Looks like I’m not the only one to find that between-person differences in #criticalThinking didn’t replicate in within-person changes over time:
Testing #argumentMapping effects: https://www.researchgate.net/publication/390977878
Assessing #higherEd over time: https://doi.org/10.1007/s10212-025-01000-1
🧠🏔️ I’m sharing presentations from the Society for Judgment and Decision Making conference in #Denver at the URL below:
https://bsky.app/profile/byrdnick.com/post/3m6agtctbhc2b
My poster is about #argumentMapping and #learningScience. You will also find presentations about how to advance #cogSci with #AI tools, do #ProcessTracing in #Qualtrics without #coding, and avoid backfiring in #healthcare #nudges.
Follow to fight FOMO and enjoy #openAccess conferencing.
Thanks for these constructive comments, @tomstafford!
1. Sounds like I need to rethink my expectations about increasing statistical power. If you don't think the conclusion I floated follows from the data, I should learn more about such statistical inferences.
2. Regarding how well my assessments measure the skills/knowledge that #argumentMapping:
My assessments are similar to the ones that were used to detect benefits of argument map training in past research:
- tests of critical thinking (e.g., belief bias, identifying and responding to informal fallacies): https://byrdnick.com/archives/12654/evaluate-the-argument-with-one-flowchart
- persuasive/argumentative essays (that, like argument maps, prioritize clarity, cogency, and concision — in that order): https://byrdnick.com/archives/29297/a-3-paragraph-writing-assignment
I hope to make further improvements to the manuscript before submitting the manuscript for publication. I expect strong pushback from the reviewers who (a) have published the positive results, (b) sell argument mapping software, textbooks, workshops, etc.
Today I #livestream new #education research about the alleged benefits of #teaching students #argumentMapping.
10:40 EST / 15:40 CET
People I know can message me for the #Zoom URL.
Credit to the London #Reasoning Workshop for accessible conferencing!
#ArgumentMapping is supposed to improve #argumentation, but argument map classes are often flipped (vs. lecture).
So is it #logic explanation or Socratic discussion that helps?
One experiment found that it's probably the latter.
Can #AI improve team-based #argumentation beyond the benefits of group work and #argumentMapping?
In a 6-week quasi-experiment with 67 Indonesian students, the AI-assisted group developed more well-rounded arguments and showed more "group efficacy".
Developing argumentation skills can be challenging for EFL students, particularly in constructing complex arguments that are clear, supported by evidence, and which address counterarguments. Improving argumentation complexity enhances critical thinking, language proficiency, and academic success. However, limited exposure to complex texts, lack of collaborative practice, and difficulties in providing timely feedback hinder EFL students
Another paper fails to report that #argumentMapping causes improved #criticalThinking.
The paper reports the pre- vs. post improvement only within the treatment group (without comparing that improvement to the control group's improvement). And, of course, that is not the analysis we would need to determine if argument mapping causes benefits.
https://doi.org/10.1109/ISET61814.2024.00070
#edu #research #science #logic #teaching #assessment #replication
Can #AI help improve #argumentation courses?
Students learning English as a foreign language (#EFL) were randomly assigned to one of two #argumentMapping courses.
Both courses had the same instructor and used the same online collaborative argument mapping tool (#Kialo), but only one course trained students to prompt #OpenAI’s #chatGPT for assistance.
The class that used the #chatbot achieved more?
https://doi.org/10.1007/s10639-024-12986-4
(I'm not sure I follow all of the analysis. Feel free to clarify if you understand better than I do.)
Today I present fresh results from two semesters of waitlist control trials at our 2nd annual #Teaching and #Learning Symposium. Did #argumentMapping improve individual students' critical thinking and persuasive writing (on average)?
The prior between-group research didn't control for instructor(s), teaching style (active vs. lecture), interaction (individual vs. group learning), course topic, classroom, day, etc. So I did.
The results are surprising me!
Does data visualization help people overcome mathematical biases like base rate neglect?
Not necessarily. In fact, one experiment on master’s students found that “when base rate information [was] presented visually, participants answered significantly more biased than when information [was] presented textually.“
https://doi.org/10.23947/2334-8496-2024-12-1-119-132
#probability #stats #edu #dataViz #bias #debiasing #argumentMapping
Nick Byrd, Ph.D.