•  45
    Young Schoolchildren’s Epistemic Development: A Longitudinal Qualitative Study
    with Vardit Israel, Hadas Fisher Cohen, Iris Tabak, and Yifat Harari
    Frontiers in Psychology 11. 2020.
    How children seek knowledge and evaluate claims may depend on their understanding of the source of knowledge. What shifts in their understandings about why scientists might disagree and how claims about the state of the world are justified? Until about the age of 41/2, knowledge is seen as self-evident. Children believe that knowledge of reality comes directly through our senses and what others tell us. They appeal to these external sources in order to know. The attainment of Theory of Mind (ToM…Read more
  •  20
    How do jurors argue with one another?
    with Joshua Warren and Deanna Kuhn
    Judgment and Decision Making 5 (1): 64-71. 2010.
    We asked jurors awaiting trial assignment to listen to a recorded synopsis of an authentic criminal trial and to make a choice among 4 verdict possibilities. Each participant juror then deliberated with another juror whose verdict choice differed, as a microcosm of a full jury's deliberation. Analysis of the transcripts of these deliberations revealed both characteristics general to the sample and characteristics for which variation appeared across participants. Findings were interpreted in term…Read more
  •  32
    11 Teachers' Personal Epistemologies as Predictors of Support for their Students' Autonomy
    with Guy Roth
    In Jo Brownlee, Gregory J. Schraw & Donna Berthelsen (eds.), Personal Epistemology and Teacher Education, Routledge. pp. 61--165. 2011.
    Much of the research on teachers’ personal epistemology concerns their learning. Surprisingly little research has looked at how personal epistemologies are related to teachers’ teaching and other aspects of their interactions with students. In this chapter we investigate teachers’ personal epistemologies and the extent to which they predict autonomy-supporting behaviors. Such behaviors have been found to predict positive educational outcomes. 600 students in 21 grade 7 and 8 classrooms were admi…Read more
  •  32
    12 If There is No One Right Answer?
    with Iris Tabak
    In Jo Brownlee, Gregory J. Schraw & Donna Berthelsen (eds.), Personal Epistemology and Teacher Education, Routledge. pp. 61--180. 2011.
    In a typical classroom interaction, the teacher asks questions, students answer, and the teacher—knowing the answer—evaluates the responses. This structure might cultivate a view of knowledge as objective, uncontested, and immutable. In response to criticisms of such models, teachers increasingly encourage students’ self-expression, communicating the validity of multiple solutions and perspectives. Stressing that there is "no one right answer,” might be important in countering absolutist and enc…Read more
  •  64
    According to the ?story model? a juror constructs an implicit mental model of a story telling what happened as the basis for the verdict choice. But the explicit justification of a verdict choice could take the form of a story (knowledge telling) or the form of a relational (knowledge-transforming) argument structure that brings together diverse, non-chronologically related pieces of evidence. The study investigates whether people tend towards knowledge telling or knowledge transforming, and whe…Read more
  •  36
    Much psychological research on argumentation focuses on persuasion and pragmatics. However, one strand investigates how average people understand the nature of knowledge and knowing, and how these epistemological orientations underlie skilled argumentation. The research reviewed addresses the question whether the normative emphasis of the philosophical epistemological approach to argumentation matches psychological findings. The empirical research reviewed concerns the relationship between perso…Read more