Skip to main content Accessibility help
×
Hostname: page-component-76fb5796d-2lccl Total loading time: 0 Render date: 2024-04-26T00:46:56.630Z Has data issue: false hasContentIssue false

14 - Coding and Counting

Frequency Analysis for Group Interaction Research

from Part IV - Data Analysis and Data Presentation

Published online by Cambridge University Press:  19 July 2018

Elisabeth Brauner
Affiliation:
Brooklyn College, City University of New York
Margarete Boos
Affiliation:
University of Göttingen
Michaela Kolbe
Affiliation:
ETH Zürich
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Barron, B. (2003). When smart groups fail. The Journal of the Learning Sciences 12 (3), 307359. doi:10.1207/S15327809JLS1203_1CrossRefGoogle Scholar
Bishop, Y. M. M., Fienberg, S. E., & Holland, P. W. (1975). Discrete multivariate analysis. Cambridge, MA: MIT Press.Google Scholar
Bryman, A. (2008). Why do researchers integrate/combine/mesh/blend/mix/merge/fuse quantitative and qualitative research? In Bergman, M. (Ed.), Advances in mixed methods research. Thousand Oaks, CA: Sage.Google Scholar
Contractor, N., & Su, C. (2011). Understanding groups from a network perspective. In Hollingshead, A. & Poole, M. S. (Eds.), Research methods for studying groups and teams: A guide to approaches, tools, and technologies (pp. 284310). New York, NY: Routledge.Google Scholar
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.Google Scholar
Creswell, J. W., Plano Clark, V. L., & Garrett, A. L. (2008). Methodological issues in conducting mixed methods research designs. In Bergman, M. M. (Ed.), Advances in mixed methods research (pp. 6683). London: Sage.Google Scholar
Crone, L., & Teddlie, C. (1995). Further examination of teacher behavior in differentially effective schools: Selection and socialization processes. Journal of Classroom Interaction, 30(1), 19.Google Scholar
Erzberger, C., & Kelle, U. (2003). Making inferences in mixed methods: The rules of integration. In Tashakkori, A. & Teddlie, C. (Eds.), Handbook of mixed methods in social behavioral research (pp. 457490). Thousand Oaks, CA: Sage.Google Scholar
Fairhurst, G. T., Rogers, L. E., & Sarr, R. A. (1987). Manager-subordinate control patterns and judgements about the relationship. In McLaughlin, M. L. (Ed.), Communication yearbook 10 (pp. 395415). Newbury Park, CA: Sage.Google Scholar
Goodman, L. A. (1971). The analysis of multidimensional contingency tables: Stepwise procedures and direct estimation methods for building models for multiple classifications. Technometrics, 13, 3361.CrossRefGoogle Scholar
Haberman, S. J. (1972). Algorithm AS 51: Log-linear fit for contingency tables. Applied Statistics, 21, 218225.CrossRefGoogle Scholar
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis. Upper Saddle River, NJ: Prentice Hall.Google Scholar
Hendrix, C. C., Fournier, D. G., & Briggs, K. (2001). Impact of co-therapy teams on client outcomes and therapist training in marriage and family therapy. Contemporary Family Therapy, 23(1), 6382.CrossRefGoogle Scholar
Hutchins, E. (1995). How a cockpit remembers its speeds. Cognitive Science, 19, 265288.CrossRefGoogle Scholar
Hyndman, R. J., Einbeck, J., & Wand, M. (2009). The hdrcde package (highest density regions and conditional density estimation). R package version, 3.1.Google Scholar
Johnson, R., Onwuegbuzie, A., & Turner, L. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), pp. 112133.CrossRefGoogle Scholar
Kashy, D. A., & Hagiwara, N. (2012). Analyzing group data. In Hollingshead, A. & Poole, S., (Eds.), Research methods for studying groups: A guide to approaches, tools, and technologies (pp. 311328). New York, NY: Routledge.Google Scholar
Kirsh, D., & Maglio, P. (1994). On distinguishing epistemic from pragmatic action. Cognitive Science, 18(4), 513549.CrossRefGoogle Scholar
Kolbe, M., Burtscher, M. J., & Manser, T. (2013). Co-ACT – A framework for observing coordination behavior in acute care teams, BMJ Quality & Safety, 22596605.CrossRefGoogle ScholarPubMed
Kvan, T. (2000). Collaborative design: What is it? Automation in Construction 9, 409415.CrossRefGoogle Scholar
Lienert, G. A. (1971). Die Konfigurationsfrequenzanalyse. I. Ein neuer Weg zu Typen und Syndromen. Zeitschrift für Klinische Psychologie und Psychotherapie, 19, 99115.Google Scholar
