Transcript Table
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| Course | Level | Date | Clip# | Line | Interlocutor | Content |
|---|---|---|---|---|---|---|
| Talkbank | Undergraduate | 2000-02-07 | 1 | 38 | PRO | an affordence for example would be um a steering wheel <has certain |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 39 | UNK | afford- has certain affordences it provides places for |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 40 | UNK | you to grab. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 41 | PRO | so as soon as you see a steer if you know how to drive as soon as |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 42 | UNK | you find a steering wheel you start thinking oh I can drive you |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 43 | UNK | know. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 44 | BEA | A steering wheel may not have been the best example of affordances |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 45 | UNK | because many things are wheel, but you can't steer with them. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 46 | PRO | you can turn it you can turn these are things you know. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 47 | ZEB | Gave example of affordance, but no definition. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 48 | PRO | what are the affordences of this? |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 49 | PRO | you know it's sharp. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 50 | PRO | but they all were every single one of them were these funny sharp |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 51 | UNK | objects that just had different patterns. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 52 | PRO | so there were realy no affordences. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 53 | PRO | now it turns out that one of the things the frontal lobes also does |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 54 | UNK | (.) you are a hundred percent right but just push it a little |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 55 | UNK | further. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 56 | ANT | Good teaching strategy: ask question, listen to response, start |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 57 | UNK | discussion instead of just accepting the answer, and push it a |