A Method for the Analysis of Patterns, Illustrated with Data on Mother-Child Instructional Interaction

Psychologists have long debated philosophies of science and appropriate approaches to the analysis of behavior (Altman & Rogoff, in press; Mishler, 1981). Some approaches stress the importance of examining noninferential aspects of individual characteristics or behavior, with the hope that the meaning of the data will become clear as the field amasses sufficient data. Other approaches stress that one must attend to the meaning of human actions and to do so requires attending to how individuals function as part of larger contexts. From this perspective, human actions are intricately interwoven with the context of performance; psychological events derive from human actions in context.

[1]  H A Simon,et al.  The theory of learning by doing. , 1979, Psychological review.

[2]  Ann L. Brown,et al.  Advances in developmental psychology , 1981 .

[3]  Roger Bakeman,et al.  Computing lag sequential statistics: The ELAG program , 1983 .

[4]  Judith L. Green,et al.  What is an Instructional Context? An Exploratory Analysis of Conversational Shifts Across Time , 1979 .

[5]  J. Wertsch.  From Social Interaction to Higher Psychological Processes. A Clarification and Application of Vygotsky’s Theory , 1979 .

[6]  Characterizing verbal interaction among moderately mentally retarded peers: some methodological issues. , 1980, Applied research in mental retardation.

[7]  E. Mishler.  Meaning in Context: Is There Any Other Kind? , 1979 .

[8]  A. Lock.  Action, gesture, and symbol : the emergence of language , 1978 .

[9]  B. Rogoff,et al.  Adult guidance of cognitive development. , 1984 .

[10]  John W. Tukey,et al.  Exploratory Data Analysis. , 1979 .

[11]  Theodore Shapiro,et al.  Measuring Emotions in Infants and Children , 1982 .

[12]  G. R. Stephenson,et al.  Social interaction analysis : methodological issues , 1979 .

[13]  M. Lecompte,et al.  Ethnography and Qualitative Design in Educational Research , 1984 .

[14]  B. Rogoff.  Integrating context and cognitive development , 1982 .

[15]  Shari Ellis,et al.  Adjustment of adult–child instruction according to child's age and task. , 1984 .

[16]  K. Kreppner,et al.  Infant and family development: from triads to tetrads. , 1982, Human development.

[17]  Leonore Loeb Adler,et al.  Issues in cross-cultural research. , 1977, Annals of the New York Academy of Sciences.

[18]  J. Bruner,et al.  The role of tutoring in problem solving. , 1976, Journal of child psychology and psychiatry, and allied disciplines.

[19]  Lev Vygotsky.  Mind in society , 1978 .

[20]  Donald W. Bremme,et al.  Relationships Among Verbal and Nonverbal Classroom Behaviors. , 1977 .

[21]  G. Kimble.  Psychology's two cultures. , 1984 .

[22]  I. Altman,et al.  Handbook of environmental psychology , 1987 .

[23]  D. Hay.  Multiple functions of proximity seeking in infancy. , 1980, Child development.

[24]  David Thornton Moore,et al.  Discovering the Pedagogy of Experience , 1981 .

[25]  Catherine R. Cooper,et al.  Process and outcome in peer relationships , 1986 .

[26]  R. P. McDERMOTT,et al.  Criteria for an Ethnographically Adequate Description of Concerted Activities and their Contexts , 1978 .