Lomb, N. R. (1976). Least-squares frequency analysis of unequally spaced data. Astrophysics and Space Science, 39, 447462.CrossRefGoogle Scholar
Mateescu, M., Klinkhammer, D., Reiterer, H., & Zahn, C. (2015). Influence of Interactive Multi-User Tabletop Technology on Shared Mental Models and Performance: An Experimental Study. Talk at the 17. European Congress of Work and Organizational Psychology, Symposium “Dynamics of team cognition and team adaptation I – Focus on team cognition.”Google Scholar
Mateescu, M., Zahn, C., Klinkhammer, D., Rack, O., & Reiterer, H. (2016). Potenziale kollaborativer Medien: Eine empirische Untersuchung am Beispiel interaktiven Tischen. [Potential collaborative media: An empirical study using the example of interactive tables.] Forschungsbeitrag zum 50. Kongress der Deutschen Gesellschaft für Psychologie [Presentation at the 50th Congress of the German Society for Psychology], Leipzig Deutschland (18–22. 9. 2016).Google Scholar
Neuendorf, K. A. (2002). The content analysis guidebook. Thousand Oaks, CA: Sage.Google Scholar
Olson, B. (1994). Sex and the soaps: A comparative content analysis of health issues. Journalism Quarterly, 71, 840850.CrossRefGoogle Scholar
Olzak, L. A., & Wickens, T. D. (1983). The interpretation of detection data through direct multivariate frequency analysis. Psychological Bulletin, 93, 574585.CrossRefGoogle ScholarPubMed
Pearson, K. (1916). On a brief proof of the fundamental formula for testing the goodness of fit of frequency distributions and of the probable error of “p”. Philosophical Magazine, 31, 369378.Google Scholar
Peng, R., & Hengartner, H. (2002). Quantitative analysis of literary styles. The American Statistician, 56(3), 1538.CrossRefGoogle Scholar
R Core Team (2015). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. Retrieved February 15, 2018, from www.R-project.org/.Google Scholar
Rack, O., Ellwart, T., Hertel, G., & Konradt, U. (2011). Team-based rewards in computer-mediated groups. Journal of Managerial Psychology, 26 (5), 419438. doi:10.1108/02683941111139029CrossRefGoogle Scholar
Robbins, N. B. (2005). Creating more effective graphs, Hoboken: Wiley-Interscience.Google Scholar
Stahl, G., Koschmann, T., & Suthers, D. D. (2006). Computer-supported Collaborative Learning. In Sawyer, R. K., (Ed.), The Cambridge handbook of the learning sciences (pp. 409474). Cambridge, UK: Cambridge University Press.Google Scholar
Vokey, J. R. (2003). Multiway frequency analysis for experimental psychologists. Canadian Journal of Experimental Psychology = Revue Canadienne De Psychologie Experimentale, 57, 257264.CrossRefGoogle ScholarPubMed
Walter, S. G., & Rack, O. (2010). Eine anwendungsbezogene Einführung in die Hierarchisch Lineare Modellierung (HLM). In Albers, S., Klapper, D., Konradt, U., Walter, A., & Wolf, J. (Eds.). Methoden der empirischen Forschung, S. 293310. Wiesbaden: Gabler.Google Scholar
Wickens, T. D. (1993). Analysis of contingency tables with between-subjects variability. Psychological Bulletin, 113, 191204.CrossRefGoogle Scholar
Wickham, H. (2006). ggplot: An implementation of the grammar of graphics. R package version 2.0.0.Google Scholar
Witcher, A. E., Onwuegbuzie, A. J., & Minor, L. C. (2001). Characteristics of effective teachers: Perceptions of preservice teachers. Research in the Schools, 8(2), 4557.Google Scholar
Zahn, C. (2017). Digital design and learning. Cognitive-constructivist perspectives. In Schwan, S. & Cress, U. (Eds.), The psychology of digital learning: Constructing, exchanging, and acquiring knowledge with digital media (pp. 147170). Springer International Publishing AG.CrossRefGoogle Scholar
Zahn, C., Krauskopf, K., Hesse, F. W., & Pea, R. (2009). Participation in knowledge building “revisited”: Reflective discussion and information design with advanced digital video technology. In O’Malley, C., Suthers, D., Reimann, P., & Dimitracopoulou, A. (Eds.), Computer supported collaborative learning practices: CSCL2009 Conference Proceedings. (pp. 596600). New Brunswick, NJ: International Society of the Learning Sciences (ISLS).Google Scholar
Zahn, C., Pea, R., Hesse, F. W., & Rosen, J. (2010). Comparing simple and advanced video tools as supports for complex collaborative design processes. The Journal of the Learning Sciences, 19(3), 403440. doi:10.1080/10508401003708399CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×