Amanda Crowell, Ph.D.
Affiliations: | 2011 | TC: Cognitive Studies in Education | Columbia University, New York, NY |
Area:
Developmental PsychologyGoogle:
"Amanda Crowell"Parents
Sign in to add mentor| Deanna Kuhn | grad student | 2011 | Columbia | |
| (Assessment of a Three-Year Argument Skill Development Curriculum.) | ||||
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Publications
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| Felton M, Crowell A, Liu T. (2015) Arguing to agree: Mitigating my-side bias through consensus-seeking dialogue Written Communication. 32: 317-331 |
| Bathgate M, Crowell A, Schunn C, et al. (2015) The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation International Journal of Science Education. 37: 1590-1612 |
| Crowell A, Schunn C. (2014) Scientifically literate action: Key barriers and facilitators across context and content Public Understanding of Science. 23: 718-733 |
| Crowell A, Kuhn D. (2014) Developing Dialogic Argumentation Skills: A 3-year Intervention Study Journal of Cognition and Development. 15: 363-381 |
| Kuhn D, Zillmer N, Crowell A, et al. (2013) Developing norms of argumentation: Metacognitive, epistemological, and social dimensions of developing argumentive competence Cognition and Instruction. 31: 456-496 |
| Kuhn D, Crowell A. (2011) Dialogic argumentation as a vehicle for developing young adolescents' thinking. Psychological Science. 22: 545-52 |
| Goldstein M, Crowell A, Kuhn D. (2009) What Constitutes Skilled Argumentation and How Does it Develop? Informal Logic. 29: 379 |