Shortcuts
Top of page (Alt+0)
Page content (Alt+9)
Page menu (Alt+8)
Your browser does not support javascript, some WebOpac functionallity will not be available.
.
Default
.
PageMenu
-
Home
-
Ricerca Semplice
.
Preferenze
.
.
Servizi Utente
.
Uscita Webopac
.
Portale Ricerca Libero
.
Catalogo Univ. Pontificia Salesiana
.
EbscoHost
.
Univ. Pontificia Salesiana
.
Search Menu
Ricerca Semplice
.
Ricerca Avanzata
.
Ricerca per Esperti
.
Cerca Riviste
.
Raffina ricerca
.
Ricerca Nuovi Doc.
.
Bottom Menu
Help
INFO
.
Languages
Italiano
.
Inglese
.
Tedesco
.
New Items Menu
Ricerca Nuovi Doc.
.
Elenco Novità
.
© LIBERO v6.4.1sp220816
Page content
Sei qui
:
>
Ricerca Semplice
Visualizza Catalogo
Visualizza Catalogo
Titolo Precedente
.
The ability to evaluate arguments in scientific texts : measurement, cognitive processes, nomological network, and relevance for academic success at the university.
.
Bookmark this Record
Catalogue Record 80619
.
Informazioni Bibliografiche
Catalogue Record 80619
.
Informazioni Bibliografiche
Nome campo
dettagli
Nuova numerazione
80619
Collocazione
UPS BIBL CENTR SL-II-499
Autore
MÜNCHOW, H.
Titolo
The ability to evaluate arguments in scientific texts : measurement, cognitive processes, nomological network, and relevance for academic success at the university. Parte componente di periodico
Descrizione fisica
pp. 501-523.
Nota generale
Estratto da: British Journal of Educational Psychology 2019, 89, 3.
Riassunto
Background The evaluation of informal arguments is a key component of comprehending scientific texts and scientific literacy. Aim The present study examined the nomological network of university students’ ability to evaluate informal arguments in scientific texts and the relevance of this ability for academic success. Sample A sample of 225 university students from the social and educational sciences participated in the study. Methods Judgements of plausibility and the ability to recognize argumentation fallacies were assessed with a novel computer‐based diagnostic instrument (Argument Judgement Test; AJT). Results The items of the AJT partly conform to a 1‐PL model and test scores were systematically related to epistemological beliefs and verbal intelligence. Item‐by‐item analyses of responses and response times showed that implausible arguments were more difficult to process and correct responses to these items required increased cognitive effort. Finally, the AJT scores predicted academic success at university even if verbal intelligence and grade point average were controlled for. Conclusion These findings suggest that the ability to evaluate arguments in scientific texts is an aspect of rationality, relies on reflective processes, and is relevant for academic success.
Tipo di documento
RICERCA.
Soggetto
USA.
STUDENTI.
SCUOLA.
ISTRUZIONE.
SCIENZA.
SVILUPPO COGNITIVO.
ADOLESCENTI.
UNIVERSITÀ.
CONOSCENZA.
COMPETENZE.
Ambito
Psicologico
Pedagogico
Autore Secondario
RICHTER, T.
VON DER MÜHLEN, S.
SCHMID, S.
Titolo correlato
British Journal of Educational Psychology 2019, 89, 3.
Accesso online
Accesso diretto all'articolo
.
Display ISBD
Catalogue Record 80619
.
Display Tag
Catalogue Record 80619
.
Opere Correlate
Catalogue Record 80619
.
Marc XML
Catalogue Record 80619
.
Aggiungi il Titolo al Carrello
Catalogue Record 80619
.
Catalogue Information 80619
Inizio Record
.
Catalogue Information 80619
Inizio Pagina
.
Scarica Titolo
Catalogue Record 80619
Export
This Record
As
Labelled Format
Bibliographic Format
ISBD Format
MARC Format
MARC Binary Format
MARCXML Format
User-Defined Format:
Collocazione
Autore Persona
Autore Ente
Autore Congresso
Titolo Uniforme
Titolo Uniforme
Titolo
Pubblicazione
Descrizione fisica
Serie - Contenuto
Contenuto in
Abstract
Parola chiave
Autore secondario Persona
To
File
Email
Quick Search
Cerca per