BEHV5250.013 BEHV5250.013 Yusuke Hayashi Yusuke Hayashi Model Concept Analysis: Model Concept Analysis: Cup Cup
Mar 26, 2015
BEHV5250.013BEHV5250.013
Yusuke HayashiYusuke Hayashi
Model Concept Analysis:Model Concept Analysis:
CupCup
• Critical attributeCritical attribute
Critical and Variable AttributesCritical and Variable Attributes
1. With a handle (only 1. With a handle (only when material is when material is glass)glass)
2. If there’s a handle, 2. If there’s a handle, it’s on the sideit’s on the side
3. No tube for pouring 3. No tube for pouring on the sideon the side
4. Flat top (No pouring 4. Flat top (No pouring edge) edge)
5. No leg5. No leg
2. Color2. Color
a) Dark colora) Dark color
b) Light colorb) Light color
3. Size3. Size
a) Smalla) Small
b) Largeb) Large
4. Shape4. Shape
a) Cylindera) Cylinder
b) Bowlb) Bowl
c) Cuboidsc) Cuboids
5. Handle (when material is 5. Handle (when material is not glass)not glass)a) With a handlea) With a handle
b) Without a handleb) Without a handle
6. Cover6. Cover
a) With covera) With cover
b) Without coverb) Without cover
• Variable attributeVariable attribute 1. Material1. Material
a) Ceramica) Ceramic
b) Metalb) Metal
c) Glassc) Glass
d) Plasticd) Plastic
e) Papere) Paper
• Superordinate ConceptSuperordinate Concept
Superordinate and SubordinateSuperordinate and Subordinate
• ContainerContainer
• Subordinate Subordinate ConceptsConcepts • GlassGlass• BucketBucket• PotPot• PitcherPitcher• Etc.Etc.
Close-in nonexamples and examplesClose-in nonexamples and examples• Close-in nonexamplesClose-in nonexamples
Lack #1: Without a handle Lack #1: Without a handle (only when material (only when material
is glass)is glass)
Lack #2: If there’s a handle, Lack #2: If there’s a handle,
it’s NOT on the sideit’s NOT on the side
Lack #3: Tube on the sideLack #3: Tube on the side
Lack #4. NO flat topLack #4. NO flat top
(pouring edge)(pouring edge)
Lack #5: With a legLack #5: With a leg
glassglass
bucketbucket
potpot
pitcherpitcher
glass?glass?
cupcup
cupcup
cupcup
cupcup
cupcup
• ExamplesExamples
Ceramic-Dark colorCeramic-Dark color• Teaching examples (total 216 examples)Teaching examples (total 216 examples)
2a 3a 4a 5a 6a2a 3a 4a 5a 6b2a 3a 4a 5b 6a2a 3a 4a 5b 6b2a 3a 4b 5a 6a2a 3a 4b 5a 6b2a 3a 4b 5b 6a2a 3a 4b 5b 6b2a 3a 4c 5a 6a2a 3a 4c 5a 6b2a 3a 4c 5b 6a2a 3a 4c 5b 6b2a 3b 4a 5a 6a2a 3b 4a 5a 6b2a 3b 4a 5b 6a2a 3b 4a 5b 6b2a 3b 4b 5a 6a2a 3b 4b 5a 6b2a 3b 4b 5b 6a2a 3b 4b 5b 6b2a 3b 4c 5a 6a2a 3b 4c 5a 6b2a 3b 4c 5b 6a2a 3b 4c 5b 6b
