Improving written argumentative synthesis by teaching the integration of conflicting information from multiple sources

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dc.contributor.author Mateos Sanz, María del Mar
dc.contributor.author Martín Ortega, Elena
dc.contributor.author Cuevas Fernández, Isabel
dc.contributor.author Villalón, Ruth
dc.contributor.author Martínez, Isabel
dc.contributor.author González-Lamas, Jara
dc.contributor.other UAM. Departamento de Psicología Básica es_ES
dc.contributor.other UAM. Departamento de Psicología Evolutiva y de la Educación es_ES
dc.date.accessioned 2018-04-05T14:21:05Z
dc.date.available 2018-04-05T14:21:05Z
dc.date.issued 2018-03-20
dc.identifier.citation Cognition and Instruction 36.2 (2018): 119-138 en_US
dc.identifier.issn 0737-0008 (print) en_US
dc.identifier.issn 1532-690X (online) en_US
dc.identifier.uri http://hdl.handle.net/10486/681612
dc.description This is an Author's Original Manuscript of an article published by Taylor & Francis in Cognition and Instruction on 20 march 2018 available online at http://www.tandfonline.com/10.1080/07370008.2018.1425300 en_US
dc.description.abstract The goal of this study was to assess the effectiveness of 2 different types of intervention aimed at improving written argumentative synthesis by integrating conflicting information from different sources. Both interventions combined the use of a guide with collaborative practice, but one of them also included explicit strategy instruction. Only students who received additional explicit instruction showed an improved ability to integrate conflicting information and increased the number of arguments they selected from the sources en_US
dc.description.sponsorship This research project was funded under the National Program for Basic Research Projects 2014–2016 by the Spanish Ministry of Economy and Competitiveness (EDU2013-46606-C2-1) en_US
dc.format.extent 20 pag. es_ES
dc.format.mimetype application/pdf en_US
dc.language.iso eng en
dc.publisher Taylor &Francis en_US
dc.relation.ispartof Cognition and Instruction en_US
dc.rights © 2018 Taylor & Francis Group, LLC en_US
dc.subject.other Written argumentation en_US
dc.subject.other Graphic guide en_US
dc.subject.other Explicit instruction en_US
dc.subject.other Collaborative argumentation en_US
dc.subject.other Synthesis of multiple sources en_US
dc.title Improving written argumentative synthesis by teaching the integration of conflicting information from multiple sources en_US
dc.type article en_US
dc.subject.eciencia Psicología es_ES
dc.identifier.doi 10.1080/07370008.2018.1425300 es_ES
dc.identifier.publicationfirstpage 119
dc.identifier.publicationissue 2
dc.identifier.publicationlastpage 138
dc.identifier.publicationvolume 36
dc.relation.projectID Gobierno de España. EDU2013-46606-C2-1-R es_ES
dc.type.version info:eu-repo/semantics/submittedVersion en_US
dc.rights.accessRights openAccess es_ES
dc.authorUAM Martín Ortega, Elena (260302)
dc.authorUAM Mateos Sanz, M. Mar (259164)
dc.authorUAM Villalón Molina, Ruth (261561)


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