jurusan Bahasa Inggris Universitas Negeri Malang. Kelompok eksperimen diteliti dengan menggunakan model argumentasi dalam strategi TWPS sedangkan kelom-pok kontrol diteliti tanpa strategi TWPS. Kemampuan berpikir kritis siswa diukur dengan menggunakan uji esai argumentatif. ANCOVA digunakan untuk menguji hipotesis. Temuan menunjukkan tidak ada perbedaan yang signifikan pada kemampuan berpikir kritis siswa. Namun, model argumentasi Toulmin dalam strategi TWPS terbukti meningkatkan berpikir kritis siswa seperti yang ditunjukkan oleh nilai rata-rata. Kata kunci: berpikir kritis, model argumentasi toulmin, esai argumentatif, Think-Pair-Share Write- strategy

Strategies and arguments of ergonomic design for sustainability.

Science.gov (United States)

Marano, Antonio; Di Bucchianico, Giuseppe; Rossi, Emilio

2012-01-01

Referring to the discussion recently promoted by the Sub-Technical Committee n°4 "Ergonomics and design for sustainability", in this paper will be shown the early results of a theoretical and methodological study on Ergonomic design for sustainability. In particular, the research is based on the comparison between the common thematic structure characterizing Ergonomics, with the principles of Sustainable Development and with criteria adopted from other disciplines already oriented toward Sustainability. The paper identifies an early logical-interpretative model and describes possible and relevant Strategies of Ergonomic design for sustainability, which are connected in a series of specific Sustainable Arguments.

The features of argumentation skills formation problem in Higher Educational Establishment students

OpenAIRE

Tamozhska I. V.

2010-01-01

Deals with argumentation skill formation in future specialist's professional preparation: kinds and ways of argumentation, influence of communicative co-operation means on compromise zones defining and general decision making, strategy choice in communicators' behavior at argumentation phase in a dialogue, defining of effective factors of convincing argumentation influence in communicators. The work suggests the system of methodological research means for argumentation skill formation in High...

Hardy's argument and successive spin-s measurements

International Nuclear Information System (INIS)

Ahanj, Ali

2010-01-01

We consider a hidden-variable theoretic description of successive measurements of noncommuting spin observables on an input spin-s state. In this scenario, the hidden-variable theory leads to a Hardy-type argument that quantum predictions violate it. We show that the maximum probability of success of Hardy's argument in quantum theory is ((1/2)) 4s , which is more than in the spatial case.

Investigating the Effect of Argument-Driven Inquiry in Laboratory Instruction

Science.gov (United States)

Demircioglu, Tuba; Ucar, Sedat

2015-01-01

The aim of this study is to investigate the effect of argument-driven inquiry (ADI) based laboratory instruction on the academic achievement, argumentativeness, science process skills, and argumentation levels of pre-service science teachers in the General Physics Laboratory III class. The study was conducted with 79 pre-service science teachers.…

On Evidence and Argument in Phenomenological Research | Walsh ...

African Journals Online (AJOL)

Set against a background of calls for evidence-based practice, this paper explores the role of evidence and argument in phenomenological research. Drawing on Smith's (1998) analysis of original argument, the author considers how evidence can be discerned, understood, and communicated, and the resulting kinds and ...

Cross-Linguistic Evidence and the Licensing of Implicit Arguments

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Eva Kardos

2009-01-01

Full Text Available This paper discusses the occurrence and the licensing of implicit object arguments, also referred to in the literature as null complements or understood arguments. Functionalist accounts (such as those by Groefsema and Németh T. which are couched in a relevance-theoretic framework have repeatedly claimed that this phenomenon is fundamentally dependent on dis-course-interpretational factors. In particular, it has been stated that implicit arguments can be used in Hungarian in a rather unrestricted way, and their occurrence is only limited by considerations of interpretability. We argue against both of these positions and try to show that cross-linguistic data can assist in revealing the circular nature and ultimate inadequacy of existing functional accounts of implicit argument licensing.

A computer simulation of the argument from disagreement

NARCIS (Netherlands)

Gustafsson, J.E.; Peterson, M.B.

2012-01-01

In this paper we shed new light on the Argument from Disagreement by putting it to test in a computer simulation. According to this argument widespread and persistent disagreement on ethical issues indicates that our moral opinions are not influenced by any moral facts, either because no such facts

Arguments densos

OpenAIRE

Lopez de la Vieja, Mª Teresa

1999-01-01

Aquest article tracta de l'ús cognitiu dels textos literaris. Seguint els suggeriments d'una Novel·la, Der Vater eines Mörders, d'A Andersch, tractem d'elucidar la funció cognitiva, fins i tot argumentativa, de la literatura. Alguns arguments poden donar soportea aquest model: a) En la majoria dels casos, la filosofia moral no té a la seva disposició informació sobre situacions extremes i, d'altra banda, la filosofia no hauria de negligir aquestes experiències; b) La possibilitat de re...

We have yet to see the "visual argument"

NARCIS (Netherlands)

Popa, O.E.

2016-01-01

In this paper, I defend two skeptical claims regarding current research on visual arguments and I explain how these claims reflect upon past and future research. The first claim is that qualifying an argument as being visual amounts to a category mistake; the second claim is that past analyses of

Introducing Argumentation About Climate Change Socioscientific Issues in a Disadvantaged School

Science.gov (United States)

Dawson, Vaille; Carson, Katherine

2018-03-01

Improving the ability of young people to construct arguments about controversial science topics is a desired outcome of science education. The purpose of this research was to evaluate the impact of an argumentation intervention on the socioscientific issue of climate change with Year 10 students in a disadvantaged Australian school. After participation in a professional development workshop on climate change science, socioscientific issues and argumentation, an early career teacher explicitly taught argumentation over four non-consecutive lessons as part of a 4 week (16 lesson) topic on Earth science. Thirty students completed a pre- and post-test questionnaire to determine their understanding of climate change science and their ability to construct an argument about a climate change socioscientific issue. Students' understanding of climate change improved significantly (p size. There was also a significant increase (p Qualitative data, comprising classroom observation field notes, lesson transcripts, work samples, and teacher and student interviews, were analysed for the extent to which the students' argumentation skills improved. At the end of the intervention, students became aware of the need to justify their decisions with scientific evidence. It is concluded that introducing argumentation about climate change socioscientific issues to students in a disadvantaged school can improve their argumentation skills.

Predicting Immediate Belief Change and Adherence to Argument Claims.

Science.gov (United States)

Hample, Dale

1978-01-01

Discusses the probative potential of evidence in argument, and evaluates the importance of evidence in predicting belief change. Predicts adherence to argument claims and confirms the traditionally recognized importance of evidence to persuasion. (JMF)

Some properties of the Boltzmann elastic collision operator; Quelques proprietes particulieres de l'operateur de collision elastique de Boltzmann

Energy Technology Data Exchange (ETDEWEB)

Delcroix, J. L. [Ecole Normale Superieure (France); Salmon, J. [Commissariat a l' energie atomique et aux energies alternatives - CEA (France)

1959-07-01

The authors point out some properties (an important one is a variational property) of the Boltzmann elastic collision operator, valid in a more general framework than that of the Lorentz gas. Reprint of a paper published in 'Le journal de physique et le radium', tome 20, Jun 1959, p. 594-596 [French] Les auteurs mettent en evidence quelques proprietes (dont notamment une propriete variationnelle) de l'operateur de collision elastique de Boltzmann valables dans un cadre plus general que celui du gaz de Lorentz. Reproduction d'un article publie dans 'Le journal de physique et le radium', tome 20, Jun 1959, p. 594-596.

Towards Real-Time Argumentation

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Vicente JULIÁN

2016-07-01

Full Text Available In this paper, we deal with the problem of real-time coordination with the more general approach of reaching real-time agreements in MAS. Concretely, this work proposes a real-time argumentation framework in an attempt to provide agents with the ability of engaging in argumentative dialogues and come with a solution for their underlying agreement process within a bounded period of time. The framework has been implemented and evaluated in the domain of a customer support application. Concretely, we consider a society of agents that act on behalf of a group of technicians that must solve problems in a Technology Management Centre (TMC within a bounded time. This centre controls every process implicated in the provision of technological and customer support services to private or public organisations by means of a call centre. The contract signed between the TCM and the customer establishes penalties if the specified time is exceeded.

Analysis of scientific argumentation in two physical chemistry classrooms using the POGIL approach

Science.gov (United States)

Moon, Alena C.

The benefits of facilitating argumentation in science education have been well reported (Jimenez-Aleixandre & Erduran, 2007). Engaging in argumentation has shown to model authentic scientific inquiry as well as promote development of content knowledge. However, less emphasis has been placed on facilitating argumentation in upper level undergraduate courses, though it is important for evaluating undergraduate curricula to characterize upper level students' scientific reasoning. This work considers two implementations of the POGIL physical chemistry curriculum and evaluates the classroom argumentation. The researchers aimed to consider the content of the arguments and dialectical features characteristic of socially constructed arguments (Nielson, 2013). To do this, whole class sessions were videotaped and Toulmin's Argument Pattern (TAP) was used to identify the arguments generated during the class (Erduran, Simon, & Osborne, 2004). A learning progression on chemical thinking (Sevian & Talanquer, 2014) was used as a domain-specific measure of argument quality. Results show differences in argumentation between and across both classrooms that can be explained by analysis of instructor facilitation and the POGIL curriculum. The results from this work will be used to make recommendations for instructor facilitation of argumentation and reform of the POGIL curriculum.

`Let your data tell a story:' climate change experts and students navigating disciplinary argumentation in the classroom

Science.gov (United States)

Walsh, Elizabeth Mary; McGowan, Veronica Cassone

2017-01-01

Science education trends promote student engagement in authentic knowledge in practice to tackle personally consequential problems. This study explored how partnering scientists and students on a social media platform supported students' development of disciplinary practice knowledge through practice-based learning with experts during two pilot enactments of a project-based curriculum focusing on the ecological impacts of climate change. Through the online platform, scientists provided feedback on students' infographics, visual argumentation artifacts that use data to communicate about climate change science. We conceptualize the infographics and professional data sets as boundary objects that supported authentic argumentation practices across classroom and professional contexts, but found that student generated data was not robust enough to cross these boundaries. Analysis of the structure and content of the scientists' feedback revealed that when critiquing argumentation, scientists initiated engagement in multiple scientific practices, supporting a holistic rather than discrete model of practice-based learning. While traditional classroom inquiry has emphasized student experimentation, we found that engagement with existing professional data sets provided students with a platform for developing expertise in systemic scientific practices during argument construction. We further found that many students increased the complexity and improved the visual presentation of their arguments after feedback.

The Slippery Slope Argument in the Ethical Debate on Genetic Engineering of Humans.

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Walton, Douglas

2017-12-01

This article applies tools from argumentation theory to slippery slope arguments used in current ethical debates on genetic engineering. Among the tools used are argumentation schemes, value-based argumentation, critical questions, and burden of proof. It is argued that so-called drivers such as social acceptance and rapid technological development are also important factors that need to be taken into account alongside the argumentation scheme. It is shown that the slippery slope argument is basically a reasonable (but defeasible) form of argument, but is often flawed when used in ethical debates because of failures to meet the requirements of its scheme.

Memory, Critical Theory and the Argument from History.

Science.gov (United States)

Cox, J. Robert

1990-01-01

Explores the function of memory in critical theory, particularly in the work of Herbert Marcuse, as the basis for a critical argumentation. Argues that Marcuse's view suggests that argument is a "re-membering" of what had been split asunder--reason, imagination, and the capacity of action. Discusses other implications of Marcuse's…

Healthy Reasoning: The Role of Effective Argumentation for Enhancing Elderly Patients' Self-management Abilities in Chronic Care.

Science.gov (United States)

Bigi, Sarah

2014-01-01

One of the biggest challenges for doctors working in chronic care is the correct management of the argumentation phases during the encounters with their patients. During these phases doctors should provide patients with acceptable reasons for being adherent to treatment and for changing certain unhealthy behaviors and lifestyles, something which is particularly difficult for elderly patients, for whom changing life long habits can be extremely hard. However, the medical literature on the subject of communication in the chronic care encounter shows lack of theoretical models and methodological approaches that can highlight which specific linguistic structures or elements in different communication styles favor or impede patient commitment, trust in the relationship and adherence to treatment. The contribution describes ongoing research on argumentative strategies in the encounter with diabetes patients. I describe one recently concluded research project on the argumentation phases of medical encounters in diabetes care, which highlighted critical areas in need of improvement. I also describe the design and aims of a new research project, aimed at testing the effectiveness and usability of certain argumentation schemes in the medical encounter.

The case against libertarian arguments for compulsory vaccination.

Science.gov (United States)

Bernstein, Justin

2017-11-01

In a recent paper in this journal, Jason Brennan correctly notes that libertarians struggle to justify a policy of compulsory vaccination. The most straightforward argument that justifies compulsory vaccination is that such a policy promotes welfare. But libertarians cannot make this argument because they claim that the state is justified only in protecting negative rights, not in promoting welfare. I consider two representative libertarian attempts to justify compulsory vaccination, and I argue that such arguments are unsuccessful. They either fail to show that the state is justified in implementing the policy or overgeneralise. I suggest that Brennan's solution is especially well motivated insofar as it addresses the shortcomings of these arguments. Brennan argues that we violate the rights of others by participating in an activity that imposes an unacceptable collective risk of harm. Going unvaccinated is an activity that imposes an unacceptable collective risk of harm, and thus amounts to a rights violation. So, the state can implement a policy of compulsory vaccination I object, however, that Brennan's delineation of acceptable and unacceptable risk implicitly rests on classical liberal rather than libertarian principles; he justifies compulsory vaccination on the grounds that it promotes welfare. I also object that Brennan's argument would entail significant departures from libertarian institutional arrangements. This leaves libertarians with a choice: they can develop new arguments to demonstrate that their position is compatible with compulsory vaccination, or they can accept that their view entails the impermissibility of compulsory vaccination, and argue that this is not an unpalatable implication of their view. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Fallacious Argumentation in Student Reasoning: Are There Benefits?

Science.gov (United States)

Mueller, Mary; Yankelewitz, Dina

2014-01-01

This article reports on an analysis of episodes of invalid or controversial arguments that occurred while two different groups of students worked on similar fraction tasks and examine the role that these types of arguments played in the development of students' reasoning. One group consisted of suburban, middle-class, fourth graders who worked on…

Examining the Value of a Scaffolded Critique Framework to Promote Argumentative and Explanatory Writings Within an Argument-Based Inquiry Approach

Science.gov (United States)

Jang, Jeong-yoon; Hand, Brian

2017-12-01

This study investigated the value of using a scaffolded critique framework to promote two different types of writing—argumentative writing and explanatory writing—with different purposes within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach. A quasi-experimental design with sixth and seventh grade students taught by two teachers was used. A total of 170 students participated in the study, with 87 in the control group (four classes) and 83 in the treatment group (four classes). All students used the SWH templates as an argumentative writing to guide their written work and completed these templates during the SWH investigations of each unit. After completing the SWH investigations, both groups of students were asked to complete the summary writing task as an explanatory writing at the end of each unit. All students' writing samples were scored using analytical frameworks developed for the study. The results indicated that the treatment group performed significantly better on the explanatory writing task than the control group. In addition, the results of the partial correlation suggested that there is a very strong significantly positive relationship between the argumentative writing and the explanatory writing.

A complete characterisation of All-versus-Nothing arguments for stabiliser states

OpenAIRE

Abramsky, Samson; Barbosa, Rui Soares; Carù, Giovanni; Perdrix, Simon

2017-01-01

An important class of contextuality arguments in quantum foundations are the All-versus-Nothing (AvN) proofs, generalising a construction originally due to Mermin. We present a general formulation of All-versus-Nothing arguments, and a complete characterisation of all such arguments which arise from stabiliser states. We show that every AvN argument for an n-qubit stabiliser state can be reduced to an AvN proof for a three-qubit state which is local Clifford-equivalent to the tripartite GHZ s...

Conjunctions in Argumentative Writing of Libyan Tertiary Students

Science.gov (United States)

Hamed, Muftah

2014-01-01

The aim of this study was an attempt to investigate the use of conjunctions in argumentative essays written by English as a Foreign Language fourth-year undergraduate Libyan students majoring in English at Omar Al-Mukhtar University in Libya. A corpus of 32 argumentative essays was collected from a sample of 16 students in order to be investigated…

Advancing teacher knowledge of effective argumentation pedagogy

OpenAIRE

Simon,Shirley; Davies,Paul; Trevethan,Jillian

2012-01-01

This paper provides a discussion of the methodological approach to a research project that builds on previous studies of effective argumentation pedagogy undertaken by one of the authors. In this study, teachers from six schools in a city location are taking part in a one-year project to use new web-based professional development materials to advance their practice in using group discussion and argumentation in science. The teachers attend workshops on planning and organising effective group-...

The harm argument against surrogacy revisited: two versions not to forget.

Science.gov (United States)

Agnafors, Marcus

2014-08-01

It has been a common claim that surrogacy is morally problematic since it involves harm to the child or the surrogate-the harm argument. Due to a growing body of empirical research, the harm argument has seen a decrease in popularity, as there seems to be little evidence of harmful consequences of surrogacy. In this article, two revised versions of the harm argument are developed. It is argued that the two suggested versions of the harm argument survive the current criticism against the standard harm argument. The first version argues that the child is harmed by being separated from the gestational mother. The second version directs attention to the fact that surrogacy involves great incentives to keep the gestational mother's level of maternal-fetal attachment low, which tend to increase the risk of harm to the child. While neither of the two arguments is conclusive regarding the moral status of surrogacy, both constitute important considerations that are often ignored.

A complete characterization of all-versus-nothing arguments for stabilizer states

Science.gov (United States)

Abramsky, Samson; Barbosa, Rui Soares; Carù, Giovanni; Perdrix, Simon

2017-10-01

An important class of contextuality arguments in quantum foundations are the all-versus-nothing (AvN) proofs, generalizing a construction originally due to Mermin. We present a general formulation of AvN arguments and a complete characterization of all such arguments that arise from stabilizer states. We show that every AvN argument for an n-qubit stabilizer state can be reduced to an AvN proof for a three-qubit state that is local Clifford-equivalent to the tripartite Greenberger-Horne-Zeilinger state. This is achieved through a combinatorial characterization of AvN arguments, the AvN triple theorem, whose proof makes use of the theory of graph states. This result enables the development of a computational method to generate all the AvN arguments in on n-qubit stabilizer states. We also present new insights into the stabilizer formalism and its connections with logic. This article is part of the themed issue `Second quantum revolution: foundational questions'.

Blandford's argument: The strongest continuous gravitational wave signal

International Nuclear Information System (INIS)

Knispel, Benjamin; Allen, Bruce

2008-01-01

For a uniform population of neutron stars whose spin-down is dominated by the emission of gravitational radiation, an old argument of Blandford states that the expected gravitational-wave amplitude of the nearest source is independent of the deformation and rotation frequency of the objects. Recent work has improved and extended this argument to set upper limits on the expected amplitude from neutron stars that also emit electromagnetic radiation. We restate these arguments in a more general framework, and simulate the evolution of such a population of stars in the gravitational potential of our galaxy. The simulations allow us to test the assumptions of Blandford's argument on a realistic model of our galaxy. We show that the two key assumptions of the argument (two dimensionality of the spatial distribution and a steady-state frequency distribution) are in general not fulfilled. The effective scaling dimension D of the spatial distribution of neutron stars is significantly larger than two, and for frequencies detectable by terrestrial instruments the frequency distribution is not in a steady state unless the ellipticity is unrealistically large. Thus, in the cases of most interest, the maximum expected gravitational-wave amplitude does have a strong dependence on the deformation and rotation frequency of the population. The results strengthen the previous upper limits on the expected gravitational-wave amplitude from neutron stars by a factor of 6 for realistic values of ellipticity.

Changes in Pre-service Science Teachers' Understandings After Being Involved in Explicit Nature of Science and Socioscientific Argumentation Processes

Science.gov (United States)

Kutluca, A. Y.; Aydın, A.

2017-08-01

The study explored the changes in pre-service science teachers' understanding of the nature of science and their opinions about the nature of science, science teaching and argumentation after their participation in explicit nature of science (NOS) and socioscientific argumentation processes. The participants were 56 third-grade pre-service science teachers studying in a state university in Turkey. The treatment group comprised 27 participants, and there were 29 participants in the comparison group. The comparison group participants were involved in a student-centred science-teaching process, and the participants of the treatment group were involved in explicit NOS and socioscientific argumentation processes. In the study, which lasted a total of 11 weeks, a NOS-as-argumentation questionnaire was administered to all the participants to determine their understanding of NOS at the beginning and end of the data collection process, and six random participants of the treatment group participated in semi-structured interview questions in order to further understand their views regarding NOS, science teaching and argumentation. Qualitative and quantitative data analysis revealed that the explicit NOS and socioscientific argumentation processes had a significant effect on pre-service science teachers' NOS understandings. Furthermore, NOS, argumentation and science teaching views of the participants in the treatment group showed a positive change. The results of this study are discussed in light of the related literature, and suggestions are made within the context of contribution to science-teaching literature, improvement of education quality and education of pre-service teachers.