• 1a: Ceramic (dark)1a: Ceramic (dark)
dark/small/bowl/handle/no-coverdark/small/bowl/handle/no-cover
dark/small/cylinder/handle/no-dark/small/cylinder/handle/no-
covercover
Ceramic-Light colorCeramic-Light color
• 1a: Ceramic 1a: Ceramic (light)(light) 2b 3a 4a 5a 6a2b 3a 4a 5a 6b2b 3a 4a 5b 6a2b 3a 4a 5b 6b2b 3a 4b 5a 6a2b 3a 4b 5a 6b2b 3a 4b 5b 6a2b 3a 4b 5b 6b2b 3a 4c 5a 6a2b 3a 4c 5a 6b2b 3a 4c 5b 6a2b 3a 4c 5b 6b2b 3b 4a 5a 6a2b 3b 4a 5a 6b2b 3b 4a 5b 6a2b 3b 4a 5b 6b2b 3b 4b 5a 6a2b 3b 4b 5a 6b2b 3b 4b 5b 6a2b 3b 4b 5b 6b2b 3b 4c 5a 6a2b 3b 4c 5a 6b2b 3b 4c 5b 6a2b 3b 4c 5b 6b
light/small/cylinder/handle/no-light/small/cylinder/handle/no-
covercover
light/small/bowl/handle/no-coverlight/small/bowl/handle/no-cover
light/small/bowl/no handle/no-coverlight/small/bowl/no handle/no-cover
Metal-Dark colorMetal-Dark color
2a 3a 4a 5a 6a2a 3a 4a 5a 6b2a 3a 4a 5b 6a2a 3a 4a 5b 6b2a 3a 4b 5a 6a2a 3a 4b 5a 6b2a 3a 4b 5b 6a2a 3a 4b 5b 6b2a 3a 4c 5a 6a2a 3a 4c 5a 6b2a 3a 4c 5b 6a2a 3a 4c 5b 6b2a 3b 4a 5a 6a2a 3b 4a 5a 6b2a 3b 4a 5b 6a2a 3b 4a 5b 6b2a 3b 4b 5a 6a2a 3b 4b 5a 6b2a 3b 4b 5b 6a2a 3b 4b 5b 6b2a 3b 4c 5a 6a2a 3b 4c 5a 6b2a 3b 4c 5b 6a2a 3b 4c 5b 6b
• 1b: Metal (dark)1b: Metal (dark)
dark/small/bowl/handle/no-coverdark/small/bowl/handle/no-cover
Metal-Light colorMetal-Light color
• 1b: Metal (light)1b: Metal (light) 2b 3a 4a 5a 6a2b 3a 4a 5a 6b2b 3a 4a 5b 6a2b 3a 4a 5b 6b2b 3a 4b 5a 6a2b 3a 4b 5a 6b2b 3a 4b 5b 6a2b 3a 4b 5b 6b2b 3a 4c 5a 6a2b 3a 4c 5a 6b2b 3a 4c 5b 6a2b 3a 4c 5b 6b2b 3b 4a 5a 6a2b 3b 4a 5a 6b2b 3b 4a 5b 6a2b 3b 4a 5b 6b2b 3b 4b 5a 6a2b 3b 4b 5a 6b2b 3b 4b 5b 6a2b 3b 4b 5b 6b2b 3b 4c 5a 6a2b 3b 4c 5a 6b2b 3b 4c 5b 6a2b 3b 4c 5b 6b
light/small/cylinder/handle/no-light/small/cylinder/handle/no-
covercover
light/small/bowl/handle/no-coverlight/small/bowl/handle/no-cover
light/small/bowl/no handle/no-coverlight/small/bowl/no handle/no-cover
GlassGlass
• 1c: Glass: all have a handle1c: Glass: all have a handle
2a 3a 4a 5a 6a2a 3a 4a 5a 6b2a 3a 4b 5a 6a2a 3a 4b 5a 6b2a 3a 4c 5a 6a2a 3a 4c 5a 6b2a 3b 4a 5a 6a2a 3b 4a 5a 6b2a 3b 4b 5a 6a2a 3b 4b 5a 6b2a 3b 4c 5a 6a2a 3b 4c 5a 6b2b 3a 4a 5a 6a2b 3a 4a 5a 6b2b 3a 4b 5a 6a2b 3a 4b 5a 6b2b 3a 4c 5a 6a2b 3a 4c 5a 6b2b 3b 4a 5a 6a2b 3b 4a 5a 6b2b 3b 4b 5a 6a2b 3b 4b 5a 6b2b 3b 4c 5a 6a2b 3b 4c 5a 6b
dark/small/bowl/handle/no-coverdark/small/bowl/handle/no-cover
light/small/cylinder/handle/no-coverlight/small/cylinder/handle/no-cover
