A growing body of evidence shows that practice with argument mapping (AM) significantly improves critical thinking (CT) compared to other methods. Meta-analyses reveal that AM-infused courses yielded nearly double the gains of standard CT courses and 5 or 6 times the gains of a standard semester at college.
Researchers hypothesize that many factors contribute to the unique effectiveness of argument mapping, including:
- The visual representation of arguments reduces cognitive load and frees up working memory when analyzing arguments.
- The process of identifying and exposing the structure of written arguments demands precision and rigor.
- Mapping naturally provides abundant opportunities for deliberate practice with targeted feedback – components which are essential for building any skill.
Using argument mapping to improve critical thinking skills
Tim van Gelder
“The conclusion we can safely draw from these numbers is that the “value add” of AM-based CT instruction, relative to just being at college, is around 0.6 (or 0.7 for high-intensity AM), which is somewhere between a medium and a large effect size. Or, put another way, AM-based CT instruction yields many times the gain in CT skills over one semester than is normally achieved by just being at college.”
Final Report: Critical Thinking with Argument Mapping
Neil R. Thomason, et al.
“Argument-mapping-based critical thinking classes are much more effective (an average student improvement of roughly 0.75 standard deviation (SD) per semester) than regular critical thinking classes (roughly 0.35 SD per semester) which, in turn, are much more effective than undergraduate studies (roughly 0.15 SD per semester).”
Improving analytical reasoning and argument understanding
Simon Cullen, et al.
“We found that Seminar students improved substantially more on LSAT Logical Reasoning test forms than Control students (d = .71, p < .001), suggesting that learning how to visualize arguments in the seminar led to large generalized improvements in students’ analytical reasoning skills. Moreover, blind scoring of final essays from Seminar students and Control students, drawn from a parallel lecture course, revealed large differences in favor of seminar students (d = 0.87, p = .005). Seminar students understood the arguments better, and their essays were more accurate and effectively structured.“
Cognitive and pedagogical benefits of argument mapping
Yanna Rider and Neil Thomason
“It clarifies thinking, deepens reading comprehension, improves critical thinking, and improves written argumentation. It can promote an enquiring classroom.
“…We are potentially looking at one of the most important innovations in learning, because LAMP (Lots of Argument Mapping Practice) can be used in many types of classroom…We need rigorous, sustained research if we are to realize these possibilities.”
Improving Critical Thinking Through Argument Mapping
Christopher Dwyer (for Psychology Today)
“Three large-scale experimental studies were conducted with the main results indicating that argument mapping (AM) can significantly facilitate memory performance beyond that of more traditional study methods and that the provision of AM-infused CT training can significantly enhance CT performance (Dwyer, 2011).”
The potential of argument mapping as a tool for teaching critical thinking in secondary school
“This thesis presents a simplified digital argument mapping tool, developed in order to explore the feasibility of argument mapping for students in secondary school (aged 13-15)…The thesis has shown the argument mapping has potential for use in secondary school, and should be further studied.“
Assessing the efficacy of argument diagramming to teach critical thinking skills in introduction to philosophy
“We determined that the students did develop the skills in which we were interested over the course of the semester. We also determined that the students who were taught argument diagramming gained significantly more than the students who were not. We conclude that learning how to construct argument diagrams significantly improves a student’s ability to analyze arguments.“
Improving first-year writing using argument diagramming
Maralee Harrell and Danielle Wetzel
“We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural⎯and relatively minor⎯modifications to standard first-year composition courses could provide substantial increases in student writing ability.”
An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments
Christopher Dwyer, Michael J Hogan and Ian Stewart
“74 undergraduate psychology students were allocated to either an AM-infused CT e-learning course or a no instruction control group and were tested both before and after an 8-week intervention period on CT ability using the Halpern Critical Thinking Assessment. Participation in the AM-infused CT course significantly enhanced overall CT ability and all CT sub-scale abilities from pre- to post-testing.”
Argument maps improve critical thinking
“In short, I think computer-based argument mapping is the key to Melbourne’s success, and that it should feature centrally in any critical thinking course.”
Argumentation Step-By-Step: Learning Critical Thinking through Deliberate Practice
Ann J. Cahill And Stephen Bloch-Schulman
“Critical thinking classes … are crucial to a democratic society: being able to distinguish persuasive arguments from nonpersuasive arguments, to evaluate claims critically and fairly, and to recognize forms of persuasion not grounded in reason…Given that, as van Gelder and others have shown, “one semester of instruction based on argument mapping can yield reasoning skill gains of the same magnitude as would normally be expected to occur over an entire undergraduate education,” and given the effectiveness of teaching mapping through the step-by-step method, it is not surprising that teaching in this way has reminded us of how thrilling it is, as instructors, to witness moments of learning, to see our students move from confusion and inability to confidence and fluency.”