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200 interpretation %20_review0
 

200 interpretation %20_review0

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    200 interpretation %20_review0 200 interpretation %20_review0 Presentation Transcript

    • Interpretation Review (Boehm, p. 110)
      • 1. When we make inferences or draw conclusions about a child’s behavior, we are making:
      • a) operational definitions
      • b) errors based on bias
      • c) interpretations
      • d) all the above
    • Interpretation Review (Boehm, p. 110)
      • 2. Interpretation is:
      • a) objective
      • b) subjective
      • c) both a & b
      • d) neither a or b
    • Interpretation Review (Boehm, p. 110)
      • 3. Interpretations grow out of:
      • a) theories
      • b) past experiences
      • c) present observations
      • d) all the above
    • Interpretation Review (Boehm, p. 110)
      • 4. Which of the following are types of interpretations:
      • a) relating observations to external considerations (historical events, theories)
      • b) relating observations to developmental data
      • c) forming patterns among observations
      • d) all the above
    • Interpretation Review (Boehm, p. 110)
      • 5. Scientific research equals observation plus meaning . Meaning refers to:
      • a) explanations
      • b) interpretations
      • c) causation
      • d) all the above
    • Interpretation Review (Boehm, p. 110)
      • 6. When one interprets, one is really imposing a “bias” on some fact. This
      • “bias” can be made up of one’s
      • a) personal background
      • b) theoretical beliefs
      • c) own unique “filters”
      • d) all the above
    • Interpretation Review (Boehm, p. 110)
      • 7. Through interpretation, we can learn about:
      • a) a child’s fantasy life
      • b) a child’s emotional state
      • c) a child’s social interactional skills
      • d) all the above
    • Interpretation Review (Boehm, p. 110)
      • 8. To interpret often involves moving from something that is directly observable to something that is not directly observable or observed.
      • For example, you repeatedly hear four-year-old Maria asking Mrs. Flores for approval – something observable . You conclude that Maria is a(n)..………………………………………. child, something not observed, but inferred.