light/small/bowl/handle/no-coverlight/small/bowl/handle/no-cover
Plastic-Dark colorPlastic-Dark color
2a 3a 4a 5a 6a2a 3a 4a 5a 6b2a 3a 4a 5b 6a2a 3a 4a 5b 6b2a 3a 4b 5a 6a2a 3a 4b 5a 6b2a 3a 4b 5b 6a2a 3a 4b 5b 6b2a 3a 4c 5a 6a2a 3a 4c 5a 6b2a 3a 4c 5b 6a2a 3a 4c 5b 6b2a 3b 4a 5a 6a2a 3b 4a 5a 6b2a 3b 4a 5b 6a2a 3b 4a 5b 6b2a 3b 4b 5a 6a2a 3b 4b 5a 6b2a 3b 4b 5b 6a2a 3b 4b 5b 6b2a 3b 4c 5a 6a2a 3b 4c 5a 6b2a 3b 4c 5b 6a2a 3b 4c 5b 6b
• 1d: Plastic (dark)1d: Plastic (dark)
dark/small/cylinder/handle/no-dark/small/cylinder/handle/no-
covercover
dark/small/bowl/no handle/no-coverdark/small/bowl/no handle/no-cover
Plastic-Light colorPlastic-Light color
• 1d: Plastic (light)1d: Plastic (light) 2b 3a 4a 5a 6a2b 3a 4a 5a 6b2b 3a 4a 5b 6a2b 3a 4a 5b 6b2b 3a 4b 5a 6a2b 3a 4b 5a 6b2b 3a 4b 5b 6a2b 3a 4b 5b 6b2b 3a 4c 5a 6a2b 3a 4c 5a 6b2b 3a 4c 5b 6a2b 3a 4c 5b 6b2b 3b 4a 5a 6a2b 3b 4a 5a 6b2b 3b 4a 5b 6a2b 3b 4a 5b 6b2b 3b 4b 5a 6a2b 3b 4b 5a 6b2b 3b 4b 5b 6a2b 3b 4b 5b 6b2b 3b 4c 5a 6a2b 3b 4c 5a 6b2b 3b 4c 5b 6a2b 3b 4c 5b 6b
light/small/bowl/no-handle/coverlight/small/bowl/no-handle/cover
light/small/bowl/no handle/no-coverlight/small/bowl/no handle/no-cover
Paper-Dark colorPaper-Dark color
2a 3a 4a 5a 6a2a 3a 4a 5a 6b2a 3a 4a 5b 6a2a 3a 4a 5b 6b2a 3a 4b 5a 6a2a 3a 4b 5a 6b2a 3a 4b 5b 6a2a 3a 4b 5b 6b2a 3a 4c 5a 6a2a 3a 4c 5a 6b2a 3a 4c 5b 6a2a 3a 4c 5b 6b2a 3b 4a 5a 6a2a 3b 4a 5a 6b2a 3b 4a 5b 6a2a 3b 4a 5b 6b2a 3b 4b 5a 6a2a 3b 4b 5a 6b2a 3b 4b 5b 6a2a 3b 4b 5b 6b2a 3b 4c 5a 6a2a 3b 4c 5a 6b2a 3b 4c 5b 6a2a 3b 4c 5b 6b
• 1e: Paper (dark)1e: Paper (dark)
dark/small/bowl/no-handle/coverdark/small/bowl/no-handle/cover
Paper-Light colorPaper-Light color
• 1e: Paper (light)1e: Paper (light) 2b 3a 4a 5a 6a2b 3a 4a 5a 6b2b 3a 4a 5b 6a2b 3a 4a 5b 6b2b 3a 4b 5a 6a2b 3a 4b 5a 6b2b 3a 4b 5b 6a2b 3a 4b 5b 6b2b 3a 4c 5a 6a2b 3a 4c 5a 6b2b 3a 4c 5b 6a2b 3a 4c 5b 6b2b 3b 4a 5a 6a2b 3b 4a 5a 6b2b 3b 4a 5b 6a2b 3b 4a 5b 6b2b 3b 4b 5a 6a2b 3b 4b 5a 6b2b 3b 4b 5b 6a2b 3b 4b 5b 6b2b 3b 4c 5a 6a2b 3b 4c 5a 6b2b 3b 4c 5b 6a2b 3b 4c 5b 6b
light/small/bowl/no-handle/coverlight/small/bowl/no-handle/cover
Minimal Rationale SetMinimal Rationale Set
prototypeprototype
max. diff. max. diff. negneg
min. diff. egmin. diff. eg
mim. diff. mim. diff. negneg
max. diff. max. diff. egeg
BEHV5250.013BEHV5250.013
Yusuke HayashiYusuke Hayashi
Overview of Overview of Clinical Evaluation ofClinical Evaluation of
Language Fundamentals-Language Fundamentals-Third EditionThird Edition
• What is the test designed to do?
