The effects of goal instructions and text on the generation of counterarguments during writing
The effects of goal instructions and text on the generation of counterarguments during writing
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DOI：
10.1037/0022-0663.97.2.157
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发表时间：
2005-05-01
影响因子：
4.9
通讯作者：
Kardash, CM
中科院分区：
文献类型：
--
作者：
Nussbaum, EM;Kardash, CM
作者探讨了如何鼓励学生在写议论文时考虑更多的反驳。184名大学生写了关于电视暴力的文章。在实验1中，学生给出了具体的目标比控制产生更多的反驳和反驳。在实验2中，一些参与者提供了一个文本概述的论点/反驳，一些人还被要求写一封有说服力的信。之前对这个话题的态度也进行了测量。说服性的指示产生负面影响，文本（没有说服性的指示）积极影响反论证和论证的整体质量。然而，文本只对那些先前态度不那么极端的学生有效。使用说服目标的危险和使用更具体的目标（与文本）的优点进行了讨论。
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 Experiment 1, students given specific goals generated more counterarguments and rebuttals than controls. In Experiment 2, some participants were provided with a text outlining arguments/counterarguments; some were also asked to write a persuasive letter. Prior attitudes toward the topic were also measured. Persuasion instructions negatively affected and text (without persuasion instructions) positively affected counterargumentation and the overall quality of arguments. Text was only effective, however, for students with less extreme prior attitudes. The danger of using persuasion goals and the advantages of using more specific goals (with text) are discussed.