Architecture-based regulatory compliance argumentation

DEFF Research Database (Denmark)

Mihaylov, Boyan; Onea, Lucian; Hansen, Klaus Marius

2016-01-01

Standards and regulations are difficult to understand and map to software, which makes compliance with them challenging to argue for software products and development process. This is problematic since lack of compliance may lead to issues with security, safety, and even to economic sanctions....... An increasing number of applications (for example in healthcare) are expected to have to live up to regulatory requirements in the future, which will lead to more software development projects having to deal with such requirements. We present an approach that models regulations such that compliance arguments...... the approach on the migration of the telemedicine platform Net4Care to the cloud, where certain regulations (for example privacy) should be concerned. The approach has the potential to support simpler compliance argumentation with the eventual promise of safer and more secure applications....

Argumentation, confrontation et violence verbale fulgurante Argumentative Processes, Confrontation and Acute Verbal Abuse

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Claudine Moïse

2012-04-01

Full Text Available Si nous avons défini la violence verbale fulgurante comme une montée en tension caractérisée par des actes menaçants directs (provocation, menace, insultes… et la violence polémique comme un discours à visée argumentative mobilisant des procédés discursifs indirects (implicites, ironie…, on ne peut considérer ces deux types de discours comme hermétiques. À travers des scènes de violences verbales quotidiennes dans l’espace public et institutionnel (contrôles, convocations, verbalisations…, constituées pour un DVD pédagogique, il s’agit de montrer comment dans des interactions caractérisées par la violence fulgurante, certains procédés argumentatifs particuliers et que nous décrirons, sont utilisés, avec force efficacité, à des fins de déstabilisation et de prise de pouvoir sur l’autre. Our research has defined severe verbal abuse as built up tension characterized by directly threatening acts (such as provocation, threats, insults, and polemical violence as argumentative discourse which mobilizes indirect discursive devices, such as implicit discourse relations and irony. Yet, neither type of discourse can be considered to be impervious to mutual influence. Based on the content of an educational DVD featuring acted out scenes of daily verbal abuse taking place in public and institutional spaces (i.e., checks, summons, fines, we will show how specific argumentative devices, which we will describe, are very efficiently used within interactions that are characterised by severe abuse, with the aim of destabilizing and taking control over somebody.

Critical Thinking in Moral Argumentation Contexts: A Virtue Ethical Approach

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Michelle Ciurria

2012-06-01

Full Text Available In traditional analytic philosophy, critical thinking is defined along Cartesian lines as rational and linear reasoning preclusive of intuitions, emotions and lived experience. According to Michael Gilbert, this view – which he calls the Natural Light Theory (NLT – fails because it arbitrarily excludes standard feminist forms of argumentation and neglects the essentially social nature of argumentation. In this paper, I argue that while Gilbert’s criticism is correct for argumentation in general, NLT fails in a distinctive and particularly problematic manner in moral argumentation contexts. This is because NLT calls for disputants to adopt an impartial attitude, which overlooks the fact that moral disputants qua moral agents are necessarily partial to their own values and interests. Adopting the impartial perspective would therefore alienate them from their values and interests, causing a kind of “moral schizophrenia.” Finally, I urge a re-valuation of epistemic virtue in argumentation.

Improving Argumentation through Goal Instructions in Asynchronous Online Discussions

Science.gov (United States)

Prudchenko, Yekaterina

2014-01-01

Argumentation incorporated into class discussions can improve students' problem solving skills and enhance their epistemic and conceptual understanding. Research indicates students sometimes need scaffolding such as goal instructions to improve their argumentation skills. This study examined the effectiveness of different types of goal…

Argumentation and Inference: A Unified Approach

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Christophe Fouqueré

2013-12-01

Full Text Available We propose in this paper to use Ludics as a unified framework for the analysis of dialogue and the reasoning system. Not only is Ludics a logical theory, but it may also be built by means of concepts of game theory. We first present the main concepts of Ludics. A design is an abstraction and a generalization of the concept of proof. Interaction between designs is equivalent to cut elimination or modus ponens in logical theories. It appears to be a natural means for representing dialogues and also for reasoning. A design is a set of sequences of alternate actions, similar to a move in game theory. We apply Ludics to argumentative dialogues. We discuss how to model the speech acts of argumentative dialogues in terms of dialogue acts. A dialogue act is given by a Ludics action together with the expression that reveals the action in a turn of speech. We show also how arguments may be stored in a commitment state used for reasoning. Finally we revisit an example of juridical dialogue that has been analyzed by Prakken in a different framework.

Argumentative Polylogues: Beyond Dialectical Understanding of Fallacies

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Lewiński Marcin

2014-03-01

Full Text Available Dialectical fallacies are typically defined as breaches of the rules of a regulated discussion between two participants (di-logue. What if discussions become more complex and involve multiple parties with distinct positions to argue for (poly-logues? Are there distinct argumentation norms of polylogues? If so, can their violations be conceptualized as polylogical fallacies? I will argue for such an approach and analyze two candidates for argumentative breaches of multi-party rationality: false dilemma and collateral straw man.

Negotiation and argumentation in multi-agent systems

CERN Document Server

Lopes, Fernando

2014-01-01

Multi-agent systems (MAS) composed of autonomous agents representing individuals or organizations and capable of reaching mutually beneficial agreements through negotiation and argumentation are becoming increasingly important and pervasive.Research on both automated negotiation and argumentation in MAS has a vigorous, exciting tradition. However, efforts to integrate both areas have received only selective attention in the academia and the practitioner literature. A symbiotic relationship could significantly strengthen each area's progress and trigger new R&D challenges and prospects toward t

Study of some properties of zirconium phosphate; Etude de quelques proprietes du phosphate de zirconium

Energy Technology Data Exchange (ETDEWEB)

Prospert, J [Commissariat a l' Energie Atomique, Saclay (France). Centre d' Etudes Nucleaires

1963-05-01

Zirconium phosphate has been studied with a view to using it as an ion exchanger: the first objective was to develop a method of preparation easy to apply and also reproducible. To this end, several tests were carried out varying the molar ratios of phosphorus and of zirconium. Some physical properties such as the diffraction of X-rays were examined. The work then involved certain chemical properties, particularly the percentages of free water and structural water given by the loss on calcination, the Karl-Fisher method and the weight losses by thermogravimetry. Finally an attempts was made to apply the exchanger to the separation of alkaline ions. The static tests showed that the order of fixation of these ions was Cs{sup +} > Rb{sup +} >> K{sup +} > Na{sup +}. Tests with columns showed that Na{sup +} and K{sup +} were easily separable, as was the Rb{sup +}-Cs{sup +} mixture, this last pair being fairly difficult to dissociate. (author) [French] Le phosphate de zirconium a ete etudie en vue de son utilisation comme echangeur d'ions: le premier but a atteindre a ete de mettre au point une preparation pouvant se reveler facilement utilisable ainsi qu'aisement reproductible. A cet effet, plusieurs essais ont ete effectues en faisant varier les rapports molaires du phosphore et du zirconium. Quelques proprietes physiques, telle la diffraction des rayons X, ont ete abordees. Ensuite, l'etude a porte sur certaines proprietes chimiques, particulierement les pourcentages d'eau libre et d'eau de structure par des pertes au feu, utilisation de la methode de Karl-Fisher, ainsi que des pertes de poids a la thenmobalance. Enfin, on a tente d'utiliser l'echangeur a la separation des ions alcalins. Les etudes statiques ont permis de constater que l'ordre de fixation de ces ions etait Cs{sup +} > Rb{sup +} >> K{sup +} > Na{sup +}. Les essais effectues en colonne ont montre que Na{sup +} et K{sup +} etaient aisement separables entre eux, ainsi que du couple Rb{sup +}-Cs{sup +}, ce

The inextricable entanglement of argumentation and interpretation in law

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Marković Miloš

2017-01-01

Full Text Available At the basis of tireless efforts to explain the nature of law lies the question of how judges should decide cases. Therefrom arises a need for a theory that would clarify the role of the courts and, moreover, provide guidance to them on reaching judgments. The history of legal theory abounds with various attempts to offer a generally acceptable answer to the question raised. The fervor of debate and the perpetual dissatisfaction with offered solutions prompted the thought of untamable arbitrariness of judges. In the contemporary debate the significance of argumentation is particularly emphasized as a link of the court procedure which provides reasonableness and therewith justification and persuasiveness of the decision. Before going into the matter, I will indicate in broad strokes which areas of legal theory do argumentation and interpretation belong to. The purpose of setting a conceptual framework is to prevent losing sight of the whole as well as to limit the scope of discourse to a certain section of legal issues. The second part deals with the concept of argumentation in general and some specific features of the argumentation in law. The third part examines the role of legal interpretation and draws a clear distinction between the interpretation as a process and the interpretation as a result. At the end of the discussion I shall put forward a thesis that the interpretation as a process is argumentation, while the interpretation as a result is an argument in the justification of judgment.

Social Media Argumentation Mining: The Quest for Deliberateness in Raucousness

OpenAIRE

Šnajder, Jan

2016-01-01

Argumentation mining from social media content has attracted increasing attention. The task is both challenging and rewarding. The informal nature of user-generated content makes the task dauntingly difficult. On the other hand, the insights that could be gained by a large-scale analysis of social media argumentation make it a very worthwhile task. In this position paper I discuss the motivation for social media argumentation mining, as well as the tasks and challenges involved.

Exploring Science Teachers' Argumentation and Personal Epistemology About Global Climate Change

Science.gov (United States)

Liu, Shiyu; Roehrig, Gillian

2017-06-01

This case study investigated the nature of in-service science teachers' argumentation and personal epistemology about global climate change during a 3-year professional development program on climate change education. Qualitative analysis of data from interviews and written assessments revealed that while these teachers grounded their arguments on climate issues in evidence, the evidence was often insufficient to justify their causal claims. Compared with generating arguments for their own views, teachers had more difficulties in constructing evidence-based arguments for alternative perspectives. Moreover, while these teachers shared some similarities in their epistemology about climate science, they varied in their beliefs about specific aspects such as scientists' expertise and the credibility of scientific evidence. Such similarities and distinctions were shown to relate to how teachers used evidence to justify claims in their arguments. The findings also suggested a mismatch between teachers' personal epistemology about science in general and climate science, which was revealed through their argumentation. This work helps to further the ongoing discussions in environmental education about what knowledge and skills teachers need in order to teach climate issues and prepare students for future decision making. It constitutes first steps to facilitate reasoning and argumentation in climate change education and provides important implications for future design of professional development programs.

Four arguments in favour of nuclear power

International Nuclear Information System (INIS)

Pearce, D.

1994-01-01

The first argument in favour of nuclear power is scarcity of energy supplies. In about 40 years time, the world will face shortages of natural gas, oil and uranium. Recoverable reserves of coal are very great, but coal creates the highest environmental damage. A balanced portfolio is the second argument. If all energy sources are potentially scarce, then all energy sources must be developed, subject to environmental impact. This leads to the third argument in support of nuclear power, its expansion would contribute to combating the risk of global warming as indeed would the expansion of renewable sources and other low carbon technologies. Fourthly, nuclear power can make a significant contribution to the control of acidic emissions. While nuclear power is not without its own problems of risk, liability and public acceptance, it has some clear advantages over other fuels. It has, at the very least, to be a substantial part of the transitional phase towards a renewable energy world. (UK)

An integrated theory of causal scenarios and evidential arguments

NARCIS (Netherlands)

Bex, F.J.

2015-01-01

In the process of proof alternative stories that explain 'what happened' in a case are tested using arguments based on evidence. Building on the author's earlier hybrid theory, this paper presents a formal theory that combines causal stories and evidential arguments, further integrating the

Argumentation in Science Class: Its Planning, Practice, and Effect on Student Motivation

Science.gov (United States)

Taneja, Anju

Studies have shown an association between argumentative discourse in science class, better understanding of science concepts, and improved academic performance. However, there is lack of research on how argumentation can increase student motivation. This mixed methods concurrent nested study uses Bandura's construct of motivation and concepts of argumentation and formative feedback to understand how teachers orchestrate argumentation in science class and how it affects motivation. Qualitative data was collected through interviews of 4 grade-9 science teachers and through observing teacher-directed classroom discourse. Classroom observations allowed the researcher to record the rhythm of discourse by characterizing teacher and student speech as teacher presentation (TP), teacher guided authoritative discussion (AD), teacher guided dialogic discussion (DD), and student initiation (SI). The Student Motivation Towards Science Learning survey was administered to 67 students before and after a class in which argumentation was used. Analysis of interviews showed teachers collaborated to plan argumentation. Analysis of discourse identified the characteristics of argumentation and provided evidence of students' engagement in argumentation in a range of contexts. Student motivation scores were tested using Wilcoxon signed rank tests and Mann-Whitney U-tests, which showed no significant change. However, one construct of motivation---active learning strategy---significantly increased. Quantitative findings also indicate that teachers' use of multiple methods in teaching science can affect various constructs of students' motivation. This study promotes social change by providing teachers with insight about how to engage all students in argumentation.

Evidence and argument in policymaking: development of workplace smoking legislation

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Bero Lisa A

2009-06-01

Full Text Available Abstract Background We sought to identify factors that affect the passage of public health legislation by examining the use of arguments, particularly arguments presenting research evidence, in legislative debates regarding workplace smoking restrictions. Methods We conducted a case-study based content analysis of legislative materials used in the development of six state workplace smoking laws, including written and spoken testimony and the text of proposed and passed bills and amendments. We coded testimony given before legislators for arguments used, and identified the institutional affiliations of presenters and their position on the legislation. We compared patterns in the arguments made in testimony to the relative strength of each state's final legislation. Results Greater discussion of scientific evidence within testimony given was associated with the passage of workplace smoking legislation that provided greater protection for public health, regardless of whether supporters outnumbered opponents or vice versa. Conclusion Our findings suggest that an emphasis on scientific discourse, relative to other arguments made in legislative testimony, might help produce political outcomes that favor public health.

Citation Behaviors Observed in Japanese EFL Students' Argumentative Writing

Science.gov (United States)

Kamimura, Taeko

2014-01-01

Effective use of outside source texts is one of the key components of successful academic writing. This study aims at clarifying Japanese university EFL students' citation behaviors in producing argumentative writing. Twenty-six Japanese university EFL students wrote an argumentative essay. Their essays were analyzed quantitatively by six…

Two Studies Examining Argumentation in Asynchronous Computer Mediated Communication

Science.gov (United States)

Joiner, Richard; Jones, Sarah; Doherty, John

2008-01-01

Asynchronous computer mediated communication (CMC) would seem to be an ideal medium for supporting development in student argumentation. This paper investigates this assumption through two studies. The first study compared asynchronous CMC with face-to-face discussions. The transactional and strategic level of the argumentation (i.e. measures of…

Implementation of a Curriculum-Integrated Computer Game for Introducing Scientific Argumentation

Science.gov (United States)

Wallon, Robert C.; Jasti, Chandana; Lauren, Hillary Z. G.; Hug, Barbara

2017-11-01

Argumentation has been emphasized in recent US science education reform efforts (NGSS Lead States 2013; NRC 2012), and while existing studies have investigated approaches to introducing and supporting argumentation (e.g., McNeill and Krajcik in Journal of Research in Science Teaching, 45(1), 53-78, 2008; Kang et al. in Science Education, 98(4), 674-704, 2014), few studies have investigated how game-based approaches may be used to introduce argumentation to students. In this paper, we report findings from a design-based study of a teacher's use of a computer game intended to introduce the claim, evidence, reasoning (CER) framework (McNeill and Krajcik 2012) for scientific argumentation. We studied the implementation of the game over two iterations of development in a high school biology teacher's classes. The results of this study include aspects of enactment of the activities and student argument scores. We found the teacher used the game in aspects of explicit instruction of argumentation during both iterations, although the ways in which the game was used differed. Also, students' scores in the second iteration were significantly higher than the first iteration. These findings support the notion that students can learn argumentation through a game, especially when used in conjunction with explicit instruction and support in student materials. These findings also highlight the importance of analyzing classroom implementation in studies of game-based learning.

Arguments Whose Strength Depends on Continuous Variation

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James Franklin

2013-03-01

Full Text Available Both the traditional Aristotelian and modern symbolic approaches to logic have seen logic in terms of discrete symbol processing. Yet there are several kinds of argument whose validity depends on some topological notion of continuous variation, which is not well captured by discrete symbols. Examples include extrapolation and slippery slope arguments, sorites, fuzzy logic, and those involving closeness of possible worlds. It is argued that the natural first attempts to analyze these notions and explain their relation to reasoning fail, so that ignorance of their nature is profound.

Method to translate human feelings into arguments

International Nuclear Information System (INIS)

Hans, Arnold

1995-01-01

Taking as an example the status of nuclear power in Netherlands, it was shown that there is an emotional approach on the part of supporters and opponents, not open to rational argument, objective information of no avail, lack of public support (80% against), Government undecided. It was concluded that nuclear energy is a deep-rooted emotional conflict, and that the prospects of altering the situation are bleak. Proposed arguments for changeover in favor of nuclear energy are: electricity is a necessity, it is economical, safety is guaranteed, it protects the environment and conserves other resources

Moral Philosophy, Moral Expertise, and the Argument from Disagreement.

Science.gov (United States)

Cross, Ben

2016-03-01

Several recent articles have weighed in on the question of whether moral philosophers can be counted as moral experts. One argument denying this has been rejected by both sides of the debate. According to this argument, the extent of disagreement in modern moral philosophy prevents moral philosophers from being classified as moral experts. Call this the Argument From Disagreement (AD). In this article, I defend a version of AD. Insofar as practical issues in moral philosophy are characterized by disagreement between moral philosophers who are more or less equally well credentialed on the issue, non-philosophers have no good reasons to defer to their views. © 2015 John Wiley & Sons Ltd.

Improving Undergraduates' Argumentative Group Essay Writing through Self-Assessment

Science.gov (United States)

Fung, Yong Mei; Mei, Hooi Chee

2015-01-01

When writing an argumentative essay, writers develop and evaluate arguments to embody, initiate, or simulate various kinds of interpersonal and textual interaction for reader consideration (Wu & Allison, 2003). This is quite challenging for English as a second language (ESL) learners. To improve the quality of their writing, students need to…

"Argument!" Helping Students Understand What Essay Writing Is About

Science.gov (United States)

Wingate, Ursula

2012-01-01

Argumentation is a key requirement of the essay, which is the most common genre that students have to write. However, how argumentation is realised in disciplinary writing is often poorly understood by academic tutors, and therefore not adequately taught to students. This paper presents research into undergraduate students' concepts of argument…

Negotiation as a form of persuasion: arguments in first offers.

Science.gov (United States)

Maaravi, Yossi; Ganzach, Yoav; Pazy, Asya

2011-08-01

In this article we examined aspects of negotiation within a persuasion framework. Specifically, we investigated how the provision of arguments that justified the first offer in a negotiation affected the behavior of the parties, namely, how it influenced counteroffers and settlement prices. In a series of 4 experiments and 2 pilot studies, we demonstrated that when the generation of counterarguments was easy, negotiators who did not add arguments to their first offers achieved superior results compared with negotiators who used arguments to justify their first offer. We hypothesized and provided evidence that adding arguments to a first offer was likely to cause the responding party to search for counterarguments, and this, in turn, led him or her to present counteroffers that were further away from the first offer.

Interaction patterns in crisis negotiations: persuasive arguments and cultural differences.

Science.gov (United States)

Giebels, Ellen; Taylor, Paul J

2009-01-01

This research examines cultural differences in negotiators' responses to persuasive arguments in crisis (hostage) negotiations over time. Using a new method of examining cue-response patterns, the authors examined 25 crisis negotiations in which police negotiators interacted with perpetrators from low-context (LC) or high-context (HC) cultures. Compared with HC perpetrators, LC perpetrators were found to use more persuasive arguments, to reciprocate persuasive arguments in the second half of negotiations, and to respond to persuasive arguments in a compromising way. Further analyses found that LC perpetrators were more likely to communicate threats, especially in the first half of the negotiations, but that HC perpetrators were more likely to reciprocate them. The implications of these findings for our understanding of intercultural interaction are discussed. (PsycINFO Database Record (c) 2009 APA, all rights reserved).

The exploitation argument against commercial surrogacy.

Science.gov (United States)

Wilkinson, Stephen

2003-04-01

This paper discusses the exploitation argument against commercial surrogacy: the claim that commercial surrogacy is morally objectionable because it is exploitative. The following questions are addressed. First, what exactly does the exploitation argument amount to? Second, is commercial surrogacy in fact exploitative? Third, if it were exploitative, would this provide a sufficient reason to prohibit (or otherwise legislatively discourage) it? The focus throughout is on the exploitation of paid surrogates, although it is noted that other parties (e.g. 'commissioning parents') may also be the victims of exploitation. It is argued that there are good reasons for believing that commercial surrogacy is often exploitative. However, even if we accept this, the exploitation argument for prohibiting (or otherwise legislatively discouraging) commercial surrogacy remains quite weak. One reason for this is that prohibition may well 'backfire' and lead to potential surrogates having to do other things that are more exploitative and/or more harmful than paid surrogacy. It is concluded therefore that those who oppose exploitation should (rather than attempting to stop particular practices like commercial surrogacy) concentrate on: (a) improving the conditions under which paid surrogates 'work'; and (b) changing the background conditions (in particular, the unequal distribution of power and wealth) which generate exploitative relationships.

