How is vocabulary different from semantics? Give an original example that shows this.
What will be an ideal response?
A sample answer follows. Vocabulary is the words that make up a language. Semantics is the understanding of word meanings. For example, take the word crane. Although this is one vocabulary word, it has multiple meanings, including a type of bird, a machine that lifts things, and to stretch one's body to see something. Semantics, therefore, shows how some words have multiple meanings.
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Discuss the changes in families today and how that affects the job of teachers
What will be an ideal response?
The use of surveys, interviews, or observations to identify people's opinions and attitudes is best described as:
a. descriptive research. b. correlational research. c. experimental research. d. longitudinal research.
A teacher believes a student in his class is behind developmentally and may benefit from special education assistance; however, the student’s parents disagree and do not want to pursue testing or educational interventions. What approach do you think the teacher should take to resolve this dilemma? Explain your answer.
What will be an ideal response?
Field and Lawson (2003) reported the effects of giving children aged 7–9 years positive, negative or no information about novel animals (Australian marsupials). This variable was called ‘Infotype’. The gender of the child was also examined. The outcome was the time taken for the children to put their hand in a box in which they believed either the positive, negative, or no information animal was housed (positive values = longer than average approach times, negative values = shorter than average approach times). Based on the output below, what could you conclude?
A. Approach times were significantly different for the boxes containing the different animals, and the pattern of results was affected by gender. B. Approach times were not significantly different for the boxes containing the different animals, but the pattern of results was affected by gender. C. Approach times were not significantly different for the boxes containing the different animals, but the pattern of results was unaffected by gender. D. Approach times were significantly different for the boxes containing the different animals, but the pattern of results was unaffected by gender.