Toward a Model of Influence in Persuasive Discussions: Negotiating Quality, Authority, Privilege, and Access Within a Student-Led Argument
Toward a Model of Influence in Persuasive Discussions: Negotiating Quality, Authority, Privilege, and Access Within a Student-Led Argument
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DOI：
10.1080/10508406.2014.883979
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发表时间：
2014-04-03
影响因子：
3.8
通讯作者：
de Royston, Maxine McKinney
中科院分区：
文献类型：
--
作者：
Engle, Randi A.;Langer-Osuna, Jennifer M.;de Royston, Maxine McKinney
人们通常观察到，在课堂或小组讨论中，一些学生的影响力超过了这些学生贡献的标准质量所能证明的程度。我们提出了一个五要素的理论框架，以解释不当影响是如何展开的。我们建立在说服、辩论、话语和课堂讨论的文献基础上，建立一个框架，模拟每个参与者在讨论中的影响力水平是如何从影响本身的社会谈判中产生的，以及与其交互的以下四个组成部分：(A)每个参与者贡献的协商价值；以及每个参与者的智力权威程度，(C)进入会场的机会，以及(D)空间特权的程度。然后，我们通过解释一个学生如何在一场激烈的、学生主导的科学辩论中变得过于有影响力来说明该框架是如何工作的。最后，我们概述了如何进一步发展我们的框架，以更好地理解和解决课堂和其他学习环境中影响的差异。
It is commonly observed that during classroom or group discussions some students have greater influence than may be justified by the normative quality of those students' contributions. We propose a 5-component theoretical framework in order to explain how undue influence unfolds. We build on literatures on persuasion, argumentation, discourse, and classroom discussions to develop a framework that models how each participant's level of influence in a discussion emerges out of the social negotiation of influence itself and the following 4 components that interact with it: (a) the negotiated merit of each participant's contributions; and each participant's (b) degree of intellectual authority, (c) access to the conversational floor, and (d) degree of spatial privilege. We then illustrate how the framework works by explaining how 1 student became unduly influential during a heated, student-led scientific debate. Finally, we close by outlining how our framework can be further developed to better understand and address differences in influence in classrooms and other learning contexts.