Student Discussion from an Evolutionary Perspective

  • 1 University of North Carolina, , Charlotte

If the inline PDF is not rendering correctly, you can download the PDF file here.

  • BARCELÓ, J. A., BERNAL, F. D. C., DEL OLMO, R., MAMELI, L., QUESADA, F. M., POZA, D., & VILÀ, X. (2014). Social Interaction in Hunter-Gatherer Societies Simulating the Consequences of Cooperation and Social Aggregation. Social Science Computer Review, 32(3), 417-436.

  • BERNARD, S., MERCIER, H., & CLÉMENT, F. (2012). The power of well-connected arguments: Early sensitivity to the connective because. Journal of experimental child psychology, 111(1), 128-135.

  • BRUFFEE, K. A. (1984). Collaborative learning and the” conversation of mankind”. College English, 635-652.

  • CROUCH, C. H., & MAZUR, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977.

  • FINLEY, A. (2011). Civic learning and democratic engagements: A review of the literature on civic engagement in post-secondary education. Unpublished paper. Accessed October, 12, 2014.

  • FLYNN, A. E., & KLEIN, J. D. (2001). The influence of discussion groups in a case-based learning environment. Educational Technology Research and Development, 49(3), 71-86.

  • FREEMAN, S., EDDY, S. L., MCDONOUGH, M., SMITH, M. K., OKOROAFOR, N., JORDT, H., & WENDEROTH, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 201319030.

  • GEARY, D. C. (2000). Principles of evolutionary educational psychology. Learning and individual differences, 12(4), 317-345.

  • GLASSMAN, R. M. (1986). Democracy and despotism in primitive societies: A neo-Weberian approach to political theory. Port Washington, N.Y: Associated Faculty Press.

  • HILL, K. R., WALKER, R. S., BOŽIČEVIĆ, M., EDER, J., HEADLAND, T., HEWLETT, B., ... & WOOD, B. (2011). Co-residence patterns in hunter-gatherer societies show unique human social structure. Science, 331(6022), 1286-1289.

  • JONES, M., & SUGDEN, R. (2001). Positive confirmation bias in the acquisition of information. Theory and Decision, 50(1), 59-99.

  • KUHN, D., & CROWELL, A. (2011). Dialogic argumentation as a vehicle for developing young adolescents’ thinking. Psychological Science, 22(4), 545-552.

  • KYNDT, E., RAES, E., LISMONT, B., TIMMERS, F., CASCALLAR, E., & DOCHY, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings?. Educational Research Review, 10, 133-149.

  • LAUGHLIN, P. R., & ELLIS, A. L. (1986). Demonstrability and social combination processes on mathematical intellective tasks. Journal of Experimental Social Psychology, 22(3), 177-189.

  • MAZUR, E. (1997). Peer instruction (pp. 9-18). Upper Saddle River, NJ: Prentice Hall.

  • MCGARTY, C., TURNER, J. C., HOGG, M. A., DAVID, B., & WETHERELL, M. S. (1992). Group polarization as conformity to the prototypical group member. British Journal of Social Psychology, 31(1), 1-19.

  • MERCIER, H. (2011). On the universality of argumentative reasoning. Journal of Cognition and Culture, 11(1-2), 1-2.

  • MERCIER, H., & SPERBER, D. (2011). Why do humans reason? Arguments for an argumentative theory. Behavioral and brain sciences, 34(02), 57-74.

  • MERCIER, H., BOUDRY, M., PAGLIERI, F., & TROUCHE, E. (2017). Natural-born arguers: Teaching how to make the best of our reasoning abilities. Educational Psychologist, 52(1), 1-16.

  • MOSHMAN, D., & GEIL, M. (1998). Collaborative reasoning: Evidence for collective rationality. Thinking & Reasoning, 4(3), 231-248.

  • NAGDA, B. R. A., GURIN, P., & LOPEZ, G. E. (2003). Transformative pedagogy for democracy and social justice. Race, ethnicity and education, 6(2), 165-191.

  • NUSSBAUM, E. M., & SINATRA, G. M. (2003). Argument and conceptual engagement. Contemporary Educational Psychology, 28(3), 384-395.

  • OSBORNE, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328(5977), 463-466.

  • PRINCE, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231.

  • PRITCHARD, J. K. (2010). How we are evolving. Scientific American, 303(4), 40-47.

  • RICHTER, F. D., & TJOSVOLD, D. (1980). Effects of student participation in classroom decision making on attitudes, peer interaction, motivation, and learning. Journal of Applied Psychology, 65(1), 74.

  • SAFARI, M., YAZDANPANAH, B., GHAFARIAN, H. R., & YAZDANPANAH, S. (2006). Comparing the effect of lecture and discussion methods on students learning and satisfaction. Iranian journal of medical education, 6(1), 59-64.

  • SUNSTEIN, C. R. (2002). The law of group polarization. Journal of political philosophy, 10(2), 175-195.

  • TATTERSALL, I. (2009). “Language and the origin of symbolic thought,” in Cognitive Archaeology and Human Evolution, eds S. A. De Beaune, F. L. Coolidge, and T. G. Wynn (New York, NY: Cambridge University Press), 109–116.

  • TROUCHE, E., SANDER, E., & MERCIER, H. (2014). Arguments, More than Confidence, Explain the Good Performance of Reasoning Groups. Journal of Experimental Psychology: General (Forthcoming).

OPEN ACCESS

Journal + Issues

Search