Mentoring and Argumentation in a Game-Infused Science Curriculum

Science.gov (United States)

Gould, Deena L.; Parekh, Priyanka

2018-04-01

Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the socio-scientific inquiry of a designed video game. We report the results of a mixed-methods study examining the use of this media-based mentoring system with students ages 11 through 14. We observed that the discourse of groups of students that engaged with the game-infused science curriculum while interacting with college student mentors via a social media platform demonstrated statistically significant higher ratings of cognitive, epistemic, and social aspects of argumentation than groups of students that engaged with the social media platform and game-infused science curriculum without mentors. We further explored the differences between the Discourses of the mentored and non-mentored groups. This analysis showed that students in the mentored groups were invited, guided, and socialized into roles of greater agency than students in the non-mentored groups. This increased agency might explain why mentored groups demonstrated higher levels of scientific argumentation than non-mentored groups. Based on our analyses, we argue that media-based mentoring may be designed around a video game to support middle school students in engaging in argumentation from evidence.

Function and Argument in Begriffsschrift

Czech Academy of Sciences Publication Activity Database

Badesa, C.; Bertran-San Millán, Joan

2017-01-01

Roč. 38, č. 4 (2017), s. 316-341 ISSN 0144-5340 Institutional support: RVO:67985955 Keywords : identity * Frege * logic * function * argument Subject RIV: AA - Philosophy ; Religion OBOR OECD: Philosophy, History and Philosophy of science and technology Impact factor: 0.286, year: 2016

A Davidsonian Argument Against Incommensurability

NARCIS (Netherlands)

Douven, I.; de Regt, H.W.

2002-01-01

The writings of Kuhn and Feyerabend on incommensurability challenged the idea that science progresses towards the truth. Davidson famously criticized the notion of incommensurability, arguing that it is incoherent. Davidson's argument was in turn criticized by Kuhn and others. This article argues

The principle of procreative beneficence: old arguments and a new challenge.

Science.gov (United States)

Hotke, Andrew

2014-06-01

In the last ten years, there have been a number of attempts to refute Julian Savulescu's Principle of Procreative Beneficence; a principle which claims that parents have a moral obligation to have the best child that they can possibly have. So far, no arguments against this principle have succeeded at refuting it. This paper tries to explain the shortcomings of some of the more notable arguments against this principle. I attempt to break down the argument for the principle and in doing so, I explain what is needed to properly refute it. This helps me show how and why the arguments of Rebecca Bennett, Sarah Stoller and others fail to refute the principle. Afterwards, I offer a new challenge to the principle. I attack what I understand to be a fundamental premise of the argument, a premise which has been overlooked in the literature written about this principle. I argue that there is no reason to suppose, as Savulescu does, that morality requires us to do what we have most reason to do. If we reject this premise, as I believe we have reason to do, the argument for Procreative Beneficence fails. © 2012 John Wiley & Sons Ltd.

Early Experiences with Family Conflict: Implications for Arguments with a Close Friend.

Science.gov (United States)

Herrera, Carla; Dunn, Judy

1997-01-01

Examined associations between children's early experiences in family disputes and later conflict management with close friends. Found that argument used by mothers and siblings that considered children's needs was positively associated with children's later constructive argument and resolution techniques. Mothers' use of argument predicted…

Reinterpreting arguments in dialogue : an application to evidential reasoning

NARCIS (Netherlands)

Bex, F.J.; Prakken, H.; Gordon, T.F.

2004-01-01

This paper presents a formalisation of two typical legal dialogue moves in a formal dialogue game for argumentation. The moves concern two ways of reinterpreting a general rule used in an argument, viz. by 'unpacking' and 'refining' the rule. The moves can be made not only by the user but also by

Argumentation as a Strategy for Conceptual Learning of Dynamics

Science.gov (United States)

Eskin, Handan; Ogan-Bekiroglu, Feral

2013-01-01

Researchers have emphasized the importance of promoting argumentation in science classrooms for various reasons. However, the study of argumentation is still a young field and more research needs to be carried out on the tools and pedagogical strategies that can assist teachers and students in both the construction and evaluation of scientific…

Construction of Argumentative Discourse in Foucaltian Perspective

Directory of Open Access Journals (Sweden)

Isabel Cristina Michelan de Azevedo

2016-12-01

Full Text Available This article draws upon the argumentative scheme described by New Rhetoric in order to discuss how the organization of reasonings by association and dissociation can be analyzed in Foucault’s studies (2008 [1969], 2004 [1971] on the constitution of discourse in society, aiming to promote a reflection about the possibilities of analysis of high school students productions and about the organization of argument teaching in basic education. Through an interpretative methodology (ERICKSON, 1986, we seek to understand the discursive movements gathered from productions made during the National Secondary Education Examination in 2004 and to indicate alternatives to develop pedagogical practices committed to the formation of a critical subject. Illustrative analyzes indicate that students prepare reflections authorized by certain discursive formation, task that requires the definition of an identity and the preparing of arguments aligned to the political choices discursively adopted. Thus, it becomes evident the need to diversify the teaching and learning processes when one want to expand the possibilities of the subject to take any stance relative to other positions.

Sur l’origine de l’écriture libyque. Quelques propositions On the origin of the Libyco-Berber alphabet: A few proposals

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Dominique Casajus

2013-06-01

Full Text Available Le présent article propose quelques hypothèses sur l’origine des alphabets dits libyques. Attestés par plus d’un millier d’inscriptions recueillies dans toute l’Afrique du Nord, depuis la Libye jusqu’aux îles Canaries, ces alphabets sont selon toute vraisemblance les ancêtres des alphabets touaregs actuels. La seule inscription qui ait pu être datée avec un degré raisonnable de certitude est une bilingue libyco-punique, mise au jour sur le site de Dougga (Tunisie, qui daterait de 139 avant J.-C. Il semble que les alphabets libyques existaient déjà alors depuis plusieurs siècles. Leurs créateurs ont emprunté quelques lettres (au moins quatre aux alphabets phénico-puniques. Pour composer les autres lettres, ils semblent avoir eu recours à des procédés géométriques simples qu’on essaie ici de reconstituer.A few hypotheses about the origin of the so-called “Libyan” alphabets are presented. Attested in more than a thousand inscriptions from Libya to the Canary Islands in northern Africa, these alphabets are probably the forebears of the current ones used by the Tuareg. The only inscription that has been dated (139 BCE with a reasonable degree of certainty is bilingual, Libyco-Punic, from Dougga in Tunisia. The “Libyan” alphabets apparently already existed, several centuries earlier. Their creators borrowed a few — at least four — letters from the Phoenician/Punic alphabets; and apparently used simple geometric procedures, which are reconstituted herein, for the other letters.

Teaching the Academic Argument in a University EFL Environment

Science.gov (United States)

Bacha, Nahla Nola

2010-01-01

An educational challenge that many university EFL students face is the production of written academic arguments as part of their required essays. Although the importance of argumentative writing in education is uncontested, and research shows that EFL students find difficulties in producing such texts, it is not adequately dealt with for the L1…

Looking for a Location: Dissociated Effects of Event-Related Plausibility and Verb-Argument Information on Predictive Processing in Aphasia.

Science.gov (United States)

Hayes, Rebecca A; Dickey, Michael Walsh; Warren, Tessa

2016-12-01

This study examined the influence of verb-argument information and event-related plausibility on prediction of upcoming event locations in people with aphasia, as well as older and younger, neurotypical adults. It investigated how these types of information interact during anticipatory processing and how the ability to take advantage of the different types of information is affected by aphasia. This study used a modified visual-world task to examine eye movements and offline photo selection. Twelve adults with aphasia (aged 54-82 years) as well as 44 young adults (aged 18-31 years) and 18 older adults (aged 50-71 years) participated. Neurotypical adults used verb argument status and plausibility information to guide both eye gaze (a measure of anticipatory processing) and image selection (a measure of ultimate interpretation). Argument status did not affect the behavior of people with aphasia in either measure. There was only limited evidence of interaction between these 2 factors in eye gaze data. Both event-related plausibility and verb-based argument status contributed to anticipatory processing of upcoming event locations among younger and older neurotypical adults. However, event-related likelihood had a much larger role in the performance of people with aphasia than did verb-based knowledge regarding argument structure.

Looking for a Location: Dissociated Effects of Event-Related Plausibility and Verb–Argument Information on Predictive Processing in Aphasia

Science.gov (United States)

Dickey, Michael Walsh; Warren, Tessa

2016-01-01

Purpose This study examined the influence of verb–argument information and event-related plausibility on prediction of upcoming event locations in people with aphasia, as well as older and younger, neurotypical adults. It investigated how these types of information interact during anticipatory processing and how the ability to take advantage of the different types of information is affected by aphasia. Method This study used a modified visual-world task to examine eye movements and offline photo selection. Twelve adults with aphasia (aged 54–82 years) as well as 44 young adults (aged 18–31 years) and 18 older adults (aged 50–71 years) participated. Results Neurotypical adults used verb argument status and plausibility information to guide both eye gaze (a measure of anticipatory processing) and image selection (a measure of ultimate interpretation). Argument status did not affect the behavior of people with aphasia in either measure. There was only limited evidence of interaction between these 2 factors in eye gaze data. Conclusions Both event-related plausibility and verb-based argument status contributed to anticipatory processing of upcoming event locations among younger and older neurotypical adults. However, event-related likelihood had a much larger role in the performance of people with aphasia than did verb-based knowledge regarding argument structure. PMID:27997951

Synthetic Biology and the Argument from Continuity with Established Technologies

DEFF Research Database (Denmark)

Christiansen, Andreas

2015-01-01

) that it ignores the distinction between what reasons we have and what we should do all things considered. I then illustrate the Continuity Argument and its problems in the case where human manipulation of organisms’ genetic makeup is a suggested reason for finding synthetic biology problematic. Finally, I suggest......Defenders of synthetic biology commonly make reference to the fact that established technologies, such as domestication or selective breeding, share some of the features of synthetic biology that critics argue make it ethically problematic. In this chapter, I reconstruct such references...... as instances of a type of argument which I dub the Continuity Argument. Roughly, the Continuity Argument seeks to show that if we are not disposed to reject the established technology, then features that this technology share with synthetic biology cannot provide reasons to find it ethically problematic. I...

Putting the Pieces Together: Online Argumentation Vee Diagrams Enhance Thinking during Discussions

Science.gov (United States)

Nussbaum, E. Michael; Winsor, Denise L.; Aqui, Yvette M.; Poliquin, Anne M.

2007-01-01

We examine the effect of online Argumentation Vee Diagrams (AVDs) on the quality of students' argumentation during asynchronous, online discussions. With AVDs, students develop arguments on both sides of a controversial issue and then develop an integrated, overall final conclusion. In this study, students used AVDs individually before composing…

Theoretical Proposal for Pragmatic-Rhetorical Analysis of Argument in the Tourist Guide

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MSc. Iliana Rosabal-Pérez

2015-10-01

Full Text Available The purpose of the article is to present a useful theoretical proposal for the analysis of argumentation within the guidebook genre. The study perspective is supported on the rhetorical-pragmatic perspective of argumentation provided by some authors as well as the theoretical models applied to the study of persuasion in guidebooks suggested by Adam/Bonhomme (1997, Hernández-Santaolalla and Cobo-Durán (2010. The analysis of argumentation in this kind of text must consider a tactical and strategic view of  the rhetorical actions; that is to say, not to abstain from the elocution traditional examination since argumentation is an essential devise obtainable in the whole test. Keywords: rhetorical, argumentation, guidebook, rhetorical operations, topical.

Argupolis: a doctoral program on argumentation practices in different contexts

NARCIS (Netherlands)

van Eemeren, F.H.; Greco Morasso, S.; Grossen, M.; Perret-Clermont, A.-N.; Rigotti, E.

2009-01-01

Argumentation is a form of communicative interaction by means of which social realities - institutions, groups and relationships - are construed and managed. People develop argumentation in numerous purposeful activities: to make sound and well-thought decisions, to critically found their opinions,

The Integration of Vocabulary and Effective Sentence Mastery towards Students’ Argumentative Writing Skills

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Tien Rafida

2017-06-01

Full Text Available The aims of this result to reveal the integrated of vocabulary and effective sentence mastery against the argumentation writing skill students’ PBI-SU FITK UIN the hypothesis proposed in this results are : (1 vocabulary mastery contribute to the argument to the arguments writing skill of students; (2 effective sentence mastery contribute to the argument writing skill of student; (3 vocabulary mastery and effective sentence mastery together contribute to the argument writing skill of students. This result uses a quantitative approach. The population in this study is PBI UIN-SU as many as 6 classes. As for the samples in this result are students of class II. By using cluster random sampling, obtained a sample of 140 students. The instrument used is a test. These results indicate that: (1 vocabulary mastery contributed positively and significantly to the argument essay writing skills of students. The amount of contribution is 18.4%; (2 Effective sentence mastery contribute positively and significantly to the argument essay writing skills of students. The amount of contribution is 11.7%; (3 mastery of vocabulary and mastery of effective sentences together contributed positively and significantly to the argument essay writing skills of students. The major contribution is 26.5%; (4 mastering vocabulary to effectively contribute by 16.39% against the argument essay writing skills of students; (5 Mastery effective sentence effectively contribute 13.11% against the argument essay writing skills of students. Based on the results of this study, it was concluded that the vocabulary and mastery of effective sentences are the two factors that influence the argument essay writing skills of students in addition to other factors. Therefore, the researchers suggest to all parties concerned to pay more attention to these two factors so that students' skills in essay writing can be further improved.

Teaching science as argument: Prospective elementary teachers' knowledge

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Barreto-Espino, Reizelie

For the past two decades there has been increasing emphasis on argumentation in school science. In 2007, the National Research Council published a synthesis report that emphasizes the centrality of constructing, evaluating, and using scientific explanations. Participating in argumentation is seen as fundamental to children's science learning experiences. These new expectations increase challenges for elementary teachers since their understanding of and experiences with science are overwhelmingly inconsistent with teaching science as argument. These challenges are further amplified when dealing with prospective elementary teachers. The current study was guided by the following research questions: (1) What are the ways in which preservice elementary teachers appropriate components of "teaching science as argument" during their student teaching experience? (2) To what extent do components from prospective elementary teachers' reflections influence planning for science teaching? (3) What elements from the context influence preservice elementary teachers' attention to teaching science as argument? This study followed a multi-participant case study approach and analyses were informed by grounded theory. Three participants were selected from a larger cohort of prospective elementary teachers enrolled in an innovative Elementary Professional Development School (PDS) partnership at a large Northeast University. Cross-case analysis allowed for the development of five key assertions: (1) The presence of opportunities for interacting with phenomena and collecting first hand data helped participants increase their emphasis on evidence-based explanations. (2) Participants viewed science talks as an essential mechanism for engaging students in the construction of evidence-based explanations and as being fundamental to meaning-making. (3) Participants demonstrated attention to scientific subject matter during instruction rather than merely focusing on activities and/or inquiry

Does Rhetoric Have a Place in Wohlrapp’s Theory of Argument?

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Katharina Stevens

2017-09-01

Full Text Available When a new theory of argumentation becomes available on the English-speaking market, such as it is happening now through the translation of Harald Wohlrapp’s The Concept of Argument, it is always interesting to work out how the new input will interact with the work that has otherwise been done in the field. (Wohlrapp, 2014 This comment aims to determine whether rhetoric has a place in Wohlrapp’s account of argumentation.

The shortest argument for the existence of God in Islamic philosophy

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Halilović Seid

2014-01-01

Full Text Available The first cognitive frameworks of the undoubtedly most famous argument for the existence of God in Islamic philosophy were set by the notable Ibn Sina. Having proved the existence of God by considering existence itself, in his famous philosophical book al-Isharat he wrote that in that way he offered the 'argument of the veracious'. In the following stages of the development of this argument this syntagm will become one of the most popular scientific names in the history of philosophical and rational thought in Muslims. Numerous representatives of various schools of philosophy, dogmatic theology and doctrinal gnosis in Islam thoroughly analyzed the text of this part of the al-Isharat book and sometimes formulated new versions of the 'argument of the veracious'. In this paper we will focus on the basic cognitive milestones in the development of this argument and with a view to acquiring this we will use the method of detailed content analysis of the works of those Muslim philosophers who contributed significantly to that intellectual process. Given that scientific destiny of the 'argument of the veracious' quite attractively illustrates the various stages of the development of entire Islamic philosophy, we will try to show that in each new period Islamic philosophical heritage grew a more vital and dominant scientific discipline. On the other hand, we will conclude that throughout history Islamic philosophy and 'arguments of the veracious' have become more reminiscent of subtle intuition of Muslim gnostics and innermost spheres of the original understanding of the sacred Islamic texts and traditions.

Random fields, topology, and the Imry-Ma argument.

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Proctor, Thomas C; Garanin, Dmitry A; Chudnovsky, Eugene M

2014-03-07

We consider an n-component fixed-length order parameter interacting with a weak random field in d=1, 2, 3 dimensions. Relaxation from the initially ordered state and spin-spin correlation functions are studied on lattices containing hundreds of millions of sites. At n ≤ d the presence of topological defects leads to strong metastability and glassy behavior, with the final state depending on the initial condition. At n=d+1, when topological structures are nonsingular, the system possesses a weak metastability. At n>d+1, when topological objects are absent, the final, lowest-energy state is independent of the initial condition. It is characterized by the exponential decay of correlations that agrees quantitatively with the theory based upon the Imry-Ma argument.

Argumentation and Multi-Agent Decision Making

OpenAIRE

Parsons, S.; Jennings, N. R.

1998-01-01

This paper summarises our on-going work on mixed- initiative decision making which extends both classical decision theory and a symbolic theory of decision making based on argumentation to a multi-agent domain.

Eight Arguments against Double Effect

DEFF Research Database (Denmark)

Di Nucci, Ezio

I offer eight arguments against the Doctrine of Double Effect, a normative principle according to which in pursuing the good it is sometimes morally permissible to bring about some evil as a side-effect or merely foreseen consequence: the same evil would not be morally justified as an intended...

The changing of oral argumentation process of grade XI students through Socratic dialogue

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I W Pangestika

2017-12-01

Full Text Available Arguments are one of the important purposes in the modern era of learning because it is the basic step to promote student’s critical thinking process and science literacy. Argumentation process can be trained through interactive dialogue that provides opportunities for students to argue. This research aims to change oral argumentation process in biology class of high school through the application of the Socratic Dialogue. The participants were students of grade XI science in one high school located in Surakarta, selected purposively. A classroom action research was done collaboratively between student teacher, lecturers, and teacher, follow the spiral cycles of research by Stephen Kemmis. During the implementation of research, the audio recorder has prepared to record the dialogue and arguments of the students. Next, data recorded that was converted to a dialogue transcript analyzed qualitatively using the Toulmin Argumentation Patterns (TAP. Another data source is teacher’s reflective diaries that contained notes during the learning process. The result shows that student’s oral argumentation process found were only claiming supported by weak warrants. Implementation of the Socratic Dialogue brings positive changes in oral argumentation process of the students, proven by the complete argumentation pattern include claims, data, warrants, backings, and rebuttals at the end of the research cycle. A classroom action research which is developed collaboratively and implement interactive dialogue also inquiry learning is highly recommended to change student’s oral argumentation process.

Linguistique textuelle et poésie plastique : quelques enjeux épistémologiques et méthodologiques

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Chol Isabelle

2012-07-01

Full Text Available L'article a pour objectif de montrer comment certaines productions poétiques, depuis le Coup de dés de Mallarmé faisant de l'espacement un élément de composition du texte écrit, interrogent la textualité dans son processus de construction et ses limites. Il s'agira alors de réfléchir sur les possibilités d'une linguistique de l'écrit qui permette d'envisager les processus de textualisation dont la mise en scène dans certaines productions est aussi une mise en question, ainsi que les processus de stylisation qu'ils engagent. Le projet d'une réflexion concernant les outils d'analyse et la démarche interprétative susceptibles de rendre compte des productions poétiques spatialisées s'inscrit actuellement dans le cadre d'un programme ANR (ANR LEC, resp. I. Chol en cours. L'article proposé vise donc simplement à poser quelques jalons pour cette réflexion rendue nécessaire par un corpus d'oeuvres qui échappent aux classifications. Un corpus qui va du début du XXe siècle à nos jours permettra ainsi d'affronter un certain nombre d'outils d'analyse et de concepts à la pratique, et d'émettre quelques propositions, notamment par rapport au concept d' "objet-texte", par rapport à la notion de "syntaxe" et à l'énonciation. Il s'agira aussi de montrer que l'écart que manifestent ses productions avec l'organisation sémantico-syntaxique que la norme communicationnelle suppose ne saurait se résoudre dans le constat d'un double appartenance sémiotique (linguistique et plastique. La dimension linguistique doit elle-même être réévaluée, en partie du moins, par l'élargissement ou l'ajout de certains concepts aptes à rendre compte de l'ensemble des processus de textualisation et de stylisation, incluant notamment le blanc typographique. Un dernier point qui sera alors aussi abordé est celui de l'apparition de nouvelles normes supposant une nouvelle éthique du langage.

In Support of the Medical Apology: The Nonlegal Arguments.