OverviewOverview
• IdentificationIdentification, , diagnosisdiagnosis, and , and follow-up follow-up evaluationevaluation of the language delay or disorder of of the language delay or disorder of school-age children, adolescents, and young school-age children, adolescents, and young adultsadults
• What type of children could be assessed?
• AgeAge: 6 years, 0 month though 21 years, 11 month: 6 years, 0 month though 21 years, 11 month
• Diagnostic classificationDiagnostic classification: N/A: N/A
• Cultural biases or assumptionCultural biases or assumption: No biases for : No biases for gender/racegender/race• ““Items were rigorously evaluated to eliminate gender Items were rigorously evaluated to eliminate gender
and racial/ethnic biases” (Semel, Wiig, & Second., 1995, and racial/ethnic biases” (Semel, Wiig, & Second., 1995, p. 3)p. 3)
• Receptive Subtests
Area AssessedArea Assessed
• Sentence StructureSentence Structure• Concept and directionsConcept and directions• Word ClassesWord Classes• Semantic RelationshipsSemantic Relationships
• Expressive Subtests
• Word StructureWord Structure• Formulated SentencesFormulated Sentences• Recalling SentencesRecalling Sentences• Sentence AssemblySentence Assembly
• Supplementary Subtests
Area Assessed (Cont.)Area Assessed (Cont.)
• Listening to ParagraphsListening to Paragraphs• Word AssociationsWord Associations• Rapid, Automatic NamingRapid, Automatic Naming
• How is CELF-3 referenced?
ReferencingReferencing
• Normatively referencedNormatively referenced
• Norming Population• 2,400 children, adolescents, and young adults 2,400 children, adolescents, and young adults
(ages 6 years, 0 month to 21 years, 11 months) (ages 6 years, 0 month to 21 years, 11 months) who werewho were• not receiving language therapynot receiving language therapy• not diagnosed as having language disordernot diagnosed as having language disorder
• The sample population reflected the U.S. The sample population reflected the U.S. population in population in gendergender, , ageage, , parent education parent education levelslevels, , regionregion, and , and race/ethnicityrace/ethnicity
• Time
General Administration ProtocolsGeneral Administration Protocols
• 30 – 40 min to administer30 – 40 min to administer
• Materials needed to administer CELF-3• Stimulus manualStimulus manual
• Record forms Record forms
• Watch Watch
• Pencil Pencil
• Appropriateness of the use of CELF-3
Application with Children with Application with Children with AutismAutism
• Sample population Sample population does notdoes not include children with include children with autismautism
• Pinpointing students’ strengths and weaknesses• CELF-3 can be used to identify strengths and CELF-3 can be used to identify strengths and
weaknesses of a student’s language skillsweaknesses of a student’s language skills
• CELF-3 may not be appropriate for children with CELF-3 may not be appropriate for children with autism?autism?
• This information can be used to This information can be used to determine the determine the objectives of his or her intervention programobjectives of his or her intervention program
• Training and Experience
Tester Training RequirementsTester Training Requirements
• ““Examiners should have training and experience Examiners should have training and experience in the administration and interpretation of in the administration and interpretation of individually administered, standardized tests” individually administered, standardized tests”
(Semel et al., 1995, p. 4)(Semel et al., 1995, p. 4)
• Familiarity with students’ background• ““it is imperative that you evaluate a student's it is imperative that you evaluate a student's
language skills language skills in light of his or her dialectal in light of his or her dialectal background, community, cultural background, community, cultural orientation, and ethnicityorientation, and ethnicity” ”
(Semel et al., 1995, p. 233). (Semel et al., 1995, p. 233).
