Module: Practice in Dialectical Thinking
Session: Text Analysis
Chapter Headings:
- Looking At A Transcribed Interview Text
- The Case Study Coding Sheet
- Bit #1 From The Example Coding Sheet
- Any Text Can Be Analyzed For Dialectical Structure
- Assigning Thought Forms
- The Case Study Cohort Method
- Seeking Consensus In A Cohort
- Process Thought Form 2
- Assigning Weights To Thought Forms
- It Is A Choice How The Speaker Articulates A Situation
- Constraints Imposed By The Interviewer
- The Function Of The Cognitive Interviewer Is To Let The Client Shine
- Probing For Classes Of Thought Forms
- Staying Very Close To The Train Of Thought Of The Interviewee
- Empirical Inquiry Using An Empirical Method Called The CDF Method
- Separating Content From Structure
- A Case Study Combines Interviewing, Text Analysis, and Discussion
- Evaluating Bit# 16
Topics: Dialectical thinking is/as
- a method of text analysis and text evaluation; the Cognitive Behavior Graph, Fluidity Index, Phase of Dialectical Thinking
- an adult developmental assessment tool; cognitive interviewing, semi-structured interview protocol, the Three Houses, scoring an interview transcript, providing feedback
Practice dialectical thinking in analyzing different texts, such as, interview fragments, excerpts of policy documents, or theoretical texts. Create a Cognitive Behavior Graph (CBG), summarizing moves in thought in the text. As group members, provide feedback to interviewees or authors.
Practice in dialectical thinking about the structure of one’s own thinking and that of collaborators.
Simple: recognize the four classes of thought forms (4 TF classes CPRT) as they derive from the four moments of dialectic.
Identify others’ TFs: Analyze and classify pictures and texts using the four classes (4 TF classes CPRT).
Exercising complex tasks: Recognize individual thought forms in speech and text in terms of the compact table of thought forms (28 TFs).
Identify others’ TFs: Analyze a structured interview using the compact table of TFs (28 TFs).
Analyze a structured interview, working from its transcript, following these steps:
Select interview fragments, also called “bits,” unified by a clear, logical, and convincing base concept whose implications they unfold.
First determine the class or classes of TFs involved in the interview fragment, then select a cogent TF within the class.
If more than a single TF apply, determine the relative weight or degree of clarity of each, between 1 and 3 maximally. Then justify your selection and weighting decision.
For an entire interview, select 30 cogent text fragments, and use your evaluation outcome to formulate a “cognitive profile” of the interviewee in the form of a CBG, Cognitive Behavior Graph.
Write a report meant to give feedback to the interviewee regarding their present fluidity in using TFs, following the compact table of TFs.
References to Measuring Hidden Dimensions Volume 2, Figures and Tables (Laske, 2009; MHD V2)
- Table 11.5 Thought Form Selection Sheet for Donald’s Cognitive Interview (MHD V2; p. 338-348)
- Fig. 11.3 Donald’s Cognitive Behavior Graph (CBG) (MHD V2; p. 349)