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.
Language ability/use is dynamic and structured within a person's extensive context elements.
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.
Considering our discussion of intensive and extensive context, a multitude of factors can come to bear on an individual's task performance.
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.
The data suggest that new words require extensive context-updating if they are presented within the context generated by preceding old words.
By adding elements of culture, schooling, and society to the educational assessment context, we are drawing on discussions such as Gilbert's (1992) "extensive context" (in Chalhoub-Deville 2009) and Bronfenbrenner's (1979) "macrosystem" from his ecology of human development.
Concepts taken from ability-in language user-in context, such as the entanglement of person and task and role of extensive context in shaping performance, lend themselves particularly well to dynamic GBAs.
