Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Reasoning01:30

Reasoning

78
Reasoning is the action of thinking about something in a logical, sensible way. It is integral to problem-solving, decision-making, and critical thinking. Reasoning can be inductive or deductive. Reasoning involves transforming information into conclusions, which is essential for problem-solving, decision-making, and critical thinking.
Inductive reasoning involves deriving generalizations from specific observations. This type of reasoning helps form beliefs about the world. For example,...
78
Reliability and Validity01:29

Reliability and Validity

12.7K
Reliability and validity are two important considerations that must be made with any type of data collection. Reliability refers to the ability to consistently produce a given result. In the context of psychological research, this would mean that any instruments or tools used to collect data do so in consistent, reproducible ways.
12.7K
Routes of Persuasion02:20

Routes of Persuasion

64.1K
Persuasion is the process of changing our attitude toward something based on some kind of communication. Much of the persuasion we experience comes from outside forces. How do people convince others to change their attitudes, beliefs, and behaviors? What communications do you receive that attempt to persuade you to change your attitudes, beliefs, and behaviors?
64.1K
Surveys02:16

Surveys

14.8K
Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
14.8K
Social Loafing01:37

Social Loafing

34.8K
Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
34.8K
Confirmation Biases01:31

Confirmation Biases

5.5K
The confirmation bias is the tendency to focus on information that confirms our existing beliefs and ignore information that is inconsistent with our expectations. For example, if you think that your professor is not very nice, you notice all of the instances of rude behavior exhibited by the professor while ignoring the countless pleasant interactions he is involved in on a daily basis. Have you ever fallen prey to the confirmation bias, either as the source or target of such bias?
5.5K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Use of a scattered light sensor for monitoring the dispersed surface in multimodal system.

Analytical and bioanalytical chemistry·2025
Same author

Somatic gene delivery faithfully recapitulates a molecular spectrum of high-risk sarcomas.

Nature communications·2025
Same author

The impact of spatial skills on problem-solving parsimony and solution quality in middle childhood.

The British journal of developmental psychology·2025
Same author

Validation of new tablet-based problem-solving tasks in primary school students.

PloS one·2024
Same author

Executive functions and problem-solving-The contribution of inhibition, working memory, and cognitive flexibility to science problem-solving performance in elementary school students.

Journal of experimental child psychology·2024
Same author

Use IT again? Dynamic roles of habit, intention and their interaction on continued system use by individuals in utilitarian, volitional contexts.

European journal of information systems : an official journal of the Operational Research Society·2024

Related Experiment Video

Updated: Jul 7, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.0K

Measuring university students' ability to recognize argument structures and fallacies.

Yvonne Berkle1, Lukas Schmitt1, Antonia Tolzin2

  • 1Institute for Children and Youth Education, Educational Sciences, University of Kaiserslautern-Landau, Landau, Germany.

Frontiers in Psychology
|December 21, 2023
PubMed
Summary

Students’ argumentation skills, including recognizing argument structures and fallacies, are not domain-specific. Fallacy recognition depends on whether argument quality aspects converge or diverge, impacting critical thinking development.

Keywords:
argument qualityargument structuredomain specificityfallaciesmeasuring argumentation skills

More Related Videos

Author Spotlight: Addressing Technical and Subjective Challenges in Measuring Classroom Attention
06:37

Author Spotlight: Addressing Technical and Subjective Challenges in Measuring Classroom Attention

Published on: December 15, 2023

3.8K
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.5K

Related Experiment Videos

Last Updated: Jul 7, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.0K
Author Spotlight: Addressing Technical and Subjective Challenges in Measuring Classroom Attention
06:37

Author Spotlight: Addressing Technical and Subjective Challenges in Measuring Classroom Attention

Published on: December 15, 2023

3.8K
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.5K

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Rhetoric

Background:

  • Argumentation skills are vital across academic disciplines, yet students often struggle with them.
  • Key components of argumentation include recognizing argument structures (e.g., Toulmin model) and identifying fallacies.
  • Content knowledge may influence argumentation abilities, suggesting potential domain specificity.

Purpose of the Study:

  • To develop and validate an instrument measuring recognition of argument structures and fallacies.
  • To investigate domain specificity of argumentation skills in preservice teachers and business economics students.
  • To examine whether fallacy recognition differs based on the congruence of deductive validity and inductive strength.

Main Methods:

  • A study involving 267 preservice teachers and 56 business economics students.
  • Participants identified argument components (Toulmin model) and rated argument cogency, justifying their decisions.
  • Arguments contained specific fallacies (formal, overgeneralization, irrelevance, circularity) to assess fallacy recognition.

Main Results:

  • No domain-specific differences were found for either argument structure or fallacy recognition.
  • Fallacy recognition revealed two dimensions: congruent (formal fallacies, overgeneralizations) and incongruent (irrelevance, circularity).
  • The developed instrument effectively measures argumentation skills across domains.

Conclusions:

  • Argumentation skills, including fallacy recognition, appear to be domain-general.
  • The congruence of argument quality indicators significantly influences fallacy recognition.
  • Findings contribute to understanding cognitive processes in argumentation and developing targeted educational interventions.