Science.gov (United States)

Heaton, Heather A; Campbell, Ronna L; Thompson, Kristine M; Sadosty, Annie T

2016-11-01

More than 30 million people are affected annually by medical errors. Apologies can heal patients, families, and providers and, if deployed and structured appropriately, can enrich clinical encounters-yet they rarely occur. This article will address the nonlegal arguments in favor of the medical apology and discuss a structure for delivering a meaningful apology. In addition, we will review reasons why some providers feel compelled to apologize while others faced with similar circumstances do not. Medical apologies bring value to both patients and providers. Apologies can preserve therapeutic relationships and save careers for professionals by restoring their self-respect and dignity. The four R's of the ideal apology-recognition, responsibility, regret, and remedy-provide a framework to help providers apologize for unintended outcomes. When deployed and structured appropriately, apologies can heal patients, families, and providers and can enrich clinical encounters. For providers, forgiving one's self is key to professional wellbeing and continued effective practice. For patients, apologies are desirable and also serve as a conduit for often wanted emotional support from their physician. Copyright © 2016 Elsevier Inc. All rights reserved.

A LIBRARIAN’S ARGUMENT

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Brigita Miloš

2013-01-01

Full Text Available Cognitive linguistics/stylistics enable specific insights into the sex / gender identity issues, primarily by their basic theoretical postulate – mind embodiment. The aim of this paper is to analyze how the concept of rape functions in one particular statement/argument. Noted controversies and disputes, stemming from critical reading, also function as a version of ‘other’ embodied understandings of the term in question – rape.

Discounting future health benefits: the poverty of consistency arguments.

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Nord, Erik

2011-01-01

In economic evaluation of health care, main stream practice is to discount benefits at the same rate as costs. But main papers in which this practice is advocated have missed a distinction between two quite different evaluation problems: (1) How much does the time of program occurrence matter for value and (2) how much do delays in health benefits from programs implemented at a given time matter? The papers have furthermore focused on logical and arithmetic arguments rather than on real value considerations. These 'consistency arguments' are at best trivial, at worst logically flawed. At the end of the day, there is a sensible argument for equal discounting of costs and benefits rooted in microeconomic theory of rational, utility maximising consumers' saving behaviour. But even this argument is problematic, first because the model is not clearly supported by empirical observations of individuals' time preferences for health, second because it relates only to evaluation in terms of overall individual utility. It does not provide grounds for claiming that decision makers with a wider societal perspective, which may include concerns for fair distribution, need to discount Copyright © 2010 John Wiley & Sons, Ltd. 2010 John Wiley & Sons, Ltd.

Analysis of an epigenetic argument against human reproductive cloning.

Science.gov (United States)

Nordgren, Anders

2006-08-01

Human reproductive cloning is a much disputed ethical issue. This technology is often condemned as being contrary to human dignity. However, there are also risk arguments. An ethical argument that is often put forward by scientists but seldom developed in more detail focuses on health risks in animal cloning. There is a high risk that animal clones exhibit abnormalities and these are increasingly believed to be due to errors in epigenetic reprogramming. The argument is that human reproductive cloning should not be carried out because human clones are also likely to exhibit abnormalities due to inappropriate epigenetic reprogramming. Different versions of this epigenetic argument are analysed, a categorical version and a non-categorical. The non-categorical version is suggested to be more well-considered. With regard to policy making on human reproductive cloning, the categorical version can be used to prescribe a permanent ban, while the non-categorical version can be used to prescribe a temporary ban. The implications of the precautionary principle--as interpreted in the European Union--are investigated. The conclusion is that it seems possible to support a temporary ban by reference to this principle.

Semantic types of some generic relation arguments: Detection and evaluation

NARCIS (Netherlands)

Katrenko, S.; Adriaans, P.

2008-01-01

This paper presents an approach to detection of the semantic types of relation arguments employing the WordNet hierarchy. Using the SemEval-2007 data, we show that the method allows to generalize relation arguments with high precision for such generic relations as Origin-Entity, Content-Container,

Analogy and Intersubjectivity: Political Oratory, Scholarly Argument and Scientific Reports.

Science.gov (United States)

Gross, Alan G.

1983-01-01

Focuses on the different ways political oratory, scholarly argument, and scientific reports use analogy. Specifically, analyzes intersubjective agreement in Franklin D. Roosevelt's First Inaugural address, the scholarly argument between Sir Karl Popper and Thomas S. Kuhn, and the scientific reports of various mathematicians and scientists. (PD)

Non-faith-based arguments against physician-assisted suicide and euthanasia.

Science.gov (United States)

Sulmasy, Daniel P; Travaline, John M; Mitchell, Louise A; Ely, E Wesley

2016-08-01

This article is a complement to "A Template for Non-Religious-Based Discussions Against Euthanasia" by Melissa Harintho, Nathaniel Bloodworth, and E. Wesley Ely which appeared in the February 2015 Linacre Quarterly . Herein we build upon Daniel Sulmasy's opening and closing arguments from the 2014 Intelligence Squared debate on legalizing assisted suicide, supplemented by other non-faith-based arguments and thoughts, providing four nontheistic arguments against physician-assisted suicide and euthanasia: (1) "it offends me"; (2) slippery slope; (3) "pain can be alleviated"; (4) physician integrity and patient trust. Lay Summary: Presented here are four non-religious, reasonable arguments against physician-assisted suicide and euthanasia: (1) "it offends me," suicide devalues human life; (2) slippery slope, the limits on euthanasia gradually erode; (3) "pain can be alleviated," palliative care and modern therapeutics more and more adequately manage pain; (4) physician integrity and patient trust, participating in suicide violates the integrity of the physician and undermines the trust patients place in physicians to heal and not to harm.

Big Argumentation?

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Daniel Faltesek

2013-08-01

Full Text Available Big Data is nothing new. Public concern regarding the mass diffusion of data has appeared repeatedly with computing innovations, in the formation before Big Data it was most recently referred to as the information explosion. In this essay, I argue that the appeal of Big Data is not a function of computational power, but of a synergistic relationship between aesthetic order and a politics evacuated of a meaningful public deliberation. Understanding, and challenging, Big Data requires an attention to the aesthetics of data visualization and the ways in which those aesthetics would seem to depoliticize information. The conclusion proposes an alternative argumentative aesthetic as the appropriate response to the depoliticization posed by the popular imaginary of Big Data.

Advancing Competencies in Argumentation at Schools using the Example of "Culture-Environment Interaction"

Science.gov (United States)

Budke, A.; Schaebitz, F.; Dittrich, S.

2016-12-01

According to the German national education standards communication is one of the six areas in which competencies shall be conveyed in Geography classes. Special significance is given to the training of the competence to solve problems through argumentation. Argumentation has a great significance in the learning process in schools, because here the students' knowledge pools are individually linked and understood. According to modern theories of learning, learning is a constructive process. Linking existing pools of knowledge to new insights is usually triggered by communication and argumentation in the classroom. Furthermore, argumentation helps with the individual's formation of opinion as well as their identification with certain values. Argumentation is one of the central social and cultural techniques to solve conflicts peacefully, to conduct negotiations, and to act in one's own interests. Thus conveying competence in argumentation is to be seen as an interdisciplinary task in education. Recently a hypothetical model of competence in geographical argumentation was proposed, a methodical instrument for measuring competence in geographical argumentation was developed, and by analyzing textbooks it was shown that this topic is only marginally targeted by exercises. The Collaborative Research Center 806 "Our Way to Europe" (www.sfb806.uni-koeln.de), with its cross disciplinary research in the sciences as well as humanities offers an outstanding basis for developing and evaluating teaching material and concepts. The use of these diverse topics, complex systems, and the various research problems as well as findings of the CRC-806 allowed developing study units designed to promote problem solving and argumentation skills in the sciences and humanities. Here we will present the results of this study based on special teaching materials, which was tested and evaluated to support students in formulating scientific problems and promote their argumentation skills.

The Curious Silence of the Dog and Paul of Tarsus; Revisiting The Argument from Silence

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Michael Gary Duncan

2012-03-01

Full Text Available In this essay I propose an interpretative and explanatory structure for the so-called argumentum ex silento, or argument from silence (henceforth referred to as the AFS. To this end, I explore two examples, namely, Sherlock Holmes’s oft-quoted notice of the “curious incident of the dog in the night-time” from Arthur Conan Doyle’s short story “Silver Blaze,” and the historical question of Paul of Tarsus’s silence on biographical details of the historical Jesus. Through these cases, I conclude that the AFS serves as a dialogical topos best evaluated and understood through the perceived authority of the arguer and the willingness of the audience to accept that authority, due to the “curious” nature of the negative evidence that the argument employed.

Feminist Responses to Rogerian Argument.

Science.gov (United States)

Lassner, Phyllis

1990-01-01

Discusses a course in which female students were instructed to compose argumentative compositions in the empathic style of Carl Rogers. Reports that students disliked the style, believing it pretended to accept minority opinions while making women feel as if they had to change their views to belong to the majority culture. (SG)

Analogical Arguments in Ethics and Law: A Defence of Deductivism

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Fábio Perin Shecaira

2013-09-01

Full Text Available The paper provides a qualified defence of Bruce Waller’s deductivist schema for a priori analogical arguments in ethics and law. One crucial qualification is that the schema represents analogical arguments as complexes composed of one deductive inference (hence “deductivism” but also of one non-deductive subargument. Another important qualification is that the schema is informed by normative assumptions regarding the conditions that an analogical argument must satisfy in order for it to count as an optimal instance of its kind. Waller’s schema (in qualified form is defended from criticisms formulated by Trudy Govier, Marcello Guarini and Lilian Bermejo-Luque.

Quine's Double Standard: Undermining the Indispensability Argument via the Indeterminacy of Reference

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Otávio Bueno

2003-12-01

Full Text Available Quine has famously put forward the indispensability argument to force belief in the existence of mathematical objects (such as classes due to their indispensability to our best theories of the world (Quine 1960. Quine has also advocated the indeterminacy of reference argument, according to which reference is dramatically indeterminate: given a language, there’s no unique reference relation for that language (see Quine 1969a. In this paper, I argue that these two arguments are in conflict with each other. Whereas the indispensability argument supports realism about mathematics, the indeterminacy of reference argument, when applied to mathematics, provides a powerful strategy in support of mathematical anti-realism. I conclude the paper by indicating why the indeterminacy of reference phenomenon should be preferred over the considerations regarding indispensability. In the end, even the Quinean shouldn’t be a realist (platonist about mathematics.

Guidelines for writing an argumentative essay

OpenAIRE

Aleksandra Egurnova

2014-01-01

The guidelines below are intended for teachers, professors, students, and the public at large who are interested in the issues of English writing culture. They provide a detailed plan for completing the writing task–writing an argumentative essay.

The interaction of parsing rules and argument – Predicate constructions: implications for the structure of the Grammaticon in FunGramKB

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María del Carmen Fumero Pérez

2017-07-01

Full Text Available The Functional Grammar Knowledge Base (FunGramKB, (Periñán-Pascual and Arcas-Túnez 2010 is a multipurpose lexico-conceptual knowledge base designed to be used in different Natural Language Processing (NLP tasks. It is complemented with the ARTEMIS (Automatically Representing Text Meaning via an Interlingua–based System application, a parsing device linguistically grounded on Role and Reference Grammar (RRG that transduces natural language fragments into their corresponding grammatical and semantic structures. This paper unveils the different phases involved in its parsing routine, paying special attention to the treatment of argumental constructions. As an illustrative case, we will follow all the steps necessary to effectively parse a For-Benefactive structure within ARTEMIS. This methodology will reveal the necessity to distinguish between Kernel constructs and L1-constructions, since the latter involve a modification of the lexical template of the verb. Our definition of L1-constructions leads to the reorganization of the catalogue of FunGramKB L1-constructions, formerly based on Levin’s (1993 alternations. Accordingly, a rearrangement of the internal configuration of the L1-Constructicon within the Grammaticon is proposed.

Oral genres, argumentation and teaching

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Zilda G. O. Aquino

2015-02-01

Full Text Available This paper aims at dealing with issues related to language spoken in the classroom, focusing on discursive practices that highlight argumentation. We believe that the discussions that were made around genres, especially guided by the studies of Bakhtin and Text Linguistics, have been providing a breakthrough towards the necessity for the school to promote language teaching through the discursive genre approach. That is what we expect to be happening since both writing and spoken modalities deserve space in learning. We believe that oral genres demand that teachers acquire specific knowledge of the features of spoken language interaction that arise from its use in practical situations. Because these studies are recent among our researchers (not longer than three decades, they should still be very present in our discussions. In this paper, we focus on a specific genre of oral tradition – the debate. It is ideal for knowledge building and taking a stand at issues that arise in society, all of which is particularly important to the school. Besides contributing to the development of skills required by certain sociodiscursive practices, it is proposed that the teaching of argumentation in oral genres concentrate on the observation of selected strategies in interactions. We are particularly interested in interactions that emerge when one interaction party is trying to persuade the other. The corpus consists of the transcriptions of debates which occurred both in the classroom and in other contexts, such as the media. The methodological approach is done by identifying the arguments and their strategic use in specific situations. The theoretical discussion rests on the works of Orecchioni (2010, Marcuschi (2004, Dolz and Schneuwly (2004, Perelman and Olbrechts-Tyteca (1996 [1958], among others.

Semantic types of some generic relation arguments: Detection and evaluation

OpenAIRE

Katrenko, S.; Adriaans, P.

2008-01-01

This paper presents an approach to detection of the semantic types of relation arguments employing the WordNet hierarchy. Using the SemEval-2007 data, we show that the method allows to generalize relation arguments with high precision for such generic relations as Origin-Entity, Content-Container, Instrument-Agency and some other.

Arguing collaboratively: Argumentative discourse types and their potential for knowledge building.

Science.gov (United States)

Felton, Mark; Garcia-Mila, Merce; Villarroel, Constanza; Gilabert, Sandra

2015-09-01

There is growing interest in using argumentative discourse in educational settings. However, in a previous study, we found that discourse goals (persuasion vs. consensus) while arguing can affect student outcomes in both content learning and reasoning. In this study, we look at argumentative discourse data from a previous study to ask how differences in discourse might account for the differences we observed in learning and reasoning outcomes. One hundred and five dialogues (57 disputative, 48 consensus) between 7th grade science students attending a public high school near Tarragona, Spain. Participants were randomly assigned to conditions and paired with peers who disagreed with them on three topics related to renewable energy sources. After instruction on each topic, they were asked to either 'argue to convince' (persuasion condition) or 'argue to reach consensus' (consensus condition) on that topic. Conversations were audio-recorded and transcribed for analysis. Students in the persuasion condition engaged in shorter conversational exchanges around argumentative claims and were more likely to use moves that foreclosed discussion, whereas students in the consensus condition were more likely to use moves that elicited, elaborated on, and integrated their partners' ideas. When arguing to reach - rather than defend - a conclusion, students are more likely to coconstruct knowledge by exchanging and integrating arguments. These findings are consistent with predictions about the potential of argumentation for knowledge building and suggest that teachers must attend to discourse goals when using argumentation to support learning and reasoning. © 2015 The British Psychological Society.

Science & education: Genetic analysis of winter social structure and social traits in a migratory sparrow & teaching argumentation in STEM education

Science.gov (United States)

Arnberg, Nina N.

Stable social organization in a wide variety of organisms has been linked to kinship, which can minimize conflict due to the indirect fitness benefits from cooperating with relatives. In birds, kin selection has been mostly studied in the context of reproduction or in species that are social year round. Many birds however are migratory and the role of kinship in the winter societies of these species is virtually unexplored. A previous study detected striking social complexity and stability in wintering populations of migratory golden-crowned sparrows (Zonotrichia atricapilla)---individuals repeatedly form close associations with the same social partners, including across multiple winters. In chapter one I test the possibility that kinship might be involved in these close and stable social affiliations. I examine the relationship between kinship and social structure for two of the consecutive wintering seasons from the previous study. I found no evidence that social structure was influenced by kinship---relatedness between most pairs of individuals was at most that of first cousins (and mostly far lower) and Mantel tests revealed no relationship between kinship and pairwise interaction frequency. Kinship also failed to predict social structure in more fine-grained analyses, including analyses of each sex separately (in the event that sex-biased migration might limit kin selection to one sex) and separate analyses for each social community. The complex winter societies of golden-crowned sparrows appear to be based on cooperative benefits unrelated to kin selection. Although the complex social structure detected in wintering golden-crowned sparrows is not predicted by kinship, genetic variation may play a role in variation of winter social traits. In chapter two, I investigate the genetic causes of variation in fitness-related traits in a winter population of golden-crowned sparrows. Individuals show great variation in morphological and behavioral traits that may play

Graphical Argument in the Essayist Prose of the Pesquisa FAPESP Journal

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Irene Machado

2016-03-01

Full Text Available This article investigates the concept of graphical argumentation as an exercise of essayistic prose developed in the process of writing expansion in printed texts. It is understood that by expanding the scope of the word in the context of visual graphics processes such as drawings, photography and infographics, arguments are achievements much more of diagrammatic reasoning than of rhetorical elaboration. Proof of that are graphic arguments, which have become an inalienable modeling from texts of scientific communication, such as the ones produced in the Pesquisa FAPESP journal.

Argumentative Writing in Pre-Adolescents: The Role of Verbal Reasoning

Science.gov (United States)

Nippold, Marilyn A.; Ward-Lonergan, Jeannene M.

2010-01-01

Argumentative writing is a challenging communication task that calls upon sophisticated cognitive and linguistic abilities. Pre-adolescents (n = 80; mean age = 11;10; range = 10;6-13:5) were asked to write an argumentative essay on the controversial topic of training animals to perform in circuses. Additionally, they were asked to solve a set of…

Argument Graph as a Tool for Promoting Collaborative Online Reading

Science.gov (United States)

Kiili, Carita

2013-01-01

This study explored how the construction of an argument graph promotes students' collaborative online reading compared to note-taking. Upper secondary school students ("n"?=?76) worked in pairs. The pairs were asked to search for and read source material on the Web for a joint essay and either construct an argument graph or take notes…

Discounting Testimony with the Argument Ad Hominem and a Bayesian Congruent Prior Model

Science.gov (United States)

Bhatia, Jaydeep-Singh; Oaksford, Mike

2015-01-01

When directed to ignore evidence of a witness's previous bad character because of a violation of the rules of evidence, are jurors' beliefs still affected? The intuition is that they will be because in everyday argumentation, fallacies, like the ad hominem, are effective argumentative strategies. An ad hominem argument (against the person)…

Information structure and reference tracking in complex sentences

CERN Document Server

Gijn, Rik van; Matic, Dejan

2014-01-01

This paper discusses argument marking and reference tracking in Mekens complex clauses and their correlation to information structure. The distribution of pronominal arguments in Mekens simple clauses follows an absolutive pattern with main verbs. Complex clauses maintain the morphological absolutive argument marking, but show a nominative pattern with respect to argument reference tracking, since transitive and intransitive subjects function as syntactic pivots. The language extends the use of argument-marking verb morphology to control the reference of discourse participants across clauses.

When Arguments and Sounds of Words Begin to Speak - About Learning rhetorics

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Tatjana Zidar

1995-12-01

Full Text Available There has been a growing awareness as to the need of knowledge to improvc public speaking and interpersonal communication. When limiting our consideration to two essential elements contributing to efficient public speakiog, i.e. the strength of argumcntation and voice modulation of the text, one becomes aware of how important argumentation is. It is necessary for a speaker to fonn efficient arguments by taking into account his or her ethical features. Further, there are at least five types of argumentation (deduction, induction, analogous, causative and referential concluding. There is a need, on the other hand, to avoid sly and dishonest argumentation (evasion, dangerous speculations, ... etc.. Nevertheless, the argumentation alone does not suffice. Speakers should develop a feeling enabling them to teli when the speech is good, i e. how to catch attention of the audience, how to conclude efficiently, how to be dramatic, how to order arguments, what language to use. To this purpose three basic elements of persuasion are used: etos, patos and logos. Other elements can help forwarding the message, such as: intonation, language register, colour and intensity of speech, tempo and pronunciation. To enhance public speaking the content and the speech form are to be linked.

Using History and Philosophy of Science to Promote Students' Argumentation

Science.gov (United States)

Archila, Pablo Antonio

2015-01-01

This article describes the effect of a teaching-learning sequence (TLS) based on the discovery of oxygen in promoting students' argumentation. It examines the written and oral arguments produced by 63 high school students (24 females and 39 males, 16-17 years old) in France during a complete TLS supervised by the same teacher. The data used in…

TV Fights: Women and Men in Interpersonal Arguments on Prime-Time Television Dramas.

Science.gov (United States)

Brinson, Susan L.

1992-01-01

Studies the behaviors of women and men represented in interpersonal arguments in prime-time television dramas. Finds a weak link between actual argument behaviors and those on television, thereby socializing viewers in a manner inconsistent with reality. Suggests that television arguments are guided more by the needs of the medium that a need to…

Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom

NARCIS (Netherlands)

Makar, Katie; Bakker, Arthur; Ben-Zvi, Dani

2015-01-01

Developing argumentation-based inquiry practices requires teachers and students to be explicit about classroom norms that support these practices. In this study, we asked: How can a teacher scaffold the development of argumentation-based inquiry norms and practices in a mathematics classroom? A

Two Millian Arguments: Using Helen Longino’s Approach to Solve the Problems Philip Kitcher Targeted with His Argument on Freedom of Inquiry

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Jaana Eigi

2012-12-01

Full Text Available Philip Kitcher argued that the freedom to pursue one's version of the good life is the main aim of Mill's argument for freedom of expression. According to Kitcher, in certain scientific fields, political and epistemological asymmetries bias research toward conclusions that threaten this most important freedom of underprivileged groups. Accordingly, Kitcher claimed that there are Millian grounds for limiting freedom of inquiry in these fields to protect the freedom of the underprivileged.I explore Kitcher's argument in light of the interpretation Helen Longino gave to Mill's argument. She argued that free critical dialogue in the community allows bias to be overcome, through intersubjective criticism of hypotheses and the background assumptions that frame them.I suggest that Longino's approach allows for the identification of the fundamental problems of the research programs Kitcher targeted, and for the rejection of their claims to knowledge. Thus it is possible to address Kitcher's problem without limiting freedom of speech.

