1. Ch. 3 - Thinking About Theory and Research
Part One: Setting the Stage

2. Defining theory: what’s in a name? – p.47
Theory – process of using systematic observation to develop ideas that can allow us to understand and explain how and why events occur

3. Features of theory
Levels of generality
Components
Goals

4. Levels of generality – how widely can the theory be applied
Grand theories
Mid-range theories
Narrow theories

5. Grand theories
To explain all of communication behavior in universally true manner
Do all people use their fingers to count to 10?

6. Mid-range theories
To explain behavior of specific group or people within specified time or context
How did women in Neanderthal tribes display jealousy to their mates?

7. Narrow theories
Concerns only certain people in certain situations
How many men wash their hands before leaving a public restroom?

8. Components – key parts
Concepts
Relationships

9. Concepts
Words or terms that label most important elements in theory
Usually ends up in name
Definitions usually unique to theory and different from everyday conversation
Cultivation Theory not about hoeing your garden

10. Two kinds of concepts
Nominal
Abstract - freedom or love
Real
Concrete - text messages or spatial distances

11. Ways in which concepts and theory combine
Relationships
Ways in which concepts and theory combine
Models of communication build on each other; linear, interactional, and transactional

12. Goals – clarifying purpose of theory
To explain
To understand
To predict
To effect social change

13. Approaches to knowing: how do you see and talk about the world? – p.49
General approaches
Empirical
Interpretive
Critical

14. Empirical – objective truths can be uncovered
Constructing general laws governing human interactions
“I want prove some things as universal and absolute.”
Ex. - Gravity, mortality

15. Interpretive – subjective truth subjective co- created by participants
Researcher makes assumptions and inferences based on his/her own experiences and observations
“I want to prove that what I think is, is.”
Ex. – Do bald men tend to grow facial hair more?

16. Critical – knowledge is power
Those in power shape knowledge to perpetuate status quo
Powerful people work to keep themselves in power by silencing minority voices that question their version of truth
“You want to prove that the media is controlling us.”
Ex. - “third-party” candidates seldom getting much media coverage during a Presidential election year

17. Activities Workbook:
How do you see it?

18. Approaches to knowing: what questions do you ask about the world. – p
Ontology
Epistemology
Axiology

19. Approaches to knowing: what questions do you ask about the world. – p
Ontology – what is the nature of reality?
Ex. - Is there intelligent life on other planets?

20. Approaches to knowing: what questions do you ask about the world. – p
Epistemology – how do we go about knowing it?
Ex - How do we find out?

21. Approaches to knowing: what questions do you ask about the world. – p
Axiology – what’s the value in knowing it?
Ex. - So, what if there is?

22. Approaches to knowing: how do you go about theory building? – p.53
Guidelines
Covering law approach – one extreme
Rules approach – other extreme
Systems approach – middle ground

23. Covering law approach – seeks to explain event in real world by referring to general law
Communication behavior governed by predictable and generalizable forces
“It’s always been this way”
Ex.- No person has ever lived beyond 123 years … so far

24. Rules approach – communication behavior rule-based, not law-like
People free to change their minds, their behaviors and rules
“Times change. We need to adapt.”
Ex. - Constitutional amendments

25. Systems approach – free will may be constricted by system in which they operate
Invariant and general laws impossible
“Some things we can change, but some things we can’t.”
Ex. - Just because I don’t want to die doesn’t mean I won’t

26. The Research Process – p.62
Step 1: Methods
Deductive
Inductive

27. Deductive
Moving from general to specific
observe and collect data on existing theory to prove or disprove it

28. Deductive
All humans are mortal A = B
major premise (theory)
Socrates was human C = A
minor premise (research)
Therefore, Socrates was mortal. B = C
conclusion

29. Inductive
Moving from specific to general
observe and collect data to create theory

30. Inductive
Neither Socrates nor any other human has lived beyond 123 years.
specific instances (research)
Humans are mortal.
conclusion (theory)

31. Step 2: Operationalizing concepts – how to measure what’s important
Making observations
Collecting data

32. Making observations
For what are you looking?

33. Collecting data
How are you gathering it?

34. Activities workbook:
How Annoying

35. Step 3: Conducting research
Reliability
Validity

36. Reliability
Are you getting the same results over and over again?

37. Validity
Does your method capture what it’s supposed to?

38. Step 4: Evaluating theory – standards for judging their worth
Scope
Logical consistency
Parsimony
Utility
Testability
Heurism
Test of time

39. Scope – breadth of communication behaviors covered by theory
What is its level of generality?
Grand
Mid-range
Narrow
Does it explain enough to be meaningful?
Does it identify its limits/boundaries?

40. Logical consistency – clarity of theory
Does it make sense?
Does it stay within its parameters?

41. Parsimony – simplicity of explanation of theory
Is it easy to understand?
Does it not get too complex?

42. Utility – usefulness and practicality of theory
Does it tell us something new about communication and human behavior?
previously unknown, unclear, or unseen?

43. Testability – ability to investigate accuracy of theory
Are its central concepts clearly defined?
Are they specific?

44. Heurism – amount of research and new thinking stimulated by theory
Can we do more with it?
Has it had real effect on the field?

45. Test of time – usefulness after time has passed
Is it still relevant or is it outmoded?
Is it still generating research?