Sentence examples for communicate norms from inspiring English sources

The phrase "communicate norms" is correct and can be used in written English.
It means to express or convey societal or cultural expectations or standards. Example: It is important for parents to effectively communicate norms to their children, so they understand the values and behaviors that are expected of them in society.

Exact(2)

Winskell et al. defined social representations as culturally shared mental phenomena that communicate norms and values in symbolic form [ 33].

However, parents can communicate norms about alcohol use, and the likelihood of onset is reduced when parents have a warm relationship with children, monitor their behaviour and make alcohol unavailable in the home.

Similar(58)

However, an examination of their stimuli reveals that in their study injunctive norms were communicated in textual form, and there were no emoticon expressions to easily communicate norm approval/disapproval.

Sellars argues that this gets the order of explication exactly wrong: apparently purely descriptive claims about property instantiation are, in fact, misleading ways of communicating norms of linguistic correctness.

As human beings shifted from smaller, hunter-gatherer societies to larger communities, there was a need for an effective, low-cost way to communicate social norms and keep bad behavior in check.

With the intention to build more awareness and improved attitudes towards various forms of scientific dishonesty our suggestions are: Increase the quality of teaching, use cases, focus on grey areas, and communicate the norms of good scientific practice repeatedly and in a variety of settings.

In this paper, we design a novel experiment to provide direct evidence on the role punishment plays in communicating norms.

These are another way other people penetrate and shape our unconscious minds — by communicating social norms.

Media are highly influential in creating and communicating societal norms about proper roles and behaviors for men and women.

We also communicated descriptive norms (Cialdini, 2003) that, in the incremental group, emphasized that students like you successfully used an incremental theory and did not use an entity theory after they had setbacks in life and in school (cf. Walton & Cohen, 2007).

And who belongs and who does not requires us to really look at schools as institutions, the norms that underlie school structure, tradition, curriculum, and how those norms communicate expectations to students for "who" you need to be to belong in school.

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