Modal Arguments against Physicalism in View of Scientific Findings Concerning Pain

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Maja Malec

2017-10-01

Full Text Available I analyse Kripke's modal argument against the mind-brain identity theories. Specifically, he argues against the identity between pain and C-fibres simulation by pointing out the difference between this identity claim and the theoretical identifications, such as 'Water is H2O' and 'Lightning is a motion of electric charges'. Kripke's argument relies on the assumption that the experience of pains is a simple and homogenous phenomenon, but scientific research shows that it is in fact a quite complex one. We can distinguish at least three components: sensory-discriminative, motivational-affective and cognitive. This discovery makes it possible to reject Kripke's argument, but it also uncovers a major flaw that is common to all modal arguments against physicalism. They proclaim to answer the fundamental question about the nature of our world by relying on our powers of imagination and without having the relevant factual knowledge.

The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning

OpenAIRE

Noroozi, Omid; Hatami, Javad

2018-01-01

Although the importance of students’ argumentative peer feedback for learning is undeniable, there is a need for further empirical evidence on whether and how it is related to various aspects of argumentation-based learning namely argumentative essay writing, domain-specific learning, and attitudinal change while considering their epistemic beliefs which are known to be related to argumentation. In this study, a pre-test–post-test design was conducted with 42 higher education students who wer...

Faut-il intégrer l’argumentation dans l’analyse du discours ? Problématiques et enjeux Should Argumentation be Integrated into Discourse Analysis?

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Ruth Amossy

2012-10-01

Full Text Available Cet article justifie la nécessité pour l’analyse du discours d’intégrer pleinement en son sein l’argumentation comme élément constitutif du discours. Une présentation synthétique de la théorie de l’argumentation dans le discours, à la croisée de la Nouvelle Rhétorique et de l’analyse du discours développée en France, montre cependant en quoi elle diffère de la nouvelle version de la Critical Discourse Analysis qui se nourrit de l’approche normative de la pragma-dialectique. En même temps, elle tente de résoudre les tensions théoriques entre les conceptions de l’argumentation inspirées d’Aristote et de Perelman, et les courants de l’analyse du discours qui reposent sur une vision contemporaine du sujet et des contraintes sociales et institutionnelles qui modèlent le discours. La synthèse théorique est suivie d’une exemplification concrète : une micro-analyse d’un post électronique sur le port de la burqa en France. L’article débouche sur une discussion concernant les modalités selon lesquelles l’analyse qui traite des discours sociaux et des problèmes de société autorise ou exclut l’engagement politique ou éthique des chercheurs.This paper accounts for the necessity of integrating argumentation as a constitutive element of discourse into Discourse Analysis. A synthetic presentation of the theory of argumentation in discourse drawing on New Rhetoric and (French Discourse Analysis shows how it differs from the new version of CDA that is derived from a normative approach to argumentation based on pragma-dialectics. It also endeavors to resolve the theoretical tensions between theories of argumentation borrowed from Aristotle, and trends of Discourse Analysis that rely on contemporary conceptions of the subject and on the social constraints imposed upon discourse. The theoretical synthesis is followed by a concrete exemplification – the micro-analysis of a polemical poston the burqa in

Transfer Mispricing as an Argument for Corporate Social Responsibility

OpenAIRE

Asongu, Simplice; Nwachukwu, Jacinta C.

2016-01-01

This article presents a case for transfer mispricing as an argument for Corporate Social Responsibility (CSR). The argument builds on the position that in order to compensate for potential loss of brand image and reputation, Multinational Companies (MNCs) would be more socially responsible when they are operating in countries where the legislation and laws in place are not effective at identifying and sanctioning transfer mispricing. We first discuss the dark side of transfer pricing (TP), ne...

Denying the Antecedent: Its Effective Use in Argumentation

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Mark A. Stone

2012-09-01

Full Text Available Denying the antecedent is an invalid form of reasoning that is typically identified and frowned upon as a formal fallacy. Contrary to arguments that it does not or at least should not occur, denying the antecedent is a legitimate and effective strategy for undermining a position. Since it is not a valid form of argument, it cannot prove that the position is false. But it can provide inductive evidence that this position is probably false. In this role, it is neither defective nor deceptive. Denying the antecedent provides inductive support for rejecting a claim as improbable.

Understanding a High School Physics Teacher's Pedagogical Content Knowledge of Argumentation

Science.gov (United States)

Wang, Jianlan; Buck, Gayle A.

2016-01-01

Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of…

(Non-)Arguments in Long-Distance Extractions

DEFF Research Database (Denmark)

Nyvad, Anne Mette; Kizach, Johannes; Christensen, Ken Ramshøj

2015-01-01

Previous research has shown that in fully grammatical sentences, response time increases and acceptability decreases when the filler in a long-distance extraction is incom- patible with the matrix verb. This effect could potentially be due to a difference between argument and adjunct extraction. ...

Process of Argumentation in High School Biology Class: A Qualitative Analysis

Science.gov (United States)

Ramli, M.; Rakhmawati, E.; Hendarto, P.; Winarni

2017-02-01

Argumentation skill can be nurtured by designing a lesson in which students are provided with the opportunity to argue. This research aims to analyse argumentation process in biology class. The participants were students of three biology classes from different high schools in Surakarta Indonesia. One of the classroom was taught by a student teacher, and the rest were instructed by the assigned teachers. Through a classroom observation, oral activities were noted, audio-recorded and video-taped. Coding was done based on the existence of claiming-reasoning-evidence (CRE) process by McNeill and Krajcik. Data was analysed qualitatively focusing on the role of teachers to initiate questioning to support argumentation process. The lesson design of three were also analysed. The result shows that pedagogical skill of teachers to support argumentation process, such as skill to ask, answer, and respond to students’ question and statements need to be trained intensively. Most of the argumentation found were only claiming, without reasoning and evidence. Teachers have to change the routine of mostly posing open-ended questions to students, and giving directly a correct answer to students’ questions. Knowledge and skills to encourage student to follow inquiry-based learning have to be acquired by teachers.

The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning

NARCIS (Netherlands)

Noroozi, Omid; Hatami, Javad

2018-01-01

Although the importance of students’ argumentative peer feedback for learning is undeniable, there is a need for further empirical evidence on whether and how it is related to various aspects of argumentation-based learning namely argumentative essay writing, domain-specific learning, and

A Synthesis of Grice-Strawson‟s, and Putnam‟s Arguments in ...

African Journals Online (AJOL)

... the strength and weaknesses and then come out with a synthesis of the arguments. In other words, the paper intends to attempt an alternative defence of the analytic-synthetic distinction from the synthesis of the arguments. Keywords: Semantical rule, Satisfactory explanation, Analyticity, Formal language, Web of belief.

Perspective Taking and Synchronous Argumentation for Learning the Day/Night Cycle

Science.gov (United States)

Schwarz, Baruch B.; Schur, Yaron; Pensso, Haim; Tayer, Naama

2011-01-01

Changing practices in schools is a very complex endeavor. This paper is about new practices we prompted to foster collaboration and critical reasoning in science classrooms: the presentation of pictures representing different perspectives, small group synchronous argumentation, and moderation of synchronous argumentation. A CSCL tool helped in…

Refuting the "Nimble Fingers" Argument [and] Working Together against Child Labour.

Science.gov (United States)

World of Work, 1996

1996-01-01

An International Labour Organization study refutes one of the most common arguments of apologists for child labor in the hand-woven carpet industry--the so-called nimble fingers argument. Excerpts from presentations at an International Labour Organization meeting highlight the commitment to eradicating child labor. (JOW)

Rhetorical Use of Inscriptions in Students' Written Arguments About Socioscientific Issues

Science.gov (United States)

Xiao, Sihan

2018-05-01

Educators expect that students be able to make informed decisions about science-related problems in their everyday lives. Engaging science in such problems often entails evaluating available evidence for given arguments. This study explores how students use inscriptions as evidence to argue about socioscientific issues. Fifth- and sixth-grade students (N = 102) in two intact classrooms completed written argument tasks in which they were asked to cite given inscriptions to support their decisions about energy use or genetically modified organisms. Qualitative content analyses of these written arguments, which focused on the coordination between inscriptions and claims, show three patterns of rhetorical use of inscriptions: seeing is believing, believing is seeing, and asserting is inferring. What counts as evidence was not the inscriptions per se, but the rhetorical functions they performed in particular arguments. These findings suggest that justifying socioscientific decisions is functionally different from explaining scientific phenomena. Linking these two activities in school may help students more productively engage with science in their everyday lives.

Polymer translocation under a pulling force: Scaling arguments and threshold forces

Science.gov (United States)

Menais, Timothée

2018-02-01

DNA translocation through nanopores is one of the most promising strategies for next-generation sequencing technologies. Most experimental and numerical works have focused on polymer translocation biased by electrophoresis, where a pulling force acts on the polymer within the nanopore. An alternative strategy, however, is emerging, which uses optical or magnetic tweezers. In this case, the pulling force is exerted directly at one end of the polymer, which strongly modifies the translocation process. In this paper, we report numerical simulations of both linear and structured (mimicking DNA) polymer models, simple enough to allow for a statistical treatment of the pore structure effects on the translocation time probability distributions. Based on extremely extended computer simulation data, we (i) propose scaling arguments for an extension of the predicted translocation times τ ˜N2F-1 over the moderate forces range and (ii) analyze the effect of pore size and polymer structuration on translocation times τ .

Calcul numérique des structures pour les Energies Marines Renouvelables: défis et structuration de la recherche autour du WeAMECenter

OpenAIRE

SCHOEFS , Franck

2015-01-01

International audience; Les structures offshore ont toujours constitué pour l'homme un défi logistique pour leur installation mais aussi en amont lors de leur conception. Apparues peu après la seconde guerre mondiale pour l'exploitation des hydrocarbures à quelques centaines de mètres des côtes, elles ont connues un essor important dans les années 70 et 80 suite aux deux chocs pétroliers. Le challenge depuis 15 ans est une exploitation à plusieurs milliers de mètres de profondeur. La recherch...

Effects of a Training Intervention to Foster Argumentation Skills While Processing Conflicting Scientific Positions

Science.gov (United States)

Hefter, Markus H.; Berthold, Kirsten; Renkl, Alexander; Riess, Werner; Schmid, Sebastian; Fries, Stefan

2014-01-01

Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology, argumentation skills such as evaluating arguments or supporting theories with evidence are…

Implementation of Web-Based Argumentation in Facilitating Elementary School Students to Learn Environmental Issues

Science.gov (United States)

Wang, T. H.

2014-01-01

This research develops a Web-based argumentation system named the Web-based Interactive Argumentation System (WIAS). WIAS can provide teachers with the scaffolding for argumentation instruction. Students can propose their statements, collect supporting evidence and share and discuss with peers online. This research adopts a quasi-experimental…

Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom

Directory of Open Access Journals (Sweden)

Diego Fernando Ubaque Casallas

2016-07-01

Full Text Available This paper presents an exploratory action research study carried out by two English as a foreign language teachers in a private, non-profit institution in Bogota, Colombia, with a group of 12 learners in a B1 English course. These students faced difficulties elaborating on their ideas when discussing issues in class. The study placed emphasis on the use of argumentation outlines and peer assessment to boost learners’ argumentative abilities. Audio-taped conversations and open-ended interviews were used to understand the impact on the pedagogical intervention. Findings revealed that argumentation outlines and peer assessment can promote learners’ awareness and ability to engage in argumentation processes. Moreover, peer assessment appears to be an essential tool for enhancing personal and collaborative learning, as well as for promoting learner reflection and agency.

Some results concerning the external photoelectric effect and secondary emission; Quelques resultats sur l'effet photoelectrique externe et l'emission secondaire

Energy Technology Data Exchange (ETDEWEB)

Lenouvel, F [Commissariat a l' Energie Atomique, Saclay (France). Centre d' Etudes Nucleaires; Ecole normale superieure, 75 - Paris (France)

1967-01-01

The characteristics and limiting possibilities of the various constituent parts of a photoelectric detector are considered. Two methods for illuminating the cathode are described and discussed. The few scattered results concerning the maximum output of cathodes and dynodes are collected together and a tentative explanation is put forward. A comparison is made of three methods for measuring very low light fluxes. (author) [French] Nous degageons les caracteristiques et les possibilites limites des divers elements constitutifs d'un detecteur photoelectrique. Deux solutions d'illumination de la cathode sont decrites et discutees. Les quelques resultats epars sur la limite de debit des cathodes et des dynodes sont rassembles et une interpretation provisoire est esquissee. Trois moyens de mesure des tres faibles flux lumineux sont compares. (auteur)

Analysis of Arguments in the Public Debate on the Alphabet Change in bilingual Kazakhstan

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Lyazzat Kimanova

2011-12-01

Full Text Available By focusing on an example of a public social debate on language policy, this article aims at showing the relevant contribution of argument analysis to the understanding of such debates. Argumentative discourse constitutes an essential condition for real democratic practice. Perelman & Olbrechts-Tyteca (1958: 73 point out that the commitment to argumentative practice offers an alternative to the use of violence. The relationship between argumentation and a democratic society is fundamental: argumentation is the substance of democracy, which differs from other social systems in that the only legitimate power is the power of the word. It is free will, which builds on the word alone, that enables us to live together in freedom. An important aspect of democracy, being based on a dialectic ideal, is its uncertain outcome: van Eemeren (2002: 71 characterizes democracy as «institutionalized uncertainty». Thus, insight into the functioning of argumentation contributes significantly to the understanding of democratic processes

An Examination of the Effects of Argument Mapping on Students' Memory and Comprehension Performance

Science.gov (United States)

Dwyer, Christopher P.; Hogan, Michael J.; Stewart, Ian

2013-01-01

Argument mapping (AM) is a method of visually diagramming arguments to allow for easy comprehension of core statements and relations. A series of three experiments compared argument map reading and construction with hierarchical outlining, text summarisation, and text reading as learning methods by examining subsequent memory and comprehension…

Twitter vs. Facebook: Using Social Media to Promote Collaborative Argumentation in an Online Classroom

Science.gov (United States)

Owens, Marissa; Nussbaum, E. Michael

2017-01-01

This study aimed to: 1) evaluate Twitter as a viable tool for promoting collaborative argumentation; 2) determine if scripting through sentence openers promotes a greater number of arguments within an online discussion; and 3) compare Twitter to Facebook as viable tools for promoting collaborative argumentation. Participants were 27 undergraduate…

Coherence-driven argumentation to norm consensus

NARCIS (Netherlands)

Joseph, S.; Prakken, H.

2009-01-01

In this paper coherence-based models are proposed as an alternative to logic-based BDI and argumentation models for the reasoning of normative agents. A model is provided for how two coherence-based agents can deliberate on how to regulate a domain of interest. First a deductive coherence model

Analysis of a narrative-report in the light of the Theory of Argumentation in Language

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Neiva Maria Tebaldi Gomes

2017-02-01

Full Text Available This article analyzes the construction of meanings of a narrative in the light of the theory of argumentation in language, proposed by Oswald Ducrot and Jean Anscombre. The object of analysis, the narrative "História de um olhar" [Story of a look] is one among 21 stories from "A vida que ninguém vê" [The life that nobody sees], a book by Eliane Brum, who a Brazilian journalist that has excelled in literary journalism. The analysis, which was conducted with the support of the theory of argumentation in language and, in parallel, with a view at textual syntax, revealed that the structure of the utterances, fragmented at the beginning of the narrative, is modified as the identity of the starring character is being resignified. A narrative whose syntax contributes to the definition of the meanings of the narrative then arises.

Computing Preferred Extensions for Argumentation Systems with Sets of Attacking

DEFF Research Database (Denmark)

Nielsen, Søren Holbech; Parsons, Simon

2006-01-01

The hitherto most abstract, and hence general, argumentation system, is the one described by Dung in a paper from 1995. This framework does not allow for joint attacks on arguments, but in a recent paper we adapted it to support such attacks, and proved that this adapted framework enjoyed the same...... formal properties as that of Dung. One problem posed by Dung's original framework, which was neglected for some time, is how to compute preferred extensions of the argumentation systems. However, in 2001, in a paper by Doutre and Mengin, a procedure was given for enumerating preferred extensions...... for these systems. In this paper we propose a method for enumerating preferred extensions of the potentially more complex systems, where joint attacks are allowed. The method is inspired by the one given by Doutre and Mengin....

Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education

Science.gov (United States)

Fischer, Frank; Kollar, Ingo; Ufer, Stefan; Sodian, Beate; Hussmann, Heinrich; Pekrun, Reinhard; Neuhaus, Birgit; Dorner, Birgit; Pankofer, Sabine; Fischer, Martin; Strijbos, Jan-Willem; Heene, Moritz; Eberle, Julia

2014-01-01

Scientific reasoning and scientific argumentation are highly valued outcomes of K-12 and higher education. In this article, we first review main topics and key findings of three different strands of research, namely research on the development of scientific reasoning, research on scientific argumentation, and research on approaches to support…

The modal-epistemic argument for the existence of God is flawed

NARCIS (Netherlands)

S. Wintein (Stefan)

2018-01-01

textabstractIn a recent article, Emanuel Rutten has presented a novel argument for the existence of God, defined as a personal being that is the first cause of reality. An interesting feature of the argument, which caused quite a stir, is that it does not fall within any of the traditional

A Labeling Approach to the Computation of Credulous Acceptance in Argumentation

NARCIS (Netherlands)

Verheij, Bart; Veloso, MM

2007-01-01

In recent years, the combinatorics of argumentation with arguments that can attack each other has been studied extensively. Especially, attack graphs (put in the focus of attention by Dung's seminal work 1995) have proven to be a productive tool of analysis. In this paper a new style of algorithm is

Sexuality in institutionalized elderly persons: a systematic review of argument-based ethics literature.

Science.gov (United States)

Mahieu, Lieslot; Gastmans, Chris

2012-03-01

Admission to a nursing home might challenge the way in which individuals experience their own sexuality, but it does not automatically diminish their need and desire for sexual fulfillment. Despite the fact that sexuality proves to be an intrinsic part of human existence, the sexual expression of geriatric residents remains a sensitive subject for many caregivers and family members. It evokes a variety of ethical issues and concerns, especially when dementia patients are involved. The overall objective of this review was to examine the ethical arguments and concepts about the debate on sexuality within a nursing home environment. We conducted a systematic search for argument-based ethics literature focusing on sexuality in institutionalized elderly people. Twenty-five appropriate studies were identified. A thematic analysis of the included literature led us to distinguish two major groups of ethical arguments: (i) principles and (ii) care. Ethics arguments on sexuality in institutionalized elderly are particularly guided by the principle of respect for autonomy and the concomitant notion of informed consent. Arguments related to care were also apparent within the research literature although they received considerably less attention than the arguments related to the principles of respect for autonomy, beneficence, nonmaleficence and justice. The lack of clarity in the conceptualization of the arguments referred to in the research literature indicates that there is a pressing need for a better defined, more fundamental philosophical-ethical analysis of the values at stake.

Enhancing nature of science understanding, reflective judgment, and argumentation through socioscientific issues

Science.gov (United States)

Callahan, Brendan E.

There is a distinct divide between theory and practice in American science education. Research indicates that a constructivist philosophy, in which students construct their own knowledge, is conductive to learning, while in many cases teachers continue to present science in a more traditional manner. This study sought to explore possible relationships between a socioscientific issues based curriculum and three outcome variables: nature of science understanding, reflective judgment, and argumentation skill. Both quantitative and qualitative methods were used to examine both whole class differences as well as individual differences between the beginning and end of a semester of high school Biology I. Results indicated that the socioscientific issues based curriculum did not produce statistically significant changes over the course of one semester. However, the treatment group scored better on all three instruments than the comparison group. The small sample size may have contributed to the inability to find statistical significance in this study. The qualitative interviews did indicate that some students provided more sophisticated views on nature of science and reflective judgment, and were able to provide slightly more complex argumentation structures. Theoretical implications regarding the use of explicit use of socioscientific issues in the classroom are presented.

A critique of an argument against patent rights for essential medicines

Directory of Open Access Journals (Sweden)

Jorn Sonderholm

2014-09-01

Full Text Available Thomas Pogge has recently argued that the way in which research and development of essential medicines is incentivized, under existing World Trade Organization rules, should be supplemented with an additional incentivizing mechanism. One might hold a stronger view than the one that Pogge currently holds, namely that patent rights for essential medicines are morally unjustified per se. Throughout this paper, ‘the strong view’ refers to this view. The strong view is one that enjoys considerable support both within and outside the academic community. This paper critically discusses one specific argument in favor of the strong view. This argument is named the ‘Poggean argument’. This denominator is appropriate because a number of the essential premises of the argument are constituted by propositions that Pogge at some point has defended. The Poggean argument is valid, and defenders of the strong view also have some grounds for believing that the argument is sound. This belief comes, however, with what is arguably a too high cost, namely that the global institutional order becomes very demanding on taxpaying citizens of high-income countries if it is to be just. One may find acceptance of this cost relatively unproblematic, but this cost is, it is argued, unacceptable to anyone who has views on distributive justice that are sympathetic to the core tenets of libertarianism.