• Construct validity
ValidityValidity
• Evaluated by Evaluated by factor analysisfactor analysis and and discriminant discriminant datadata used to distinguish between groups of used to distinguish between groups of children with or without language deficiencies. children with or without language deficiencies.
• Social Validity (test measures skills people agree to be
useful)• Might be the closest to Might be the closest to content validitycontent validity that that
refers to the extent to which the test refers to the extent to which the test offers a offers a thorough and balanced sample of language thorough and balanced sample of language behaviorbehavior
• The results demonstrated construct validity is The results demonstrated construct validity is strongstrong
• Based on this, social validity is inferred to be Based on this, social validity is inferred to be strongstrong
• Three measures
ReliabilityReliability
• Internal consistencyInternal consistency (degree of homogeneity (degree of homogeneity among items)among items)
• Test-retest reliabilityTest-retest reliability
• Inter-rater reliability Inter-rater reliability
• The results demonstrated that the reliability of The results demonstrated that the reliability of CELF-3 is strong enough CELF-3 is strong enough
• Valid conclusions
Valid and Invalid ConclusionsValid and Invalid Conclusions
• Qualification for special service programQualification for special service program
• CELF-3 is designed “to evaluate language skills and to CELF-3 is designed “to evaluate language skills and to
differentiate normal from disordered language in the differentiate normal from disordered language in the
receptive and expressive domains” (Semal et al., 1995, receptive and expressive domains” (Semal et al., 1995,
p. 89 p. 89 • Students’ strengths and weaknesses in language Students’ strengths and weaknesses in language skillsskills• These information can be used to determine the These information can be used to determine the
objectives of his or her intervention program objectives of his or her intervention program
• Invalid conclusions• Potential causes of the language deficienciesPotential causes of the language deficiencies
• CELF-3 is not designed to measure “all the variables CELF-3 is not designed to measure “all the variables that may explain an individual’s language delay or that may explain an individual’s language delay or disorder” (Semal et al., 1995, p. 89). disorder” (Semal et al., 1995, p. 89).
• Critical attributeCritical attribute
Model Concept Analysis - Model Concept Analysis - Vehicle concept: CarVehicle concept: Car
1. Four wheels1. Four wheels
2. Engine2. Engine
3. Vehicle (carry people)3. Vehicle (carry people)
4. No carrier4. No carrier
• Variable attributeVariable attribute
1. Size1. Size
a) smalla) small
b) bigb) big
2. Shape2. Shape
a) sedana) sedan
b) hatch backb) hatch back
c) coupec) coupe
d) wagond) wagon
3. Color 3. Color
a) dark colora) dark color
b) bright colorb) bright color
4. Bumper4. Bumper
a) same as body colora) same as body color
b) metalb) metal
• SuperordinateSuperordinate
VehicleVehicle
• SubordinateSubordinate
truck/bus/bike/tractor truck/bus/bike/tractor /etc./etc.
