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{
    "pk": 25409,
    "title": "Improving Science Writing in Research Methods Classes Through Computerized Argument Diagramming",
    "subtitle": null,
    "abstract": "The purpose of this study was to characterize the ways in\nwhich psychologists address research hypothesis risk in\nacademic articles, and to support undergraduates in learning\nto write about such risk using argument diagramming prewriting\nactivities. First, 90 articles recently published in top\nsocial, developmental, and cognitive psychology journals\nwere examined for their presentation of research hypothesis\n‘risk’ – an element of the intellectual merit of a research study\ndenoting the novelty and importance of the study being\nconducted. Second, an experimental study was conducted\ninvolving 82 students in undergraduate research methods\nclasses. They were assigned to either argument diagram or\ntraditional instruction conditions. Research reports were\ncoded for explicit discussion of risk. Students using argument\ndiagramming were significantly more likely to write about\nrisk when compared to matched classes given no\ndiagramming support",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "Argument diagram; writing instruction; science\ninstruction; educational intervention; hypothesis risk;\nphilosophy of science"
        }
    ],
    "section": "Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/1b28v9cz",
    "frozenauthors": [
        {
            "first_name": "Brendan",
            "middle_name": "J",
            "last_name": "Barstow",
            "name_suffix": "",
            "institution": "Learning Research and Development Center, Pitt",
            "department": ""
        },
        {
            "first_name": "Christian",
            "middle_name": "D",
            "last_name": "Schunn",
            "name_suffix": "",
            "institution": "Learning Research and Development Center, Pitt",
            "department": ""
        },
        {
            "first_name": "Lisa",
            "middle_name": "K",
            "last_name": "Fazio",
            "name_suffix": "",
            "institution": "Department of Psychology & Human Development, Vanderbilt University",
            "department": ""
        },
        {
            "first_name": "Mohammad",
            "middle_name": "H",
            "last_name": "Falakmasir",
            "name_suffix": "",
            "institution": "Learning Research and Development Center, Pitt",
            "department": ""
        },
        {
            "first_name": "Kevin",
            "middle_name": "",
            "last_name": "Ashley",
            "name_suffix": "",
            "institution": "Learning Research and Development Center, Pitt",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2015-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25409/galley/15033/download/"
        }
    ]
}