Research in psychology — страница 8

  • Просмотров 1910
  • Скачиваний 37
  • Размер файла 33

and excludes positivist approaches. They claimed that their problem-focused methodological pluralism represents a fully integrative model because it includes both positivist and what they call post-positivist approaches. In my opinion, it is the other way around. I believe that in order to integrate the two types of research we need to incorporate all useful examples of both types of work in a new overarching framework that differs from the notions that typically have served to guide each kind of inquiry in the past. As I see it, Dawson et al.’s position is a transitional attempt at integration because it does not go beyond calling for blending the two approaches and their guiding viewpoints. Remarks Yanchar offered in his position paper about mixed-model approaches very

effectively present the problems with this strategy for integration (also see Yanchar & Williams, in press). By contrast, I believe that my approach offers the requisite appropriately inclusive overarching framework, which itself is derived from a hermeneutic perspective based on practices. In particular, in this rejoinder, I have tried to show that my approach does not exclude what others would call ‘‘strong’’ quantitative procedures. In addition, my approach does not subordinate this type of quantitative research to ‘‘soft’’ quantitative research, nor does it lead to subordinating quantitative research to qualitative. I believe that all of these research endeavors represent ways of understanding concretely meaningful phenomena while they differ in the degree

to which they focus on concretely specifying those phenomena versus characterizing them in meaning-laden terms. All, however, are interpretive. I will conclude with some comments on a related issue: what can we say about when to use quantitative and/or qualitative approaches? All three commentaries include the idea that choice of methods should depend on the research problem at hand. I agree with this viewpoint. In fact, I believe it is another example of the limits of inquiry, a notion that is central to my perspective. General considerations can only provide what might be called an ‘‘outer envelope’’ for thinking about how to proceed in any given research situation. This outer envelope tells us that we need to find some interpretive method for investigating the

phenomenon of interest, that the phenomenon is concretely meaningful in nature, and that the challenge is to find a method or set of methods that is appropriate for this particular problem given where the possible methods fall along a continuum that ranges from the concrete to the meaning laden—although all points along this continuum have concrete and meaningful aspects. Beyond this, however, we must decide just how to explore the particular research problem at hand as investigators who ultimately pursue our investigations—as Dawson et al. said—in medias res. References Dawson, T.L. (2006). The Lectical TM Assessment System. Retrieved September 26, 2006, from hhttp:// www.lectica.infoi. Dawson, T.L., Fischer, K. W., & Stein, Z. (2006). Reconsidering qualitative and

quantitative research approaches: A cognitive developmental perspective. New Ideas in Psychology, 24, 229–239. Fischer, K.W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87, 477–531. Fischer, K.W., & Bidell, T.R. (1998). Dynamic development of psychological structures in action and thought. In W. Damon (Series Ed.) & R. M. Lerner (vol. Ed.), Handbook of child psychology (vol. 1): Theoretical models of human development (5th ed., pp. 467–561). New York: Wiley. Merleau-Ponty, M. (1962). Phenomenology of perception (C. Smith, Trans.). London: Routledge and Kegan Paul. Stam, H.J. (2006). Pythagoreanism, meaning and the appeal to number. New Ideas in Psychology, 24, 240–251. Stiles, W.B. (2006).

Numbers can be enriching. New Ideas in Psychology, 24, 252–262. Strand, P.S. (2002). Coordination of maternal directives with preschoolers’ behavior: Influence of maternal coordination training on dyadic activity and child compliance. Journal of Clinical Child Psychology, 31, 6–15. Sugarman, J., & Martin, J. (2005). Toward an alternative psychology. In B. D. Slife, J.S. Reber, & F.C. Richardson (Eds.), Critical thinking about psychology: Hidden assumptions and plausible alternatives (pp. 251–266). Washington, DC: APA Books. Westerman, M.A. (1990). Coordination of maternal directives with preschoolers’ behavior in compliance problem and healthy dyads. Developmental Psychology, 26, 621–630. Westerman, M.A. (2004). Theory and research on practices, theory and