Why the Difference Between Explanation and Argument Matters to Science Education

Science.gov (United States)

Brigandt, Ingo

2016-05-01

Contributing to the recent debate on whether or not explanations ought to be differentiated from arguments, this article argues that the distinction matters to science education. I articulate the distinction in terms of explanations and arguments having to meet different standards of adequacy. Standards of explanatory adequacy are important because they correspond to what counts as a good explanation in a science classroom, whereas a focus on evidence-based argumentation can obscure such standards of what makes an explanation explanatory. I provide further reasons for the relevance of not conflating explanations with arguments (and having standards of explanatory adequacy in view). First, what guides the adoption of the particular standards of explanatory adequacy that are relevant in a scientific case is the explanatory aim pursued in this context. Apart from explanatory aims being an important aspect of the nature of science, including explanatory aims in classroom instruction also promotes students seeing explanations as more than facts, and engages them in developing explanations as responses to interesting explanatory problems. Second, it is of relevance to science curricula that science aims at intervening in natural processes, not only for technological applications, but also as part of experimental discovery. Not any argument enables intervention in nature, as successful intervention specifically presupposes causal explanations. Students can fruitfully explore in the classroom how an explanatory account suggests different options for intervention.

The effectiveness of argumentation in tutorial dialogues with an Intelligent Tutoring System for genetic risk of breast cancer

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Cedillos-Whynott, Elizabeth M.; Wolfe, Christopher R.; Widmer, Colin L.; Brust-Renck, Priscila G.; Weil, Audrey; Reyna, Valerie F.

2017-01-01

BRCA Gist is an Intelligent Tutoring System that helps women understand issues related to genetic testing and breast cancer risk. In two laboratory experiments and a field experiment with community and web-based samples, an avatar asked 120 participants to produce arguments for and against genetic testing for breast cancer risk. Two raters assessed the number of argumentation elements (claim, reason, backing, etc.) found in response to prompts soliciting arguments for and against genetic testing for breast cancer risk (IRR=.85). When asked to argue for genetic testing, 53.3 % failed to meet the minimum operational definition of making an argument, a claim supported by one or more reasons. When asked to argue against genetic testing, 59.3 % failed to do so. Of those who failed to generate arguments most simply listed disconnected reasons. However, participants who provided arguments against testing (40.7 %) performed significantly higher on a posttest of declarative knowledge. In each study we found positive correlations between the quality of arguments against genetic testing (i.e., number of argumentation elements) and genetic risk categorization scores. Although most interactions did not contain two or more argument elements, when more elements of arguments were included in the argument against genetic testing interaction, participants had greater learning outcomes. Apparently, many participants lack skills in making coherent arguments. These results suggest an association between argumentation ability (knowing how to make complex arguments) and subsequent learning. Better education in developing arguments may be necessary for people to learn from generating arguments within Intelligent Tutoring Systems and other settings. PMID:26511370

Implementation of a Curriculum-Integrated Computer Game for Introducing Scientific Argumentation

Science.gov (United States)

Wallon, Robert C.; Jasti, Chandana; Lauren, Hillary Z. G.; Hug, Barbara

2018-01-01

Argumentation has been emphasized in recent US science education reform efforts (NGSS Lead States 2013; NRC 2012), and while existing studies have investigated approaches to introducing and supporting argumentation (e.g., McNeill and Krajcik in "Journal of Research in Science Teaching," 45(1), 53-78, 2008; Kang et al. in "Science…

Stakeholder Dialogue as Deliberation for Decision Making in Health Policy and Systems: The Approach from Argumentation Theory.

Science.gov (United States)

Rubinelli, Sara; von Groote, Per Maximilian

2017-02-01

The literature on knowledge translation and dissemination in health care highlights the value of the stakeholder dialogue, namely, a structured process where stakeholders interact to identify the best solution to a given problem. By analyzing the stakeholder dialogue as a form of deliberative argumentation, this article identifies those factors that may hinder or facilitate reaching agreement among stakeholders on options to target problems. Conceptual analysis based on the descriptive and evaluation methods of argumentation theory. When stakeholders have a difference of opinion, confrontation alone does not lead to agreement. A normative model of critical discussion is needed to facilitate stakeholders in reaching this agreement and to prevent barriers to it that can result from personal factors (e.g., attitude and beliefs) or communication moves. This type of dialogue requires a training of stakeholders about the preconditions of argumentation and its different stages. The figure of the moderator is crucial in ensuring that the dialogue fulfills standards of reasonableness. This article offers a reading of the stakeholder dialogue rooted in the tradition of critical thinking. It instructs on how to promote a collaborative exchange among stakeholders as a way to go beyond any expression of views.

Integrating scientific argumentation to improve undergraduate writing and learning in a global environmental change course

Science.gov (United States)

Kreutz, K. J.; Koffman, B. G.; Trenbath, K. L.

2013-12-01

What makes a good scientific argument? We began ERS201: Global Environmental Change by asking students to reflect on the mechanics of a strong scientific argument. At the same time, we asked them to evaluate global CO2 and sea level data from different time periods in Earth's history to answer the question, 'Is there a relationship between atmospheric CO2 and sea level, and if so, why?' This question formed the theme for the course, a mid-level, inquiry-based class of about 20 students. Each week, students target specific aspects of the climate system through problem sets, which include experimental and laboratory work, basic statistical analyses of paleoclimate datasets, and the development of simple systems models using STELLA software. Every 2-4 weeks, we challenge students to write short (1500 word) data-driven scientific arguments, which require a synthesis of information from their problem sets and from the scientific literature. Students have to develop a clear, testable hypothesis related to each writing prompt, and then make their case using figures they have generated during the weekly problem sets. We evaluate student writing using a rubric that focuses on the structure and clarity of the argument, relevance of the data included, and integration and quality of the graphics, with a lesser emphasis placed on voice and style. In 2013, student scores improved from a median value of 86 × 9% to 94 × 8% over the course of the semester. More importantly, we found that incorporation of scientific argumentation served to increase student understanding of important and sometimes abstract scientific concepts. For example, on pre- and post-course assessments we asked the question, 'What would happen if a significant portion of the sea ice floating in the Arctic Ocean were to melt?' On the pre-assessment, 80% of students said that it would lead to more coastal flooding, while only 20% correctly stated that a decrease in the reflection of solar energy would lead to

MULTIMODAL CONSTRUCTION OF CHILDREN'S ARGUMENTS IN DISPUTES DURING PLAY

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Rosemberg, Celia Renata

2013-09-01

Full Text Available Within the framework of a sociocultural theory of human development and learning (Vigotsky, 2009; Bruner, 1986; Nelson, 1996; Tomasello, 1998, 2003, this paper aims to investigate the multimodal construction of arguments produced by 5 year-old children during disputes in a kindergarten play situation. We considered the juxtaposition of information provided by resources from different semiotic fields (Goodwin, 2000, 2007. The corpus consists of the interactions in a group of children while they play with building blocks. This play situation was videotaped in a kindergarten classroom that is attended by an urban marginalized population of outer Buenos Aires, Argentina. The analysis makes use of the qualitative logic derived from the methodological tools of Conversation Analysis developed in previous research (Goodwin, 2000, 2007; Goodwin and Goodwin, 1990, 2000; Goodwin, Goodwin and Yaeger-Dror, 2002. The results show the different semiotic fields that overlap with the linguistic expression of the arguments or points of view that children maintain while quarrelling during play situations. This demonstrates the importance of attending to intonation, the use of space, the direction of gaze, gestures, and body positioning as they are components that contribute to the argumentative force of the utterances in disputes. These elements emerge as indicators of the emotions that parties experience in disputes which can not be disregarded when attempting to account for how argumentation occurs in real situations of interaction. This paper is written in Spanish.

Statistics As Principled Argument

CERN Document Server

Abelson, Robert P

2012-01-01

In this illuminating volume, Robert P. Abelson delves into the too-often dismissed problems of interpreting quantitative data and then presenting them in the context of a coherent story about one's research. Unlike too many books on statistics, this is a remarkably engaging read, filled with fascinating real-life (and real-research) examples rather than with recipes for analysis. It will be of true interest and lasting value to beginning graduate students and seasoned researchers alike. The focus of the book is that the purpose of statistics is to organize a useful argument from quantitative

Factors in the development of higher levels of reading literacy: Argumentation skills in educational practice

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Branković Marija

2013-01-01

Full Text Available The highest levels of reading literacy, as defined within PISA study, include the ability to use various cognitive skills, with argumentative skills being one of the most important among them. In the present study our goal was to reveal some of the factors that influence the development of argumentative skills in Serbian schools. We investigated the extent to which argumentative skills are required in PISA reading literacy tasks, as well as the specific difficulties our students have faced on these tasks, through an analysis of student performance. We also conducted an analysis of the educational practice - by doing in-depth interviews with teachers and content analysis of students' textbooks. The results revealed that: 1 Argumentations skills are an important requirement within PISA tasks; 2 Serbian students are mostly successful at basic tasks of recognizing arguments or providing arguments for the given position; they face difficulties answering the tasks which require precise formulation of relevant arguments as well as those demanding meta-cognitive skills (e.g. recognizing persuasive strategies in the given text. Their performance is particularly poor on tasks requiring the combination of information from different sources or information presented in different formats (text, tables, or graphs; 3 There is a significant gap between the requirements for argumentation skills our students usually encounter and PISA reading literacy tasks. In this paper we discuss some of the difficulties and obstacles to encouraging the development of argumentative thinking.

Computer Supported Argument Visualisation: Modelling in Consultative Democracy Around Wicked Problems

Science.gov (United States)

Ohl, Ricky

In this case study, computer supported argument visualisation has been applied to the analysis and representation of the draft South East Queensland Regional Plan Consultation discourse, demonstrating how argument mapping can help deliver the transparency and accountability required in participatory democracy. Consultative democracy for regional planning falls into a category of problems known as “wicked problems”. Inherent in this environment is heterogeneous viewpoints, agendas and voices, built on disparate and often contradictory logic. An argument ontology and notation that was designed specifically to deal with consultative urban planning around wicked problems is the Issue Based Information System (IBIS) and IBIS notation (Rittel & Webber, 1984). The software used for argument visualisation in this case was Compendium, a derivative of IBIS. The high volume of stakeholders and discourse heterogeneity in this environment calls for a unique approach to argument mapping. The map design model developed from this research has been titled a “Consultation Map”. The design incorporates the IBIS ontology within a hybrid of mapping approaches, amalgamating elements from concept, dialogue, argument, debate, thematic and tree-mapping. The consultation maps developed from the draft South East Queensland Regional Plan Consultation provide a transparent visual record to give evidence of the themes of citizen issues within the consultation discourse. The consultation maps also link the elicited discourse themes to related policies from the SEQ Regional Plan providing explicit evidence of SEQ Regional Plan policy-decisions matching citizen concerns. The final consultation map in the series provides explicit links between SEQ Regional Plan policy items and monitoring activities reporting on the ongoing implementation of the SEQ Regional Plan. This map provides updatable evidence of and accountability for SEQ Regional Plan policy implementation and developments.

From gulf to bridge: when do moral arguments facilitate political influence?

Science.gov (United States)

Feinberg, Matthew; Willer, Robb

2015-12-01

Much of contemporary American political rhetoric is characterized by liberals and conservatives advancing arguments for the morality of their respective political positions. However, research suggests such moral rhetoric is largely ineffective for persuading those who do not already hold one's position because advocates advancing these arguments fail to account for the divergent moral commitments that undergird America's political divisions. Building on this, we hypothesize that (a) political advocates spontaneously make arguments grounded in their own moral values, not the values of those targeted for persuasion, and (b) political arguments reframed to appeal to the moral values of those holding the opposing political position are typically more effective. We find support for these claims across six studies involving diverse political issues, including same-sex marriage, universal health care, military spending, and adopting English as the nation's official langauge. Mediation and moderation analyses further indicated that reframed moral appeals were persuasive because they increased the apparent agreement between the political position and the targeted individuals' moral values. © 2015 by the Society for Personality and Social Psychology, Inc.

The development of argument and improvement of semantic and pragmatic aspects of oral language by investigative

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Wanessa H. Pickina Silva Suzuki

2016-06-01

Full Text Available The Language is the mechanism that allows us to share all the knowledge acquired in the learning and teaching process. Through it the scientific knowledge is arranged. The language’s communicative property is the most meaningful ability which allows man to report, to reason or to refute an idea. The teaching strategies which aim to develop scientific enculturation, bring science closer to the school routine, introducing distinguished conceptions that favour problematic teaching. The investigative methodologies lead the student to develop communication abilities, specially reasoning, in scientific speech perspective. Knowing about this difficulty that the students, specifically the ones of the seventh grade of the primary school of brazil’s state school, have in understanding certain parts of the contents in the subject of Science, most of the times lacking in a concrete referential idea, the theme of microorganisms was chosen to substantiate the investigative activities proposed. Therefore, the goal of this paper is to identify and to analyse the communicative abilities of language, regarding argumentation and its development, as the improvement of semantic and pragmatic aspects of language. To organize this activity of investigation, the approach of the National Research Council was used, as well as the assumption idealized by S. Toulmin, regarding the argument structure. The pragmatic and semantic abilities were referred through the theory of the Speech Acts. Analyzing the obtained data, it was possible to ascertain that some students were benefited with this methodology and were able to absorb concepts that substantiated and contributed to the structural quality of the argument. Besides that, it was realized that the improvement of the semantic and pragmatic aspects framed an efficient communication.

The scientific argumentation profile of physics teacher candidate in Surabaya

Science.gov (United States)

Ain, T. N.; Wibowo, H. A. C.; Rohman, A.; Deta, U. A.

2018-03-01

The ability of scientific argumentation is an essential factor that must be mastered by physics teacher candidate as a requirement in explaining good and accurate scientific concepts. In the process of arguing, students develop explanations or persuade colleagues to support their hypotheses, express doubts, ask questions, relate alternative answers, and confirm what is unknown to develop the ability to provide rational and scientific explanations. The design of this research is descriptive qualitative with the subject of research is 20 undergraduate students of Physics Education Department in Surabaya. The research instrument consists of four casuistic questions related to the concept of kinematics. The argumentation pattern of physics teacher candidate is coded using Toulmin's argumentation pattern. The results show that the student’s ability in providing scientific argument is at the level of providing claims with the support of a weak warrant. The students are not able to provide excellent rebuttals. In each case given, the student can give a good claim statement in answering the questions. However, the concept used to support the claim is not correct. This case causes the warrant used to support the claim is weak. Students also do not analyse other facts that affect the system. Students have not reached a higher level because the understanding of physics is not deep enough.

On feature augmentation for semantic argument classification of the Quran English translation using support vector machine

Science.gov (United States)

Khaira Batubara, Dina; Arif Bijaksana, Moch; Adiwijaya

2018-03-01

Research on the semantic argument classification requires semantically labeled data in large numbers, called corpus. Because building a corpus is costly and time-consuming, recently many studies have used existing corpus as the training data to conduct semantic argument classification research on new domain. But previous studies have proven that there is a significant decrease in performance when classifying semantic arguments on different domain between the training and the testing data. The main problem is when there is a new argument that found in the testing data but it is not found in the training data. This research carries on semantic argument classification on a new domain that is Quran English Translation by utilizing Propbank corpus as the training data. To recognize the new argument in the training data, this research proposes four new features for extending the argument features in the training data. By using SVM Linear, the experiment has proven that augmenting the proposed features to the baseline system with some combinations option improve the performance of semantic argument classification on Quran data using Propbank Corpus as training data.

Missed Opportunities for Science Learning: Unacknowledged Unscientific Arguments in Asynchronous Online and Face-to-Face Discussions

Science.gov (United States)

Callis-Duehl, Kristine; Idsardi, Robert; Humphrey, Eve A.; Gougis, Rebekka Darner

2018-02-01

We explored the scientific argumentation that occurs among university biology students during an argumentation task implemented in two environments: face-to-face in a classroom and online in an asynchronous discussion. We observed 10 student groups, each composed of three students. Our analysis focused on how students respond to their peers' unscientific arguments, which we define as assertions, hypotheses, propositions, or explanations that are inaccurate or incomplete from a scientific perspective. Unscientific arguments provide opportunities for productive dissent, scientific argumentation, and conceptual development of scientifically desirable conceptions. We found that students did not respond to the majority of unscientific arguments in both environments. Challenges to unscientific arguments were expressed as a question or through explanation, although the latter was more common online than face-to-face. Students demonstrated significantly more epistemic distancing in the face-to-face environment than the online environment. We discuss the differences in discourse observed in both environments and teaching implications. We also provide direction for future research seeking to address the challenges of engaging students in productive scientific argumentation in both face-to-face and online environments.

A TEACHING PROPOSAL OF PRODUCTION OF DISSERTATIVE-ARGUMENTATIVE TEXTS BASED ON THE THEORY OF SEMANTIC BLOCKS

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Cláudio Primo Delanoy

2015-12-01

Full Text Available This paper aims to explain a teaching proposal of production of dissertative-argumentative texts, based on concepts and principles of the Theory of Argumentation within Language (ADL of Ducrot (1990, 2009, and above all in tools made available by the Theory of Semantic Blocks (TBS, Carel (1995, 2005, and Carel and Ducrot (2005. In order to do so, first, the text production proposal of Enem 2012 is analyzed, so as to find the basic semantic units of its motivational texts, which, by being associated to argumentative aspects of semantic blocks that originate those semantic units, may guide effective argumentative routes to be realized in dissertative argumentative text from semantic relations within the same block. It is verified, also, to what extent argumentative transgressive chaining are presented in argumentative essays as more convincing than the normative argumentative ones. As a result, this work may provide theoretical and methodological support for teachers that have been working directly with the teaching of reading and writing, in basic or superior education levels.

On security arguments of the second round SHA-3 candidates

DEFF Research Database (Denmark)

Andreeva, Elena; Bogdanov, Andrey; Mennink, Bart

2012-01-01

of which got accepted to the first round. 14 candidates were left in the second round, out of which five candidates have been recently chosen for the final round. An important criterion in the selection process is the SHA-3 hash function security. We identify two important classes of security arguments...... for the new designs: (1) the possible reductions of the hash function security to the security of its underlying building blocks and (2) arguments against differential attack on building blocks. In this paper, we compare the state of the art provable security reductions for the second round candidates...... and review arguments and bounds against classes of differential attacks.We discuss all the SHA-3 candidates at a high functional level, analyze, and summarize the security reduction results and bounds against differential attacks. Additionally, we generalize the well-known proof of collision resistance...

Online Moderation of Synchronous E-Argumentation

Science.gov (United States)

Asterhan, Christa S. C.; Schwarz, Baruch B.

2010-01-01

In this paper, we present findings on moderation of synchronous, small-group argumentation in blended, co-located learning environments. Drawing on findings from the literature on human facilitation of dialogue in face-to-face settings, we first elaborate on the potential promise of this new practice. However, little is known about what…

Det demokratiske argument for absolut ytringsfrihed

DEFF Research Database (Denmark)

Lægaard, Sune

2014-01-01

Artiklen diskuterer den påstand, at absolut ytringsfrihed er en nødvendig forudsætning for demokratisk legitimitet med udgangspunkt i en rekonstruktion af et argument fremsat af Ronald Dworkin. Spørgsmålet er, hvorfor ytringsfrihed skulle være en forudsætning for demokratisk legitimitet, og hvorfor...

Homosexual marriage: The Victory of Political Correctness and Bad Arguments

OpenAIRE

Neven Sesardic

2007-01-01

Many Western intellectuals, especially those in humanities and socialsciences, think that it can be easily shown that the persistent and massive opposition to same-sex marriage is rationally indefensible and that it is merely a result of prejudice or religious fanaticism. But a more detailed analysis of some of these widely accepted arguments against the conservative position reveals that these arguments are in fact based on logical fallacies and serious distortions of conservative criticisms...

Homosexual marriage: The Victory of Political Correctness and Bad Arguments

OpenAIRE

Sesardić, Neven

2007-01-01

Many Western intellectuals, especially those in humanities and social sciences, think that it can be easily shown that the persistent and massive opposition to same-sex marriage is rationally indefensible and that it is merely a result of prejudice or religious fanaticism. But a more detailed analysis of some of these widely accepted arguments against the conservative position reveals that these arguments are in fact based on logical fallacies and serious distortions of conservative critic...

Verbal directionality and argument alternation in Dinka

DEFF Research Database (Denmark)

Andersen, Torben

2012-01-01

The derivational morphology of verbs in Dinka includes a distinction between direction towards the deictic center (centripetal) and a direction not towards the deictic center (centrifugal). A goal adverbial requires a directional verb, and an object of such a verb refers to something that moves t...... of a simple verb may correspond to, respectively, a goal adverbial and an object of the directional verb. Another type of argument alternation results from the possibility of expressing a goal as an object of an applicative verb with an intransitive or transitive base.......(wards) an explicit or implicit goal. The object of a directional verb may play another role in the event described by the sentence than the object of the corresponding simple (and non-directional) verb. This gives rise to so-called argument alternation, in that, for instance, an object and an instrumental adverbial...

