Go ahead, prove that God does not exist! On high school students' ability to deal with fallacious arguments

Yair Neuman

doi:10.1016/S0959-4752(02)00011-7

Go ahead, prove that God does not exist! On high school students' ability to deal with fallacious arguments

Yair Neuman

The Center for Growth in Education Systems

Research output: Contribution to journal › Article › peer-review

31 Scopus citations

Abstract

Informal reasoning fallacies are arguments that are psychologically pervasive but logically incorrect. The aim of this study was to test the hypothesis that students' ability to identify the fallacies is associated with a process of text comprehension, specifically with a sub-process of inference during text comprehension. One hundred and eighty four high school students from three grade levels of an urban heterogeneous high school in Israel participated in the study. The students were asked to complete informal reasoning fallacies and text comprehension tasks. It was found that performance in the text comprehension tasks significantly predicted students' ability to identify the fallacies.

Original language	English
Pages (from-to)	367-380
Number of pages	14
Journal	Learning and Instruction
Volume	13
Issue number	4
DOIs	https://doi.org/10.1016/S0959-4752(02)00011-7
State	Published - 1 Jan 2003

Keywords

Argumentation and cognition
Fallacious arguments
Inference and text comprehension

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1016/S0959-4752(02)00011-7

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AB - Informal reasoning fallacies are arguments that are psychologically pervasive but logically incorrect. The aim of this study was to test the hypothesis that students' ability to identify the fallacies is associated with a process of text comprehension, specifically with a sub-process of inference during text comprehension. One hundred and eighty four high school students from three grade levels of an urban heterogeneous high school in Israel participated in the study. The students were asked to complete informal reasoning fallacies and text comprehension tasks. It was found that performance in the text comprehension tasks significantly predicted students' ability to identify the fallacies.

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Go ahead, prove that God does not exist! On high school students' ability to deal with fallacious arguments

Abstract

Keywords

ASJC Scopus subject areas

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