• Close-in nonexamplesClose-in nonexamples
Model Concept Analysis - Model Concept Analysis - Vehicle concept: CarVehicle concept: Car
1. No four wheels1. No four wheels
e.g., Bikee.g., Bike
2. No Engine2. No Engine
e.g., Carrier with 4 wheelse.g., Carrier with 4 wheels
3. Not for carrying people3. Not for carrying people
e.g., Tractore.g., Tractor
4. With a carrier4. With a carrier
e.g., Truck e.g., Truck
• Teaching examplesTeaching examples (small) (small)
Model Concept Analysis - Model Concept Analysis - Vehicle concept: CarVehicle concept: Car
1a 2a 3a 4a1a 2a 3a 4b1a 2a 3b 4a1a 2a 3b 4b1a 2b 3a 4a1a 2b 3a 4b1a 2b 3b 4a1a 2b 3b 4b1a 2c 3a 4a1a 2c 3a 4b1a 2c 3b 4a1a 2c 3b 4b1a 2d 3a 4a1a 2d 3a 4b1a 2d 3b 4a1a 2d 3b 4b
• Teaching examplesTeaching examples (big) (big)
Model Concept Analysis - Model Concept Analysis - Vehicle concept: CarVehicle concept: Car
1b 2a 3a 4a1b 2a 3a 4b1b 2a 3b 4a1b 2a 3b 4b1b 2b 3a 4a1b 2b 3a 4b1b 2b 3b 4a1b 2b 3b 4b1b 2c 3a 4a1b 2c 3a 4b1b 2c 3b 4a1b 2c 3b 4b1b 2d 3a 4a1b 2d 3a 4b1b 2d 3b 4a1b 2d 3b 4b
• Critical attributeCritical attribute
Model Concept Analysis - Model Concept Analysis - Cloth concept: ShirtCloth concept: Shirt
1. Covers upper pat of body1. Covers upper pat of body
2. Thin cloth2. Thin cloth
3. With sleeves3. With sleeves
• Variable attributeVariable attribute
4. Color4. Color
a) dark colora) dark color
b) bright colorb) bright color
5. Length of sleeve5. Length of sleeve
a) shorta) short
b) longb) long
6. Pocket6. Pocket
a) with pocketa) with pocket
b) without pocketb) without pocket
1. Material 1. Material
a) cottona) cotton
b) silkb) silk
2. Collar2. Collar
a) with a collara) with a collar
b) without a collarb) without a collar
3. Button3. Button
a) with buttonsa) with buttons
b) without buttonsb) without buttons
• Close-in nonexamplesClose-in nonexamples
Model Concept Analysis - Model Concept Analysis - Cloth concept: ShirtCloth concept: Shirt
1. Covers more than upper pat of body 1. Covers more than upper pat of body
(e.g., dress)(e.g., dress)
2. Thick cloth 2. Thick cloth
(e.g., trainer)(e.g., trainer)
3. Without sleeves3. Without sleeves
(e.g., tank top)(e.g., tank top)
• SuperordinateSuperordinate
• SubordinateSubordinate
• ClothCloth
• DressDress• TrainerTrainer• SweaterSweater• Tank topTank top• CardiganCardigan• Etc.Etc.
• Teaching examplesTeaching examples (1) (1)
Model Concept Analysis - Model Concept Analysis - Cloth concept: ShirtCloth concept: Shirt
1a 2a 3a 4a 5a 6a1a 2a 3a 4a 5a 6b1a 2a 3a 4a 5b 6a1a 2a 3a 4a 5b 6b1a 2a 3a 4b 5a 6a1a 2a 3a 4b 5a 6b1a 2a 3a 4b 5b 6a1a 2a 3a 4b 5b 6b1a 2a 3b 4a 5a 6a1a 2a 3b 4a 5a 6b1a 2a 3b 4a 5b 6a1a 2a 3b 4a 5b 6b1a 2a 3b 4b 5a 6a1a 2a 3b 4b 5a 6b1a 2a 3b 4b 5b 6a1a 2a 3b 4b 5b 6b
• Teaching examplesTeaching examples (2) (2)
Model Concept Analysis - Model Concept Analysis - Cloth concept: Shirt Cloth concept: Shirt
1a 2b 3a 4a 5a 6a1a 2b 3a 4a 5a 6b1a 2b 3a 4a 5b 6a1a 2b 3a 4a 5b 6b1a 2b 3a 4b 5a 6a1a 2b 3a 4b 5a 6b1a 2b 3a 4b 5b 6a1a 2b 3a 4b 5b 6b1a 2b 3b 4a 5a 6a1a 2b 3b 4a 5a 6b1a 2b 3b 4a 5b 6a1a 2b 3b 4a 5b 6b1a 2b 3b 4b 5a 6a1a 2b 3b 4b 5a 6b1a 2b 3b 4b 5b 6a1a 2b 3b 4b 5b 6b