The use of analogy in pro-life argumentation

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Simona Mazilu

2012-11-01

Full Text Available The paper is concerned with how analogy is strategically used in pro-life argumentation on abortion. Pragma-dialectics (van Eemeren and Grootendorst 1992 offers a set of critical questions by means of which I will evaluate the use of the argumentation based on a relation of analogy in terms of dialectical soundness. Examining various pro-life texts, I have noticed that the analogies employed remain unexplained. Therefore, despite the apparent similarities between abortion and the German holocaust or slavery, for instance, there are essential differences which are not mentioned. I claim that these analogies mainly have a rhetorical function, to operate what has been called by Micheli (2007: 960 “a transfer of emotional consensus”.

Identifying fallacious arguments in a qualitative study of antipsychotic prescribing in dementia.

Science.gov (United States)

Donyai, Parastou

2017-10-01

Dementia can result in cognitive, noncognitive and behavioural symptoms which are difficult to manage. Formal guidelines for the care and management of dementia in the UK state that antipsychotics should only be prescribed where fully justified. This is because inappropriate use, particularly problematic in care-home settings, can produce severe side effects including death. The aim of this study was to explore the use of fallacious arguments in professionals' deliberations about antipsychotic prescribing in dementia in care-home settings. Fallacious arguments have the potential to become unremarkable discourses that construct and validate practices which are counter to guidelines. This qualitative study involved interviews with 28 care-home managers and health professionals involved in caring for patients with dementia. Potentially fallacious arguments were identified using qualitative content analysis and a coding framework constructed from existing explanatory models of fallacious reasoning. Fallacious arguments were identified in a range of explanations and reasons that participants gave for in answer to questions about initiating, reducing doses of and stopping antipsychotics in dementia. The dominant fallacy was false dichotomy. Appeal to popularity, tradition, consequence, emotion, or fear, and the slippery slope argument was also identified. Fallacious arguments were often formulated to present convincing cases whereby prescribing antipsychotics or maintaining existing doses (versus not starting medication or reducing the dose, for example) appeared as the only acceptable decision but this is not always the case. The findings could help health professionals to recognise and mitigate the effect of logic-based errors in decisions about the prescribing of antipsychotics in dementia. © 2016 Royal Pharmaceutical Society.

Enhancing Trait Argumentativeness and Skill in Arguing: A Review of Instructional Methods.

Science.gov (United States)

Kosberg, Roberta L.; Rancer, Andrew S.

The communication discipline has advanced the belief that arguing (high argumentativeness) is a constructive communication activity. Recent research efforts have attempted the integration of principles from argumentation, interpersonal communication, and conflict management, and several benefits of high motivation to argue and skill in informal…

Written argument underlying the Brokdorf verdict

International Nuclear Information System (INIS)

Anon.

1980-01-01

In December 1979, the Schleswig administrative court delivered its judgment (AZ.: 10 A 512/76) against the plaintiffs (four neighbouring communities and nine individuals), who had brought in an action against the first part-construction permit for the Brokdorf nuclear power plant, issued on October 25, 1976. In mid-march 1980, the written argument underlying this court ruling (58 pages) has been sent out. The written argument conscientiously explains the reasoning of the court which delivered its verdict after several days of oral proceedings in October and November 1979, and clearly states the position of the court with regard to the limits of control by administrative jurisdiction as well as to the controversial legal problem of whether there is a lawful connection between the licensing in accordance with section 7, sub-section 2 of the AtG (Atomic Energy Act) and sufficient nuclear waste management provisions according to section 9a AtG. The court ruling declared the action to be substantially admissible but hot well-founded. (orig./HP) [de

Study of magnetic interactions in some ferri- and antiferromagnetic normal spinels studied by neutron diffraction; Contribution a l'etude des interactions magnetiques dans quelques spinelles ferri-et antiferromagnetiques normaux etudies par diffraction des neutrons

Energy Technology Data Exchange (ETDEWEB)

Plumier, R [Commissariat a l' Energie Atomique, Saclay (France). Centre d' Etudes Nucleaires

1969-07-01

Magnetic structure determination of a few ferri- and antiferromagnets normal spinels has led us to study what are, besides nearest neighbour magnetic interactions, the magnetic terms which have to be considered in the establishment of such or such magnetic structure. Tetragonal distortion which is frequently observed in such compounds is of the order of magnetic exchange striction (10{sup -3}). Such a distortion leads to two effects. First it decreases the total energy of the system. Secondly it introduces term of axial magnetic anisotropy. Besides this term of axial anisotropy, the possibility of basal anisotropy in the case of coplanar magnetic structure has to be considered. This last term explained why the magnetic structures of such antiferromagnetic spinels frequently have one or more cell parameters which are twice that of the chemical cell. Finally the comparison between various magnetic structures of antiferromagnetic spinels in which the leading term is the magnetic energy between first nearest neighbours, shows that the part played by magnetic interactions between non nearest neighbours is not negligible. Such indirect superexchange interactions through two anions or two anions and a cation on tetrahedral site, although of the order of a few percent of the preceding one, join a given ion to its twelve second nearest neighbours, six third nearest neighbours and twelve fourth nearest neighbours. (author) [French] La determination des structures magnetiques de quelques spinelles ferri- et antiferromagnetiques normaux nous a conduit a preciser quels sont, en dehors du terme dominant d'interaction magnetique entre ions premiers voiins, les termes d'energie magnetique a considerer dans l'apparition de telle ou telle structure magnetique. La distorsion quadratique que l'on observe frequemment dans ces composes est de l'ordre de grandeur de celle attribuable a la striction d'echange (10{sup -3}). L'effet d'une telle distorsion est double. Non seulement elle

Effects of pictures and textual arguments in sun protection public service announcements.

Science.gov (United States)

Boer, Henk; Ter Huurne, Ellen; Taal, Erik

2006-01-01

The effect of public service announcements aimed at promoting primary prevention of skin cancer may be limited by superficial cognitive processing. The use of both pictures and textual arguments in sun protection public service announcements were evaluated for their potentially beneficial effects on judgment, cognitive processing and persuasiveness. In a 2 x 2 factorial experimental design individuals were shown public service announcements that advocated the advantages of sun protection measures in different versions in which a picture was present or not present and a textual argument was present or not present. The 159 participants were randomly assigned to one of four conditions. In each condition, participants were shown 12 different public service announcements designed according to the condition. Participants judged each public service announcement on attractiveness, credibility, clarity of communication and the required amount of reflection. After the judgment task, they completed a questionnaire to assess knowledge, perceived advantages and disadvantages of sun protection and intended use of sun protection measures. Pictures enhanced attractiveness, but diminished comprehension. Textual arguments enhanced attractiveness, credibility and comprehension. Pictures as well as textual arguments increased knowledge of sun protection measures. Pictures and textual arguments in public service announcements positively influence the individual's perception of the advantages of sun protection methods and the advantages of their adoption.

Some Recent Data on the Mechanism of Radioleukemogenisis; Quelques Donnees Recentes Concernant le Mecanisme de la Radioleucemogenese

Energy Technology Data Exchange (ETDEWEB)

Duplan, J. F. [Institut du Radium, Laboratoire Pasteur et Fondation Curie, Paris (France)

1967-07-15

A large number of studies have been devoted in the past twenty years, the problem of Radioleukemogenisis that we had to limit this discussion to the study of some experimental facts to enlighten the mechanism of Radioleukemogenisis C57 mice Bl Between 1950 and 1960, a series of studies conducted by H.S. Kaplan has a strong foundation based on a theory of lymphoid Radioleukemogenisis. I remember the most important elements to the extent they are directly involved in the interpretation of experiments that follow [French] Un si grand nombre de travaux ont ete consacres, dans le courant des vingt dernieres annees, au probleme des radioleucemies que nous avons du limiter cet expose a l'etude de quelques faits experimentaux susceptibles d'eclairer le mecanisme de la radioleucemogenese chez les souris C57 Bl. Entre 1950 et 1960, une serie de recherches dirigees par H. S. Kaplan a permis de fonder sur des bases solides une theorie de la radioleucemogenese lymphoiede. J'en rappellerai les elements les plus importants, dans la mesure ou ils interviennent directement dans l'interpretation des experiences qui suivront.

Integrating ontologies and argumentation for decision-making in breast cancer

OpenAIRE

Williams, M. H.

2009-01-01

This thesis describes some of the problems in providing care for patients with breast cancer. These are then used to motivate the development of an extension to an existing theory of argumentation, which I call the Ontology-based Argumentation Formalism (OAF). The work is assessed in both theoretical and empirical ways. From a clinical perspective, there is a problem with the provision of care. Numerous reports have noted the failure to provide uniformly high quality care, as w...

Why autobiographical memories for traumatic and emotional events might differ: theoretical arguments and empirical evidence.

Science.gov (United States)

Sotgiu, Igor; Rusconi, Maria Luisa

2014-01-01

The authors review five arguments supporting the hypothesis that memories for traumatic and nontraumatic emotional events should be considered as qualitatively different recollections. The first argument considers the objective features of traumatic and emotional events and their possible influence on the formation of memories for these events. The second argument assumes that traumatic memories distinguish from emotional ones as trauma exposure is often associated with the development of psychological disorders involving memory disturbances. The third argument is that traumatic experiences are more likely than emotional experiences to be forgotten and recovered. The fourth argument concerns the possibility that emotional memories are socially shared more frequently than traumatic memories. A fifth argument suggests that trauma exposure may impair selected brain systems implicated in memory functions. Theoretical and empirical evidence supporting these claims is reviewed. In the conclusions, the authors illustrate future research directions and discuss some conceptual issues related to the definitions of traumatic event currently employed by memory researchers.

A sociocultural historical examination of youth argumentation across the settings of their lives: Implications for science education

Science.gov (United States)

Bricker, Leah A.

In this dissertation, I examine youth argumentative practices as employed over time and across settings. Specifically, I examine youth perspective on argumentation and their own argumentative practices, the relationship between argumentation and learning, and the relationship between argumentation and youth, family, and community cultures. The theoretical framework I employ enables me to analyze argumentation as a set of practices employed in situated activity systems and framed by culturally-influenced ways of understanding activity associated with argumentative practice. I utilize data from a long-term team ethnography of youth science and technology learning across settings and time. Research fieldwork was conducted across dozens of social settings over the course of three years. Data includes approximately 700 hours of participant observations and interviews with thirteen upper elementary and middle school young people, as well as 128 of their parents, extended family members, peers, and teachers. Findings highlight the multitude of meanings youth associate with argumentation as it occurs in their lives (e.g., at home, in classrooms, in neighborhoods), as well as the detailed accounts of their argumentative practices and how these practices are differentially used across the social settings youth frequent. Additionally, findings highlight how historically rooted cultural practices help to frame youth perspectives on argumentation and their argumentative practices. Findings also include details about the specific communicative features of youth argumentation (e.g., linguistic elements such as discourse markers, evidentials, and indexicals, as well as non-verbal gestures) and how communicative features relate to youth learning across settings and over time. I use this dissertation in part to dialogue with the science education community, which currently argues that youth in science classrooms should learn how to argue scientifically. Designs of learning

Argumentation functions in solving conflicting situations of social interaction in students of different age

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T.V. Morozova

2013-10-01

Full Text Available The paper describes the results of a study of functions of argumentation in solving conflicting situations of social interaction, with the participation of younger students (III and IV grade, middle school students (V and VII grade and high school students (X classes, 211 students overall. The starting point of the research was the idea that distress occurring in a contradictory situation, does not relieve externally, but requires a structural analysis of the situation and a decision from the subject. The hypothesis of the study was the assumption that the argument used by the subject in a situation, can have opposite functions: a real change in the situation or a formal removal of contradictions in order to reduce stress. The author notes that overcoming the contradictions is linked inevitably to the need to clarify the rules of interaction between the parties, and this in turn puts the subject under certain psychological risk (the risk of criticism, disapproval or punishment, the risk of loss of secondary benefits of ambiguous situation, etc. that impede productive action in a contradictory situation.

Self-generated persuasion: effects of the target and direction of arguments.

Science.gov (United States)

Briñol, Pablo; McCaslin, Michael J; Petty, Richard E

2012-05-01

Previous research has revealed that self-persuasion can occur either through role-playing (i.e., when arguments are generated to convince another person) or, more directly, through trying to convince oneself (i.e., when arguments are generated with oneself as the target). Combining these 2 traditions in the domain of attitude change, the present research investigated the impact on self-persuasion of the specific target of one's own persuasive attempt (i.e., others vs. oneself). We found that the efficacy of self-persuasion depended on whether people believed that they would have to put more or less effort in convincing the self or others. Specifically, we found opposite effects for self-generated arguments depending on whether the topic of persuasion was proattitudinal or counterattitudinal. Across 4 studies, it was shown that when the topic of the message was counterattitudinal, people were more effective in convincing themselves when the intended target of the arguments was themselves versus another person. However, the opposite was the case when the topic was proattitudinal. These effects were shown to stem from the differential effort perceived as necessary and actually exerted in trying to produce persuasion under these conditions.

Processing and Representation of Arguments in One-Sided Texts about Disputed Topics

Science.gov (United States)

Wolfe, Michael B.; Tanner, Shawna M.; Taylor, Andrew R.

2013-01-01

We examine students' processing and representation of arguments and counterarguments in one-sided scientific texts. In Experiment 1, students read texts about evolution and TV violence. Sentence reading times indicated that subjects slowed down reading to the extent that arguments were both more consistent, and inconsistent, with the text…

Arguments for the Existence of God in the Francisco Suarez’ "Metaphysical Disputations"

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Galina Vdovina

2017-12-01

Full Text Available The article considers arguments for the existence of God that are presented in Francisco Suarez’ treatise Metaphysical Disputations. The work of Suarez contains the most developed and detailed exposition of natural theology that exists in the scholastic tradition. Suarez explicitates the problem, formulating three questions: what is a being that we call God? Is it possible to prove or justify his existence? How is it possible? Suarez answers the first question by showing that we come to a concept of the prime and excellent being through a series of divisions in the concept of being. That prime being is infinite, absolute, necessary and uncreated. The second question is answered by the procedure of that division and its result. In his answer to the third question, Suarez distinguishes physical and metaphysical arguments. According to Suarez, the most significant physical proofs are the argument from motion and the argument from the rational soul. Nevertheless, he demonstrates that purely physical arguments cannot lead us to a being, which we call God. Only metaphysical argument from the principle, everything which is produced, is produces by something else, is really effective. The logic of the metaphysical proof is as follows: first, we have to demonstrate the necessary existence of the first non-produced thing: secondly, we are to show that such a thing can only be one. The first point is proved through the demonstration of an absolutely first cause in each series of causes, the second one is made evident through a demonstration of the impossibility to coexist simultaneously for two equally perfect first causes of equal causing power.

Arguments and Relationships within the Family: Differences in Young Children's Disputes with Mother and Sibling.

Science.gov (United States)

Slomkowski, Cheryl L.; Dunn, Judy

1992-01-01

A study of 33-month-old children, their mothers, and their older siblings concentrated on arguments used when 2 family members were in conflict with a third. There were some direct relationships between partners' arguments. Arguments children used with their mothers differed from those they used with their siblings. (BG)

Reasoning with Inductive Argument Test: A Study of Validity and Reliability

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Mehmet Emrah Karadere

2013-11-01

Full Text Available Reasoning with Inductive Argument Test:A Study of Validity and Reliability Objective: The aim of our study is to research reliability and validity and to evaluate the usability of Turkish version of Reasoning with Inductive Argument Test (RIAT in Turkish healty population. Method: 51 healty volunteers who work in Ankara Dıskapi Yildirim Beyazit Research and Training Hospital participated in this study. Reasoning with Inductive Argument Test (RIAT was translated into Turkish by three clinical good knowledge of English. Participants were given a sociodemographic data form, and RIAT were performed by clinicians. To test the reliability of the Turkish version of RIAT, Cronbach’s alpha coefficient was calculated and the halving method was used for the test. Results: The internal consistency of the Reasoning with Inductive Argument Test (RIAT items, Cronbach’s alpha internal consistency coefficient measurements of 0.73 was found to be statistically significant. Spearman-Brown coefficient that determines the reliability of the whole test r=0.74 was found. Kurtosis values of all the items was below 1.5 and the percentages in the second evaluation were mainly lower. At the same time, both change in belief between self produced RIAT options and given RIAT options (p=0.02, z=-2296 as well as changes in beliefs between related and unrelated items for Obsessive Compulsive Disorder (OCD difference (p=0.03, z=-2.199 were significant. Conclusion: The preliminary data obtained from the study of reliability and validity of the scale shows that ‘Reasoning with Inductive Argument Test’ supports reliability and validity in Turkish population.

Détermination de quelques paramètres hématologiques chez les agriculteurs exposés aux pesticides dans la région de Tlemcen

OpenAIRE

SAIDI, Fatima Zohra

2015-01-01

Résumé Les pesticides représentent une large gamme de produits utilisés de façon très variable. Les agriculteurs sont aujourd'hui le groupe le plus exposé aux risques de contact avec les pesticides. L'objectif de notre travail consiste à mettre en évidence les altérations hématologiques chez les hommes agriculteurs disposés aux pesticides comparés aux hommes témoins. Un prélèvement sanguin est réalisé afin de déterminer quelques paramètres hématologiques (FNS, numérations cellu...

Examining causal components and a mediating process underlying self-generated health arguments for exercise and smoking cessation.

Science.gov (United States)

Baldwin, Austin S; Rothman, Alexander J; Vander Weg, Mark W; Christensen, Alan J

2013-12-01

Self-persuasion-generating one's own arguments for engaging in a specific behavior-can be an effective strategy to promote health behavior change, yet the causal processes that explain why it is effective are not well-specified. We sought to elucidate specific causal components and a mediating process of self-persuasion in two health behavior domains: physical activity and smoking. In two experiments, participants were randomized to write or read arguments about regular exercise (Study 1: N = 76; college students) or smoking cessation (Study 2: N = 107; daily smokers). In Study 2, we also manipulated the argument content (matched vs. mismatched participants' own concerns about smoking) to isolate its effect from the effect of argument source (self vs. other). Study outcomes included participants' reports of argument ratings, attitudes, behavioral intentions (Studies 1 & 2), and cessation attempts at 1 month (Study 2). In Study 1, self-generated arguments about exercise were evaluated more positively than other arguments (p = .01, d = .63), and this biased processing mediated the self-generated argument effect on attitudes toward exercise (β = .08, 95% CI = .01, .18). In Study 2, the findings suggested that biased processing occurs because self-generated argument content matches people's own health concerns and not because of the argument source (self vs. other). In addition, self-generated arguments indirectly led to greater behavior change intentions (Studies 1 & 2) and a greater likelihood of a smoking cessation attempt (Study 2). The findings elucidate a causal component and a mediating process that explain why self-persuasion and related behavior change interventions, such as motivational interviewing, are effective. Findings also suggest that self-generated arguments may be an efficient way to deliver message interventions aimed at changing health behaviors.

Using the Debate Method for Teaching Argumentation to 10-12 Year-Old Children

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Y. V. Rybka

2012-01-01

Full Text Available The paper is devoted to peculiarities of using the debate method in teaching argumentation to 10–12 year-old children. The research is aimed at identifying the most effective ways and means of applying the given method. According to the author’s hypothesis, regular integration of discussions into the training course of rhetoric should promote learners’ argumentation, changing it from a mere fantasy through egocentric attitudes to the objective position expressed in a conclusive argumentative way. To achieve the research objectives, the experimental training method was developed applying the debate technique in the form of role plays adapted to peculiarities of children’s age. The experimental results indicated the decentration dynamics in the training process and, therefore, the effectiveness of the experimental training course. The presented training program can be used in teaching rhetoric to 10–12 year- olds, as well as in the optional argumentation course based on the debate technique. In addition, the analysis of children’s argumentation position in the context of socio-cognitive approach can give an impetus for further studies of children’s speech and thinking. 

Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom

Science.gov (United States)

Pinney, Brian Robert John

classroom video with transcripts, teacher interview, researcher field notes, student journals, teacher lesson plans from previous years, and a student questionnaire. Data analysis used a basic qualitative approach. The results showed (1) only the first time period had a true big idea, while the other two units contained topics, (2) each semester contained a similar use for the given big idea, though its role in the class was reduced after the opening activity, (3) the types of teacher questions shifted toward students explaining their comprehension of ideas and more students were involved in discussing each idea and for more turns of talk than in earlier time periods, (4) understanding science term definitions became more prominent later in the semester, with more stating science terms occurring earlier in the semester, (5) no significant changes were seen to the use of argument or claims and evidence throughout the study. The findings have informed theory and practice about science argumentation, the practice of whole-class dialogue, and the understanding of practice along four aspects: (1) apparent lack of understanding about big ideas and how to utilize them as the central organizing feature of a unit, (2) independent development of dialogue and argument, (3) apparent lack of understanding about the structure of argument and use of basic terminology with argument and big ideas, (4) challenges of ABI implementation. This study provides insight into the importance of prolonged and persistent professional development with ABI in teaching practice.

