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In ELM, the central route is reflective and requires a willingness to process and think about the message. The peripheral route occurs when attitudes are formed without extensive thought, but more from mental shortcuts, credibility, and appearance cues. The route of persuasion processing depends on the level of involvement in the topic or issue.
For example, the central route may permit source variables to influence preference for certain language usage in the message (e.g. "beautiful") or validate a related product (e.g. cosmetics), while the peripheral route may only lead individuals to associate the "goodness" of source variables with the message.
Central to this process is the concept of the "latitude of acceptance." Individuals are inclined to modify their attitudes when they perceive a novel position falling within this latitude. Conversely, if a message is deemed to be within the "latitude of rejection," the audience may still undergo an attitude adjustment, but in the opposite ...
Formative assessment provides feedback for remedial work and coaching, while summative assessment checks whether the competence has been achieved at the end of training. Assessment of combinations of skills and their foundational knowledge may provide greater efficiency, and in some cases competence in one skill my imply competence in other ...
Dr. Mark Sundberg, later went on to author his Verbal Behavioral assessment called the VB-MAPP in 2008. [2] Another assessment tool for learning is the International Development and Early Learning Assessment. This tool is used to measure and compare a child's, usually between the ages of three and six years, behavioral development and learning ...
In their theory, there are two different routes to persuasion in making decisions. The first route is known as the central route and this takes place when a person is thinking carefully about a situation, elaborating on the information they are given, and creating an argument. This route occurs when an individual's motivation and ability are high.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. [1] Situated learning "takes as its focus the relationship between learning and the social situation in which it ...
The purpose of standards-based assessment [5] is to connect evidence of learning to learning outcomes (the standards). When standards are explicit and clear, the learner becomes aware of their achievement with reference to the standards, and the teacher may use assessment data to give meaningful feedback to students about this progress.