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This study explores the effects of prior training in argumentationand of the pragmatic goals of an argumentative dialogueon the way people evaluate the evidence and explanationspresented in the dialogue. 122 university students, dividedinto two groups, participated in the study: a high traininggroup (n=43) composed by senior students that had takencourses in logic and science, and a low training group (n=79)composed by first year students. The participants read threeargumentative dialogues anddoaj:4ef67b58421441d8b281c001db8f24ab fatcat:2rusjduowfal7kf2hlymknmzba