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Communication Research: Asking Questions, Finding Answers, 5e (Keyton)
Chapter 12 Quantitative Analysis of Text
1) Content analysis and interaction analysis are similar in that:
A) each is considered a quantitative method.
B) each codes ongoing interaction.
C) each is an experimental research design.
D) each is a method for analyzing content of interaction.
E) each relies on participants' perceptions of communication events.
2) In content analysis, manifest content is the:
A) description of the characteristics of the content itself.
B) interpretations about the content that imply something about the nature of the participants or
effects on participants.
C) method the researcher uses to collect the content.
D) procedure the researcher uses to analyze the content.
E) interpretation of the content made by the participants themselves.
3) As a quantitative method, content analysis is used:
A) to produce scores for participants who produced the content.
B) to produce frequency counts for each coded element so they can be compared.
C) to compute means and standard deviations for each coded element.
D) to count the time or space between thought units.
E) as a measure of participants' knowledge.
4) Content analysis can be performed on texts or messages that are:
A) captured in writing.
B) captured as an audio recording.
C) captured as a video recording.
D) spoken; the researcher codes the content in real-time.
E) all but D.
5) In content coding, it is common to see coding schemes with one category identified as "other."
This reflects:
A) a wise move by the researcher as some elements will not fit in any of the categories.
B) a failure of the coding scheme, indicating that the coding scheme is not as developed as it
should be.
C) the code that researchers use when they want to further examine some elements.
D) the code that researchers use as the standard against which other categories are tested.
E) none of the above.
6) In content coding, unit of analysis refers to:
A) the discrete thing that is coded and counted.
B) the standard or uniform unit that allows comparisons among categories.
C) the length of the unit.
D) the value of the unit.
E) A and B.
7) Interaction analysis codes:
A) communication into categories.
B) the content of ongoing communication between two or more individuals.
C) the verbal or nonverbal features or functions of conversation.
D) communication according to a standardized coding scheme.
E) all of the above.
8) Having specified and systematic rules and procedures for selecting and coding content in
content analysis helps to decrease coders' subjective analysis.
9) Content analysis is one type of data reduction technique. Regardless of the size of text or the
number of messages, meaning can be classified into fewer categories.
10) In content analysis, the frequency with which elements occurs is always a direct reflection of
this element's value.
11) Content analysis is especially fruitful when researchers content analyze texts or messages
without first specifying hypotheses or research questions.
12) As a general rule, if more than 5% of coded elements in content analysis falls into the "other"
category, the category system needs to be revised, or coding procedures need to be reexamined.
13) Categories used in content analysis can be derived from theory or previous research, or can
emerge from the data.
14) For content analysis, even when the unit of analysis is obvious, explicit rules should be set to
guide researchers in their identification of the unit.
15) Intercoder reliability is calculated for either unitizing reliability or for categorizing reliability
as calculating reliability for both decisions in content analysis is unnecessary.
16) Calculating and identifying an acceptable level of intercoder reliability is fairly
straightforward.
17) Interaction analysis is best used to code the messages of an individual giving a speech.
18) Training coders for an interaction analysis research project will eliminate all differences in
their application of the coding scheme.
19) Describe the basic steps a researcher would take in conducting a content analysis.
20) Explain the concept of generality as it relates to content analysis.
21) Explain why it may be necessary to code all elements of a text instead of using random
sampling to select the units to be coded.
22) Describe two basic elements that should be part of coder training before content analysis of
texts or messages take place.
23) Explain why the interpretation of content coded data is subjective and not standardized across
research studies.
24) Describe the strengths and limitations of content analysis as a research method.
25) Describe the "complete thought" unit of analysis as it is used in interaction analysis.
26) Describe the differences and similarities between content analysis and interaction analysis.