Show Me Your Opinion. Perceptual Cues in Creating and Reading Argument Diagrams

Science.gov (United States)

van Amelsvoort, Marije; Maes, Alfons

2016-01-01

In argument diagrams, perceptual cues are important to aid understanding. However, we do not know what perceptual cues are used and produced to aid understanding. We present two studies in which we investigate (1) which spatial, graphical and textual elements people spontaneously use in creating for-against argument diagrams, and (2) how people…

Design as Value Celebration: Rethinking Design Argumentation

DEFF Research Database (Denmark)

Halstrøm, Per Liljenberg

2016-01-01

This article introduces knowledge of the rhetorical genre of epideictic to design. The aim is to provide designers with concepts that stimulate their ability to deliberate about design choices and explore the arguments they may be making about the human-made world. The article begins with explora...

The simplest formal argument for fitness optimization

Indian Academy of Sciences (India)

The Formal Darwinism Project aims to provide a formal argument linking population genetics to fitness optimization, which of necessity includes defining fitness. This bridges the gulf between those biologists who assume that natural selection leads to something close to fitness optimization and those biologists who believe ...

Argumentation: A Methodology to Facilitate Critical Thinking.

Science.gov (United States)

Makhene, Agnes

2017-06-20

Caring is a difficult nursing activity that involves a complex nature of a human being in need of complex decision-making and problem solving through the critical thinking process. It is mandatory that critical thinking is facilitated in general and in nursing education particularly in order to render care in diverse multicultural patient care settings. This paper aims to describe how argumentation can be used to facilitate critical thinking in learners. A qualitative, exploratory and descriptive design that is contextual was used. Purposive sampling method was used to draw a sample and Miles and Huberman methodology of qualitative analysis was used to analyse data. Lincoln and Guba's strategies were employed to ensure trustworthiness, while Dhai and McQuoid-Mason's principles of ethical consideration were used. Following data analysis the findings were integrated within literature which culminated into the formulation of guidelines that can be followed when using argumentation as a methodology to facilitate critical thinking.

L’argumentation rhétorique et le problème de l’auditoire complexe Rhetorical Argumentation and the Problem of the Complex Audience

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Christopher W. Tindale

2009-04-01

Full Text Available La nécessité pour l’argumentateur de connaître son auditoire afin de persuader est l’un des lieux communs de la théorie de l’argumentation. Mais, en dehors du cas où l’argumentation s’adresse à soi-même ou à un interlocuteur unique, les auditoires vers lesquels nous nous tournons sont de composition complexe, et reflètent la diversité de nos identités et les différents groupes auxquels nous appartenons. Comment les argumentateurs doivent-ils faire face à une telle diversité de l’auditoire ? S’inspirant principalement des travaux de Perelman et Olbrechts-Tyteca, ainsi que de ceux d’Amartya Sen, cet article explore la manière dont divers aspects identitaires sont choisis par les auditoires, et les moyens par lesquels les argumentateurs peuvent encourager de tels choix en préalable à l’acte de persuasion lui-même.It is a commonplace of argumentation theory that an arguer needs to know her or his audience in order to be persuasive. But beyond arguments directed to oneself or to a single interlocutor, the audiences we address are complex in make-up, reflecting the diversity of our own identities and the different groups to which we belong. How should arguers accommodate such diversity within audiences? Drawing principally from the work of Perelman and Olbrechts-Tyteca, as well as Amartya Sen, this paper explores the ways aspects of identities are chosen by audiences, and how arguers can encourage such choices as a preliminary move to persuasion itself.

Why quota trade should be restricted: The arguments behind the EU position on emissions trading

International Nuclear Information System (INIS)

Westskog, Hege

2001-01-01

In this paper I try to clarify the background and arguments behind the EU position on emissions trading in negotiating the Kyoto Protocol and their suggestions of how the supplementary cap in the Kyoto agreement can be operationalized. I discuss economic arguments for restricting quota trade with a focus on the market power issue, transaction costs, and ancillary benefits of reducing emissions of climate gases. I also address the problem of hot air as an important argument to restrict quota trade, and arguments for restrictions connected to technological innovation. Finally, I look into the ethical considerations of restrictions. (author)

Why quota trade should be restricted: The arguments behind the EU position on emissions trading

Energy Technology Data Exchange (ETDEWEB)

Westskog, Hege

2001-07-01

In this paper I try to clarify the background and arguments behind the EU position on emissions trading in negotiating the Kyoto Protocol and their suggestions of how the supplementarity cap in the Kyoto agreement can be operationalized. I discuss economic arguments for restricting quota trade with a focus on the market power issue, transaction costs, and ancillary benefits of reducing emissions of climate gases. I also address the problem of hot air as an important argument to restrict quota trade, and arguments for restrictions connected to technological innovation. Finally, I look into the ethical considerations of restrictions. (author)

IMPROVING LEGAL ARGUMENT CRITICALLY IN THE LITIGATION MECHANISM IN INDONESIA (AN EMPIRICAL STUDY OF ENVIRONMENTAL VERDICTS

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Edy Lisdiyono

2017-01-01

Full Text Available Legal argument is a debate or argument in explaining the issues between two or more people performed in court. Legal argument is one way to perform law finding with the purpose to avoid legal vacuum when the judge makes a legal reasoning in a verdict. In making a legal argument, it is at least performed by legal reasoning, logic, facts. However, some judges, in making a decision, did not use the legal arguments by legal reasoning and facts so that it resulted in debates and arguments. It is  interesting to study on how to build legal argument in the litigation mechanism in Indonesia. Some verdicts in Indonesia have been the debate among the public through social media, by both academic and non-academic communities, because they were not based on the legal facts revealed at the trials and not in favor of the public sense of justice. Some of the examples are the verdict in the case of the environmental lawsuits of Lapindo Brantas Mud in Sidoarjo, the case verdict in Palembang District Court on the lawsuit filed by the Ministry of Environment and Forestry on forest fires and land concessions of PT. Bumi Mekar Hijau in 2014. From the decisions, it turned out that the judges, in making the legal arguments for their decisions, had deviated from the analogy and were not based on the existing legal facts. In building legal arguments, it would have to be conducted by collecting data (evidence and clear fact so that its solutions do not deviate from the rules of law

Preemption versus Entrenchment: Towards a Construction-General Solution to the Problem of the Retreat from Verb Argument Structure Overgeneralization.

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Ben Ambridge

Full Text Available Participants aged 5;2-6;8, 9;2-10;6 and 18;1-22;2 (72 at each age rated verb argument structure overgeneralization errors (e.g., *Daddy giggled the baby using a five-point scale. The study was designed to investigate the feasibility of two proposed construction-general solutions to the question of how children retreat from, or avoid, such errors. No support was found for the prediction of the preemption hypothesis that the greater the frequency of the verb in the single most nearly synonymous construction (for this example, the periphrastic causative; e.g., Daddy made the baby giggle, the lower the acceptability of the error. Support was found, however, for the prediction of the entrenchment hypothesis that the greater the overall frequency of the verb, regardless of construction, the lower the acceptability of the error, at least for the two older groups. Thus while entrenchment appears to be a robust solution to the problem of the retreat from error, and one that generalizes across different error types, we did not find evidence that this is the case for preemption. The implication is that the solution to the retreat from error lies not with specialized mechanisms, but rather in a probabilistic process of construction competition.

Improving the Argumentative Writing of Students with Learning Disabilities: Descriptive and Normative Considerations

Science.gov (United States)

Ferretti, Ralph P.; Andrews-Weckerly, Scott; Lewis, William E.

2007-01-01

Education seeks to cultivate dispositions and skills that promote effective participation in democratic institutions, including the capacity to produce thoughtful written arguments about controversial issues. Unfortunately, students' argumentative writing is generally neither effective nor persuasive, and this is especially so for students with…

Arguments against nuclear engineering

International Nuclear Information System (INIS)

Hahn, L.

1991-01-01

The arguments put forward are: data from risk studies concerning the frequency of occurrence of core meltdown in LWR type reactors, the frequency of containment failures and resulting off-site emissions, in-plant accident management, and the hazard of hydrogen explosions. Yet unresolved problems are stated to be: the presentation of results of the German Risk Study (part DRS-B), the way accident management is dealt with, the evaluation standards applied to safety deficits, the hydrogen problem, the biological effects of low-dose radiation, the qualification of radwaste repositories, the information policy of public authorities, and the regime of governmental control and supervision. (HP) [de

Impact of Argumentation in the Chemistry Laboratory on Conceptual Comprehension of Turkish Students

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Ali Riza Sekerci

2014-11-01

Full Text Available Aim of this research is to evaluate the impact of argumentation in the chemistry laboratory on conceptual comprehension of students. This research follows a triangulation design, categorized under mixed-method design variations, which include both qualitative and quantitative research designs. The research is conducted with 91 first grade university students studying in two different classes of the Department of Science Education, Kazım Karabekir Education Faculty at the Ataturk University, located in eastern Turkey. One class was randomly designated as the experimental group, with another as the control group. Research data was collected via a General Chemistry Laboratory Concept Test (GCLCT containing 33 items, a test containing ten open-ended items, a semi-structured interview form, and a written feedback form, all designed by the researchers. Data from the GCLCT were analyzed through predictive statistics method, while data from the open-ended questions, semi-structured interview and written feedback form were analyzed through the descriptive analysis method. It is concluded from this research, that there is statistically significant difference between the GCLC post-test averages of the experimental and control groups. It was found that when compared to the control group, the proportion of experimental group students who answered the GCLC post-test items correctly is higher. In addition to this, the proportion of students who demonstrated misconceptions were higher in the control group students compared to the experimental group. It is concluded by this research, that argumentation provides more effective results in terms of comprehension of fundamental chemistry concepts, when compared to a traditional approach.

COGNITIVE PROCESS IN ARGUMENTATIVE WRITING: A CASE STUDY OF THREE INDONESIAN COLUMNISTS

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Fahrus Zaman Fadhly

2017-06-01

Full Text Available This research is aimed at reconstructing cognitive processes experienced by Indonesian advancedwriters in five stages of writing: prewriting, drafting, revising, editing, and publishing. Three Indonesian advanced writers were involved to be sources to reveal the noumena or under-meaning structures that make their works come into existence. This research reveals that various ways experienced by every single writer in exploring inspiration, starting to write, developing ideas and arguments, revising draft, and determining them as final drafts.Learning from advanced writers isfruitful effortsto evolve our writing competence. Experiences, cognitions, interests, values, stylistics, metaphors, and mechanics are influential aspects in enriching their works.

INTERDISCIPLINARY SYSTEMIC JURIDICAL ARGUMENTATION: A NEW WAY TO JUSTIFY EMPHATICALLY AND EFFECTIVELLY

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Jorge Isaac Torres Manrique

2018-04-01

Full Text Available The article discusses the interdisciplinary systemic juridical argumentation. We propose to elevate the legal argumentation to a complete and integral level. That is, to provide a kind of tool that facilitates and ensures a full and complete analysis and foundation, in order to achieve a due as expected justice administration, in justice proper.

Age differences in attitude change: influences of cognitive resources and motivation on responses to argument quantity.

Science.gov (United States)

Wang, Mo; Chen, Yiwei

2006-09-01

This study examined the influences of cognitive resources and motivation on how young and older adults process different quantities of persuasive arguments. In the first experiment session, both young and older adults rated their attitudes toward marijuana legalization and capital punishment. After a week, they read either 3 or 9 similar-quality arguments supporting marijuana legalization and capital punishment. Half of participants were assigned to the high-involvement condition (i.e., told that they were going to discuss the arguments later with the experimenter) and the other half were assigned to the low-involvement condition (i.e., given no instructions). After reading the arguments, participants rated their attitudes toward those 2 social issues again. Highly involved young adults changed their attitudes regardless of the quantity of arguments, whereas lowly involved young adults' attitude change was influenced by the argument quantity. Older adults in both high-involvement and low-involvement conditions changed their attitudes according to the argument quantity. Working memory was found to mediate the age effects on attitude change. This finding demonstrated the importance of a cognitive mechanism in accounting for age differences in attitude change.

How arguments are justified in the media debate on climate change in the USA and France

OpenAIRE

Ylä-Anttila, Tuomas; Kukkonen, Anna

2014-01-01

This paper examines the differences in the values that are evoked to justify arguments in the media debate on climate change in USA and France from 1997 to 2011. We find that climate change is more often discussed in terms of justice, democracy, and legal regulation in France, while monetary value plays a more important role as a justification for climate policy arguments in the USA. Technological and scientific arguments are more often made in France, and ecological arguments equally in both...

Grade 10 Thai students' scientific argumentation in learning about electric field through science, technology, and society (STS) approach

Science.gov (United States)

Chitnork, Amporn; Yuenyong, Chokchai

2018-01-01

The research aimed to enhance Grade 10 Thai students' scientific argumentation in learning about electric field through science, technology, and society (STS) approach. The participants included 45 Grade 10 students who were studying in a school in Nongsonghong, Khon Kaen, Thailand. Methodology regarded interpretive paradigm. The intervention was the force unit which was provided based on Yuenyong (2006) STS approach. Students learned about the STS electric field unit for 4 weeks. The students' scientific argumentation was interpreted based on Toulmin's argument pattern or TAP. The TAP provided six components of argumentation including data, claim, warrants, qualifiers, rebuttals and backing. Tools of interpretation included students' activity sheets, conversation, journal writing, classroom observation and interview. The findings revealed that students held the different pattern of argumentation. Then, they change pattern of argumentation close to the TAP. It indicates that the intervention of STS electric field unit enhance students to develop scientific argumentation. This finding may has implication of further enhancing scientific argumentation in Thailand.

The Argumentative Connective "Meme" in French: An Experimental Study in Eight- to Ten-Year-Old Children.

Science.gov (United States)

Bassano, Dominique; Champaud, Christian

1989-01-01

Examines how children understand the argumentative function of the French connective meme (even). Two completion tasks, related to the argumentative properties of the morpheme, were used: 1) to infer the conclusion of an "even" sentence, and 2) to infer the argument position. (34 references) (Author/CB)

On the use of contexts for representing knowledge in defeasible argumentation

OpenAIRE

Chesñevar, Carlos Iván

1995-01-01

The notion of context and its importance in knowledge representation and nonmonotonic reasoning was first discussed in Artificial Intelligence by John McCarthy. Ever since, contexts have found many applications in developing knowledge-based reasoning systems. Defeasible argumentation has gained wide acceptance within the Al community in the last years. Different argument-based frameworks have been proposed. In this respect, MTDR (Simari & Loui, 1992) has come to be one of the most s...

"Quelque part {u00E1 un tournant du destin..." ; "Ciel vide, bőte aux lettres vide, chemin vide..." ; "Singe indécis..." ; Ithaque / Tõnu Õnnepalu ; trad. par Antoine Chalvin avec le concours de l'auteur

Index Scriptorium Estoniae

Õnnepalu, Tõnu

1992-01-01

Orig.: "Kusagil saatuse käänakul..." ; "Tühi taevas, tühi postkast, tühi kruusatee..." ; "Otsustusvõimetu ahv..." ; Ithaka. Sisu: "Quelque part {u00E1 un tournant du destin..." ; "Ciel vide, bőte aux lettres vide, chemin vide..." ; "Singe indécis..." ; Ithaque. T. Õnnepalust lk. 93. Kadriann Soosaare illustratsioon lk. 97

Argumentative Strategies in American and Japanese English.

Science.gov (United States)

Kamimura, Taeko; Oi, Kyoko

1998-01-01

A study examined differences in argumentative strategies in Japanese and American English by analyzing English essays on capital punishment written by 22 American high school seniors and 30 Japanese college sophomores. Differences were found in the organizational patterns, content and use of rational appeals, preference for type of diction, and…

Contesting Pornography: Terministic Catharsis and Definitional Argument.

Science.gov (United States)

Palczewski, Catherine Helen

2001-01-01

Focuses on the debates over the MacKinnon-Dworkin Anti-Pornography Ordinance to explore one instance of definitional argument: the attempt to effect a redefinition. Argues that advocates for a definitional shift created the possibility for a "terministic catharsis" by simultaneously locating pornography in multiple locations on the pentad,…

Understanding a sentence does not entail knowing its truth-conditions : Why the epistemological determination argument fails

NARCIS (Netherlands)

Cohnitz, Daniel; Kangilaski, Jaan

The determination argument is supposed to show that a sentence's meaning is at least a truth-condition. This argument is supposed to rest on innocent premises that even a deflationist about truth can accept. The argument comes in two versions: one is metaphysical and the other is epistemological. In

On the Formal Modeling of Games of Language and Adversarial Argumentation : A Logic-Based Artificial Intelligence Approach

OpenAIRE

Eriksson Lundström, Jenny S. Z.

2009-01-01

Argumentation is a highly dynamical and dialectical process drawing on human cognition. Successful argumentation is ubiquitous to human interaction. Comprehensive formal modeling and analysis of argumentation presupposes a dynamical approach to the following phenomena: the deductive logic notion, the dialectical notion and the cognitive notion of justified belief. For each step of an argumentation these phenomena form networks of rules which determine the propositions to be allowed to make se...

Argumentation and acts of language in political discourse

Directory of Open Access Journals (Sweden)

Paulo Henrique Aguiar Mendes

2013-10-01

Full Text Available This paper discusses the relations between speech acts and argumentation in political discourse, considering the relevance of the dimensions of ethos, logos and pathos in engendering the most typical enunciative processes of that discursive domain.

The Power of the Speeches of Porto’s Employers in Anniversary Commemorative Sessions: Verbal Rituals, Argumentation and Enunciative Configuration

Directory of Open Access Journals (Sweden)

Carla Aurélia Almeida

2017-08-01

Full Text Available Taking as a basis a corpus of news with the anniversary speeches of the Associação Industrial Portuense published in the news magazine A Indústria do Norte (1949-1970, we will analyse how, in those speeches, an image of the speaker is structured. For this purpose, we will consider the enunciative organisation of the commemorative speech for the anniversary; the speech acts sequence and the discursive strategies of intensification and mitigation at the service of persuasion. We will verify that the representatives of the employers put at steak a covening argumentative instrument of a doxa shared by a speech community. This strategy of argumentation is revealing and has to do with a specific position-taking of a representative speaker from Porto’s employers.

Vaccine Hesitancy in Discussion Forums: Computer-Assisted Argument Mining with Topic Models.

Science.gov (United States)

Skeppstedt, Maria; Kerren, Andreas; Stede, Manfred

2018-01-01

Arguments used when vaccination is debated on Internet discussion forums might give us valuable insights into reasons behind vaccine hesitancy. In this study, we applied automatic topic modelling on a collection of 943 discussion posts in which vaccine was debated, and six distinct discussion topics were detected by the algorithm. When manually coding the posts ranked as most typical for these six topics, a set of semantically coherent arguments were identified for each extracted topic. This indicates that topic modelling is a useful method for automatically identifying vaccine-related discussion topics and for identifying debate posts where these topics are discussed. This functionality could facilitate manual coding of salient arguments, and thereby form an important component in a system for computer-assisted coding of vaccine-related discussions.

Defining Baconian Probability for Use in Assurance Argumentation

Science.gov (United States)

Graydon, Patrick J.

2016-01-01

The use of assurance cases (e.g., safety cases) in certification raises questions about confidence in assurance argument claims. Some researchers propose to assess confidence in assurance cases using Baconian induction. That is, a writer or analyst (1) identifies defeaters that might rebut or undermine each proposition in the assurance argument and (2) determines whether each defeater can be dismissed or ignored and why. Some researchers also propose denoting confidence using the counts of defeaters identified and eliminated-which they call Baconian probability-and performing arithmetic on these measures. But Baconian probabilities were first defined as ordinal rankings which cannot be manipulated arithmetically. In this paper, we recount noteworthy definitions of Baconian induction, review proposals to assess confidence in assurance claims using Baconian probability, analyze how these comport with or diverge from the original definition, and make recommendations for future practice.

Embryos, individuals, and persons: an argument against embryo creation and research.

Science.gov (United States)

Tollefsen, C

2001-01-01

One strategy for arguing that it should be legally permissible to create human embryos, or to use spare human embryos, for scientific research purposes involves the claim that such embryos cannot be persons because they are not human individuals while twinning may yet take place. Being a human individual is considered to be by most people a necessary condition for being a human person. I argue first that such an argument against the personhood of embryos must be rationally conclusive if their destruction in public places such as laboratories is to be countenanced. I base this argument on a popular understanding of the role that the notion of privacy plays in abortion laws. I then argue that such arguments against personhood are not rationally conclusive. The claim that the early embryos is not a human individual is not nearly as obvious as some assert.

Greenberger-Horne-Zeilinger argument of nonlocality without inequalities for mixed states

International Nuclear Information System (INIS)

Ghirardi, Gian Carlo; Marinatto, Luca

2006-01-01

We generalize the Greenberger-Horne-Zeilinger nonlocality without inequalities argument to cover the case of arbitrary mixed statistical operators associated to three-qubits quantum systems. More precisely, we determine the radius of a ball (in the trace distance topology) surrounding the pure GHZ state and containing arbitrary mixed statistical operators which cannot be described by any local and realistic hidden variable model and which are, as a consequence, noncompletely separable. As a practical application, we focus on certain one-parameter classes of mixed states which are commonly considered in the experimental realization of the original GHZ argument and which result from imperfect preparations of the pure GHZ state. In these cases we determine for which values of the parameter measuring the noise a nonlocality argument can still be exhibited, despite the mixedness of the considered states. Moreover, the effect of the imperfect nature of measurement processes is discussed

Galactic punctuated equilibrium: how to undermine Carter's anthropic argument in astrobiology.

Science.gov (United States)

Cirković, Milan M; Vukotić, Branislav; Dragićević, Ivana