Maralee Harrell

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‡We gratefully acknowledge our indebtedness to Kevin Kelly and David Danks. We would also like to thank an anonymous reviewer for very detailed and helpful comments. have been concerned to show that certain procedural accounts of model confirmation are compromised by non-linear dynamics. We suggest that the issues raised are better approached by considering(More)
Argument mapping software abounds, 1 and one of the reasons is that using the software has been shown to teach/promote/improve critical thinking skills. These positive results are very encouraging, but they also raise the question of whether the computer tutorial environment is producing these results, or whether learning argument mapping, even with just(More)
After determining one set of skills that we hoped our students were learning in the introductory philosophy class at Carnegie Mellon University, we performed an experiment twice over the course of two semesters to test whether they were actually learning these skills. In addition, there were four different lectures of this course in the first semester, and(More)
Learning to argue in a computer-mediated and structured fashion is investigated in this research. A study was conducted to compare dyads that were scripted in their computer-mediated collaboration with dyads that were not scripted. A process analysis of the chats of the dyads showed that the scripted experimental group used significantly more words, engaged(More)
After determining one set of skills that we hoped our students were learning in the introductory philosophy class at Carnegie Mellon University, we designed an experiment, performed twice over the course of two semesters, to test whether they were actually learning these skills. In addition, there were four different lectures of this course in the Spring of(More)
Computer-mediated environments provide an arena for learning to argue. We investigate to what extent student dyads’ online argumentation can be facilitated with collaboration scripts that (1) prompt learners to prepare individually, (2) create conflict, and (3) encourage productive collaboration and argumentation. A process analysis of the chats of the(More)