ERIC Number: ED047309
Record Type: RIE
Publication Date: 1971-Feb
Reference Count: 0
Reconstruction: A Necessary Stage in the Analysis of Verbal Interaction.
Guyette, Thomas W.; And Others
This paper argues that traditional techniques of content analysis which have been applied to classroom verbal interaction studies fail to account for certain types of implicit information, and presents a technique, called "reconstruction," that provides for the inclusion of such information in a content analysis. It is argued that if identical messages (paraphrases) can contain varying amounts of overt information then the case for implicit information and thus reconstruction is supported. In other words, if individuals who interpret messages must supply information which is not overtly available, then this implicit information must be included to obtain frequency counts which accurately reflect the semantic preoccupations of the verbal interaction. The paper first discusses the existence of implicit information in a communicative event and a technique of reconstruction for discovering that information. The second part presents data to show that reconstruction makes a difference, and in particular that black and white classrooms differ in the degree to which they exhibit implicit information in their discourse. These differences are felt to be substantive. It is also felt that, without such reconstruction, content analyses of classroom discourse generate distorted views of the concerns of participants. See also AL 002 750 and AL 002 752-753. (Author/FWB)
Publication Type: N/A
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Missouri Univ., Columbia. Center for Research in Social Behavior.
Note: Paper presented at the Annual Meeting of the American Educational Research Association, New York, N.Y., February 1971