“ Qualitating the Quantitative:” MSDC As Cognitive and Qualitative Framework for Integrating  "Humans speak. But sociology is silent about that fact“ (Bernstein) … might better be  “Humans think … and speak … but rarely just tick boxes”  Even systematic/”quantitative” data (“the Task”) is: – generated in a cognitive context (respondents think about it) – often is (or can be) elicited in verbalising contexts Which are equally constitutive of the data –And should not be treated just as a separate resource (“quotable quotes”)  The “talk” part is highly referential, so context (and instantiation) is crucial to it, –and NEEDS TO BE KEPT TOGETHER WITH “TASK” data!

Systematic Elicitation  (written/spoken) textual material generated by “tasks” –vs free-flowing text (Bernard)  Methods of systematic data-collection (MSDC) provide framework to elicit subjects’ judgments (information and/or evaluations) of a domain, In this perspective … –Each subject’s judgment is a [systematic] datum (and primary) –Her reasonings, thoughts, comments are a gloss (a “narrative aside”) (and secondary).  Hence “qualitating the quantitative”

Methods of Systematic Elicitation  Methods commonly used in cognitive disciplines –Anthroology, psychology, sociology …  ELICITING DOMAIN ELEMENTS –Free Listing (What x’s are there? Give me examples of x’s) –Recursive concept analysis (Kiss ’72) –Free ( divisive) Taxonomy (what sorts of x’s are there, repeated);  FIXED ELEMENT SET: structure –Free Sorting (what x’s go together?) aka Pile sorts –Pair-comp; triads (for each pair, triad … sim/dom) –Ratings, Rankings (comparison) –Hierachies (agglomerative)

( Basic) Free-Sorting Method (1)  See Coxon 1999  Define set of p objects –(nb may be words, phrases as well as names of things) –Decide on whether free or fixed # categories/piles –Give (or display) to {R} to familiarise himself & lay out On cards, with ID# on back  Give instructions for task –Usually criterion is “general similarity”, “go together” –Sort into “as many or as few” piles as desired Singletons must be kept as separate pile & not put together –Free to make, break or re-make piles until satisfied

( Basic) Free-Sorting Method (2)  (if face-to-face) ENCOURAGE THE {R} TO VERBALIZE –And arrange for recording, if possible, and marking point of actions –Possibly record p-c-j strategy (M&M U3.14)  When {R} is satisfied with arrangement –Note what the arrangement is (line? Clustering? Positioning) –Ask for brief name for each non-singleton group/pile (nsg) –Note down contents of each group and short name –Ask {R} to describe, talk about, each nsg

Free-Sorting Method (3: Data Entry)  In this exercise, we also gather background information –In the simple form, this can be either entered directly at the console, or a paper copy can be used, and entered later. –In the face-to-face form, the first part is filled in with the {R}, and when the actual sorting is reached, it is done WITH the {R} with special attention paid to the verbalization And the rest of the form completed.  Then … –Enter the data –write up the verbalization, then –Write up your Report PDQ!

Transcription / Report  And transcribe the verbal data, with instantiation …  TRANSCRIPTION –Its detail and “apparatus” depend on the purpose –Conversation analysis has extensive paralinguistic signs for forms of grunt and expletives …. Through to –Interview Record, which makes no attempt at ipsissima verba Decide in advance how detailed and sanitized (see Coxon M&M, U4.1: Official vs Full Transcript of an Hierarches task) Basic reference is CAQDAS’ Cookbook And see website for additional refs. –A full Report of a Sorting is given in M&M/U2.3 Yours need not be so full -- but need to include Description, Group Content, Short Group names and verbatim Long Descriptions

Data Checking and Entry  FOR EACH{R} … –Enter the {R}’s ID as your initials and a sequential no. –Number sequentially the {R} ‘s groups (including each singleton separately) –Enter the data in “PDF” (preferred data format) Entry in drug-column is the group number to which it is allocated (see Coxon 1999, p19)  so, off you go!!