Language ability/use is dynamic and structured within a person's extensive context elements.
Considering our discussion of intensive and extensive context, a multitude of factors can come to bear on an individual's task performance.
This results in a negative definition of health as the absence of disease, which fails to reflect the reality that health is a continuum, with emotional or social components and embedded in an extensive social context.
This decoding operation also illustrates the extensive context information stored in a single pair of coordinates: the picture represented in Figure 2 could be built directly from the USM coordinates of each and any of this sequence's units.
Seemingly destructive dynamics, like the one skewered by Schumer, are given extensive context and measured consideration, and the conclusions that Whitefield-Madrano reaches are often refreshingly non-alarmist.
Effectively, hypothesizing that extensive context factors would impact how students performed on social skills tasks.
Figure 1 situates a person's/student's ability within societal norms and cultural beliefs, i.e., the extensive context.
The intensive context, which is also situated within the extensive context during assessment, describes the proximate sphere of the reciprocal person and task interaction.
The paper makes connections to concepts in other disciplines (e.g., intensive and extensive context, reciprocal interaction, and co-construction) and problematizes relevant design, measurement, and validity considerations.
These elements are a mix of both the intensive (i.e., task and person) and extensive context (i.e., cultural attitudes), which we contend is exactly where the assessment situation should be located.
