Chapter 13 Quantitative Analysis of Text Study of texts or messages is central to the communication discipline Two data collection and analytical methods Content analysis -- quantitative Interaction analysis -- quantitative

Content Analysis Both data collection and analytical technique Allows researchers to make inferences by identifying specific characteristics of messages Manifest content Latent content

Content Analysis Objective Systematic Generality Carried out according to rules and procedures Systematic Identifying content to be coded Coding and interpreting content Generality Findings should have theoretical relevance

Basic Principles of Content Analysis A number of messages can be classified into a set of categories Elements classified together have similar meanings Categories produce frequency counts to allow for comparisons Researcher addresses the relevance of frequencies to the theoretical propositions supporting the study

What Content Can Be Analyzed? Any message or aspect of a message that can be captured Sources, senders, or recipients of messages Reasons for sending messages Channels messages are sent through Content of messages Message effects Nonverbals, visual cues, sounds

Content Analysis Process Develop hypothesis or research question that calls for content analysis Select messages to be analyzed Select categories and units for coding Develop procedures for resolving coding decision differences Select a sample if all messages cannot be coded Code messages into categories Interpret the results of the coding

Selecting What to Code Are the messages available or must they be created? Narrow the data set for the elements of interest May still need to sample elements Messages may have structural characteristics that need to be considering in sampling

Developing Content Categories Based on theoretical premise or can emerge from the data What was said How message was said Categories must be Exhaustive Equivalent Mutually exclusive Be careful of using “other” as a catchall category

Unit of Analysis Discrete element that is coded and counted Rules for identifying the unit should be explicit Typical units of analysis in communication Words or phrases Complete thoughts or sentences Themes Paragraphs Characters or speakers Communicative acts, behaviors, or processes Television programs or scenes

Training Coders All coders must be trained Increases coding agreement Commit coding system and rules to paper Practice on similar texts or messages Once sufficient degree of reliability is established, coders then work independently

Coding Reliability and Validity Intercoder or interrater reliability Unitizing reliability Coding reliability Validity – appropriateness and adequacy of coding scheme for this set of messages

Interpreting Coding Results Analysis must be relevant to hypothesis or research question Frequencies Differences Trends Patterns Standards

Strengths and Limitations of Content Analysis Research Data close to the communicator Unobtrusive Applicable to a variety of text or message structures Limitations If message cannot be captured, it cannot be coded Coding scheme may not reveal nuances of messages Selection process may not be representative

Interaction Analysis Researcher codes content of ongoing communication between two or more individuals Identifies verbal or nonverbal features or functions of the stream of conversational elements Allows complex analyses Intent and function of messages Effect of messages Examines messages relative to one another over time

Preparing and Coding Interaction Interaction is audio or videotaped and then transcribed Coders trained Interaction must be unitized Unitizing reliability calculated Interaction coded according to coding scheme Coding reliability calculated All coding differences resolved

Analyzing and Interpreting the Coded Data Return to the research question or hypothesis Compare to theoretical position Frequency analysis is common Look for patterns that simple frequency analyses cannot illuminate

Example of Interaction Analysis Coding Unit Speaker Complete Thought Coding 335 Tom I say it’s better to go to Harvard. Proposition 336a Terry You guys really think if he goes to school and he flunks out he can’t go for a degree anywhere? 336b He can. Assertion 336c He can still go to the other place and still get his degree there. Elaboration

Strengths and Limitations of Interaction Analysis Elements before and after a coded element are considered Places emphasis on relative position Several coding schemes have been developed and validated over time Limitations Limited by validity and representativeness of coding scheme Ongoing streams of conversation are not neat and tidy – can be difficult to code Time consuming