5.10: Alternate Text Descriptions

Figure 5.2.2: Social Interactions

A four-photo collage shows people interacting in different social settings. One image shows a civilian speaking with uniformed military personnel near a vehicle. Another shows two people talking outdoors. A third shows people of different ages gathered at a community meal. The last shows a police officer with a group of children inside a school or community center near a sign reading “Welcome to NCCAES.” Together, the images represent everyday social interactions among individuals, groups, and community institutions.

Figure 5.2.4: Social Support and Caregiving

The collage contains three photographs illustrating forms of social support and caregiving. On the left, one person places a hand gently over another person’s hand, showing physical comfort and reassurance. In the center, a healthcare professional interacts with a child during a medical visit while another healthcare worker stands nearby. On the right, an adult embraces a young child in a close physical interaction. Together, the images demonstrate different ways people provide care, assistance, comfort, and support in personal, family, and healthcare settings.

Figure 5.2.5: Common Emoji Facial Expressions

The image displays six yellow emoji faces arranged in two rows of three. The top row shows a smiling face with open eyes, a broadly smiling face with closed eyes, and a winking face with one eye closed. The bottom row shows a face with a wide open mouth, a face with tears falling from the eyes and a downward-curving mouth, and a face with a downward-curving mouth. Together, the emojis illustrate a range of commonly recognized facial expressions used in digital communication.

Figure 5.2.6: Facial Expression Contrast in Context

The image contains two side-by-side 3 × 3 grids of cartoon faces. In the left grid, eight faces display smiling expressions and one face displays a frowning expression. In the right grid, eight faces display frowning expressions and one face displays a smiling expression. The arrangement highlights how the same expression may be perceived differently depending on whether it appears among mostly positive or mostly negative expressions.

Figure 5.3.1: Attributions for Success and Failure

The figure is a two-by-two matrix used to categorize explanations for success and failure. The horizontal axis, labeled Locus, distinguishes between Internal and External causes. The vertical axis, labeled Stability, distinguishes between Stable and Unstable causes. The four categories are

• Stable + Internal: Ability
• Stable + External: Task difficulty
• Unstable + Internal: Motivation
• Unstable + External: Luck.

The model shows that people may attribute outcomes to factors that are internal or external to themselves and to factors that are either relatively stable over time or subject to change.

Figure 5.4.1: Freshwater Pond Ecosystem

The image shows a freshwater pond ecosystem. Several fish of different sizes and colors swim at various depths throughout the water. Tall aquatic plants grow from the pond bottom on the left and right sides. A frog is positioned near the bottom center among the vegetation, and a snail rests on the pond floor in the lower-right corner. Small bubbles are dispersed throughout the water. The scene illustrates the diversity of organisms that occupy different parts of a pond ecosystem, including fish, amphibians, aquatic plants, and invertebrates.

Figure 5.5.1: Math Grades Over Time by Implicit Theory of Ability

The figure is a line graph showing math grades across four time points: Fall 7th grade, Spring 7th grade, Fall 8th grade, and Spring 8th grade. The vertical axis shows Math grades, ranging from 68 to 78.

Two groups are compared:

• Incremental theorists are represented by a blue dashed line. Their average math grades increase steadily over time, rising from about 73 in Fall 7th grade to about 76 by Spring 8th grade.
• Entity theorists are represented by a red solid line. Their average math grades remain relatively unchanged, decreasing slightly from about 71.1 in Fall 7th grade to about 70.9 in Spring 8th grade.

The graph demonstrates that students who view abilities as improvable (incremental theorists) show gradual improvement in math performance over time, whereas students who view abilities as fixed (entity theorists) show little change in performance across the same period.