• Teaching examples (3)Teaching examples (3)
Model Concept Analysis - Model Concept Analysis - Cloth concept: Shirt Cloth concept: Shirt
1b 2a 3a 4a 5a 6a1b 2a 3a 4a 5a 6b1b 2a 3a 4a 5b 6a1b 2a 3a 4a 5b 6b1b 2a 3a 4b 5a 6a1b 2a 3a 4b 5a 6b1b 2a 3a 4b 5b 6a1b 2a 3a 4b 5b 6b1b 2a 3b 4a 5a 6a1b 2a 3b 4a 5a 6b1b 2a 3b 4a 5b 6a1b 2a 3b 4a 5b 6b1b 2a 3b 4b 5a 6a1b 2a 3b 4b 5a 6b1b 2a 3b 4b 5b 6a1b 2a 3b 4b 5b 6b
• Teaching examples (4)Teaching examples (4)
Model Concept Analysis - Model Concept Analysis - Cloth concept: Shirt Cloth concept: Shirt
1b 2b 3a 4a 5a 6a1b 2b 3a 4a 5a 6b1b 2b 3a 4a 5b 6a1b 2b 3a 4a 5b 6b1b 2b 3a 4b 5a 6a1b 2b 3a 4b 5a 6b1b 2b 3a 4b 5b 6a1b 2b 3a 4b 5b 6b1b 2b 3b 4a 5a 6a1b 2b 3b 4a 5a 6b1b 2b 3b 4a 5b 6a1b 2b 3b 4a 5b 6b1b 2b 3b 4b 5a 6a1b 2b 3b 4b 5a 6b1b 2b 3b 4b 5b 6a1b 2b 3b 4b 5b 6b
• Critical attributeCritical attribute
Model Concept Analysis - Model Concept Analysis - Human concept: FriendHuman concept: Friend
1. Someone who you like1. Someone who you like
to spend time withto spend time with
2. Outside of family member2. Outside of family member
3. Someone with whom you 3. Someone with whom you
don’t have any specialdon’t have any special
relationship in the organization relationship in the organization
which you belong towhich you belong to
• Variable attributeVariable attribute 1. Gender1. Gender
a) malea) male
b) femaleb) female
2. Race2. Race
a) Whitea) White
b) African-Americanb) African-American
c) Hispanicc) Hispanic
d) Asiand) Asian
3. Age3. Age
a) around the same agea) around the same age
b) not around the same ageb) not around the same age
4. Frequency to see4. Frequency to see
a) oftena) often
b) rarelyb) rarely
• Close-in nonexamplesClose-in nonexamples
Model Concept Analysis - Model Concept Analysis - Human concept: FriendHuman concept: Friend
1. Someone who you don’t like1. Someone who you don’t like
to spend time withto spend time with
e.g., strangere.g., stranger
2. Inside of family member2. Inside of family member
e.g., Mome.g., Mom
3. Someone with whom you 3. Someone with whom you
have a specialhave a special
relationship in the organization relationship in the organization
which you belong towhich you belong to
e.g., teachere.g., teacher
• SuperordinateSuperordinate
• SubordinateSubordinate
• HumanHuman
• MomMom• DadDad• TeacherTeacher• DoctorDoctor• Bus driverBus driver• Etc.Etc.
• Teaching examplesTeaching examples (1) (1)
Model Concept Analysis - Model Concept Analysis - Human concept: FriendHuman concept: Friend
1a 2a 3a 4a1a 2a 3a 4b1a 2a 3b 4a1a 2a 3b 4b1a 2b 3a 4a1a 2b 3a 4b1a 2b 3b 4a1a 2b 3b 4b1a 2c 3a 4a1a 2c 3a 4b1a 2c 3b 4a1a 2c 3b 4b1a 2d 3a 4a1a 2d 3a 4b1a 2d 3b 4a1a 2d 3b 4b
• Teaching examplesTeaching examples (2) (2)
Model Concept Analysis - Model Concept Analysis - Human concept: Friend Human concept: Friend
1b 2a 3a 4a1b 2a 3a 4b1b 2a 3b 4a1b 2a 3b 4b1b 2b 3a 4a1b 2b 3a 4b1b 2b 3b 4a1b 2b 3b 4b1b 2c 3a 4a1b 2c 3a 4b1b 2c 3b 4a1b 2c 3b 4b1b 2d 3a 4a1b 2d 3a 4b1b 2d 3b 4a1b 2d 3b 4b