The locus of the myside bias in written argumentation

  title={The locus of the myside bias in written argumentation},
  author={Christopher R. Wolfe and Mary Anne Britt},
  journal={Thinking \& Reasoning},
  pages={1 - 27}
The myside bias in written argumentation entails excluding other side information from essays. To determine the locus of the bias, 86 Experiment 1 participants were assigned to argue either for or against their preferred side of a proposal. Participants were given either balanced or unrestricted research instructions. Balanced research instructions significantly increased the use of other side information. Participants' notes, rather than search patterns, predicted the myside bias. Participants… 
Argumentation Schema and the Myside Bias in Written Argumentation
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
Individual Differences in the “Myside Bias” in Reasoning and Written Argumentation
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
Does “putting on your thinking cap” reduce myside bias in evaluation of scientific evidence?
Abstract The desire to maintain current beliefs can lead individuals to evaluate contrary evidence more critically than consistent evidence. We test whether priming individuals’ scientific reasoning
Processing and Representation of Arguments in One-Sided Texts About Disputed Topics
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
Arguing to Agree
Research has shown that novice writers tend to ignore opposing viewpoints when framing and developing arguments in writing, a phenomenon commonly referred to as my-side bias. In the present article,
A Study on Myside Bias and the Iranian EFL Students
As Leki and Carson (1994) emphasize: "ability to write well is necessary both to achieve academic success and to demonstrate that achievement" (p. 83). However, how the information is presented in a
Belief in the Claim of an Argument Increases Perceived Argument Soundness
We examined subjects' ability to judge the soundness of informal arguments. The argument claims matched or did not match subject beliefs. In all experiments subjects indicated beliefs about spanking
How argumentative writing stifles open-mindedness
A longstanding assumption within higher education is that there is a clear link between argumentative writing and critical thinking. In this paper, I challenge this assumption. I argue that
Differences in student reasoning about belief-relevant arguments: a mixed methods study
This mixed methods study investigated high school students’ evaluations of scientific arguments. Myside bias occurs when individuals evaluate belief-consistent information more favorably than


Myside bias in thinking about abortion
Abstract College-student subjects made notes about the morality of early abortion, as if they were preparing for a class discussion. Analysis of the quality of their arguments suggests that a
Associations between myside bias on an informal reasoning task and amount of post‐secondary education
SUMMARY One hundred and twelve undergraduate university students completed an informal reasoning task in which they were asked to generate arguments both for and against the position they endorsed on
The Effects of Goal Instructions and Text on the Generation of Counterarguments During Writing.
The authors investigated ways of encouraging students to consider more counterarguments when writing argumentative texts. One hundred eighty-four undergraduates wrote essays on TV violence. In
I Agreed with What? Memory for Simple Argument Claims
Three experiments were conducted to examine how precisely readers recall the claims of arguments that they have just read and found that skilled readers' recall was more accurate than less-skilled readers and that the predicate recall problem was related to one's ability to detect poorly formed arguments.
On the Failure to Eliminate Hypotheses in a Conceptual Task
The results showed that those subjects, who reached two or more incorrect conclusions, were unable, or unwilling to test their hypotheses, and the implications are discussed in relation to scientific thinking.
Beliefs about thinking.
Attempts to improve thinking and reasoning assume that people do not think as well as they might. The actual conduct of thinking does not measure up to an ideal standard. For example, I and others
The development of argument skills.
Experimental evidence is obtained to corroborate cross-sectional patterns of development in argument skills and to evaluate the effectiveness of an intervention designed to foster development of these skills in academically at-risk 13- to 14-year-olds.
On the processing of arguments
This paper is concerned with the processing of informal arguments, that is, arguments involving “probable truth.” A model of informal argument processing is presented that is based upon Hample's
Dispositional Aspects of Intelligence
Student lawyers are among the most intelligent of students in the psychometric sense. They are able dedicated learners who have passed the hurdles of earlier education with excellent records.
Toulmin’s Model and the Solving of Ill-Structured Problems
Toulmin’s (1958) model of argument was employed in the analysis of verbal protocols obtained during the solving of ill-structured problems, resulting in an integrated problem-solving – argumentation structure depicting how reasoning is used in relation to particular task goals.