Qualitative vs Quantitative We Interview to Discover...9 Order •Introducing Alexandra (slide 1)...

KIA ORA

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Overview • Dr Alexandra Hart (slide 1)#•Overview (slide 2 - this slide)#• Qualitative vs Quantitative Research#• We Interview to Discover #•The Structure of Experience#•Recap: We Interview to Discover#•More on: The Structure of Experience#•Setting the Scene#• Questions, Phrases and Techniques#• Exercises 1 and 2: Interview analysis and Triad work

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Qualitative vs Quantitative •Does your research involve the animate or inanimate?#•Animate objects of research are consciously aware.#•Does your research concern behaviour or experience?#•Behaviour can be externally observed and measured.#•Experience implies a subject who is consciously aware and has a perspective on their world. This is their subjectivity.#•The word subjectivity is not the same as the word subjective.#•The word subjectivity is not related to the following dichotomy: subjective (irrational, disorderly) vs objective (rational, orderly).

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We Interview to Discover:!

• the atomic structure of an experience,#• the phenomenal and textural invariants of experience,#• the domains (or ecologies) of experience and their corresponding domains (or ecologies) of meaning,#• the underlying structure of a domain of experience,#• the dynamics of the ‘cognitive ecology’ and#• the relationships between domains of experience and/or cognitive ecologies.#• We aim NOT to change or pollute the cognitive ecology.#• We do NOT use interventions or create transformation!

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The Structure of Experience!

•All experiences involve: a subject, an object and a relationship between the subject and object.#•I love you. (self, love, other, energy: phenomenal invariants).#• Subjects, objects and relationships are interchangeable#•Relationships provide the underlying structure of experience#•Experience is complex and highly connected#•The structure of experience has many layers#•The structure of experience is very stable and ordered#•All of the ‘elements’ of experience contribute to meaning

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Relationships • S1: How was it?#•S2: T1 didn’t go well. I didn’t deal with the transponder well.#•S2: T2 was great. I managed that in less than 30 secs.#!

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•We’ll start with 10 on 1min, then a 1-5 pyramid with the efforts on the way up at TTP and 1km under TTP on the way down. RPM between 100-110. Then we will do some 1min efforts on 2mins at 120 RPM. 10sec away, 2sec, Up.

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Order •Introducing Alexandra (slide 1)#•Overview (slide 2 - this slide)#• Qualitative vs Quantitative researc

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The Structure of Experience!

•We think about experience in terms of ‘domains’.#•Every ‘domain of experience’ has a corresponding ‘domain of meaning’.#• Domains of experience and their underlying domains of meaning are shared through symbolic systems. Examples of symbolic systems include: languages (textural invariants), music, mathematics, body language and architecture.#•Another term for a domain of experience is a ‘cognitive ecology’#•As researchers we need to be very respectful of the balance in a cognitive ecology. We strive to avoid polluting it.#

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•From: Evan Thompson, 2016, Zen Brain: Complexity and Connectivity: Connectivity, Complexity, and 4-E Cognition (Part 2a), https://www.upaya.org/2016/03/zen-brain-thompson-complexity-connectivity-4e-cognition-part-2a-n/

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•From: Evan Thompson, 2016, Zen Brain: Complexity and Connectivity: Connectivity, Complexity, and 4-E Cognition (Part 2a), https://www.upaya.org/2016/03/zen-brain-thompson-complexity-connectivity-4e-cognition-part-2a-n/

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We Interview to Discover:!

• the atomic structure of an experience,#• the phenomenal and textural invariants of experience,#•the domains (or ecologies) of experience and their corresponding domains (or ecologies) of meaning,#• the underlying structure of a domain of experience,#• the dynamics of the ‘cognitive ecology’ and#• the relationships between domains of experience and/or cognitive ecologies.#• We aim NOT to change or pollute the cognitive ecology.#• We do NOT use interventions or create transformation!

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•From: Evan Thompson, 2016, Zen Brain: Complexity and Connectivity: Connectivity, Complexity, and 4-E Cognition (Part 2a), https://www.upaya.org/2016/03/zen-brain-thompson-complexity-connectivity-4e-cognition-part-2a-n/

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•From: Evan Thompson, 2016, Zen Brain: Complexity and Connectivity: Connectivity, Complexity, and 4-E Cognition (Part 2a), https://www.upaya.org/2016/03/zen-brain-thompson-complexity-connectivity-4e-cognition-part-2a-n/

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•From: Evan Thompson, 2016, Zen Brain: Complexity and Connectivity: Connectivity, Complexity, and 4-E Cognition (Part 2a), https://www.upaya.org/2016/03/zen-brain-thompson-complexity-connectivity-4e-cognition-part-2a-n/

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•From: Evan Thompson, 2016, Zen Brain: Complexity and Connectivity: Connectivity, Complexity, and 4-E Cognition (Part 2a), https://www.upaya.org/2016/03/zen-brain-thompson-complexity-connectivity-4e-cognition-part-2a-n/

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•From: Evan Thompson, 2016, Zen Brain: Complexity and Connectivity: Connectivity, Complexity, and 4-E Cognition (Part 2a), https://www.upaya.org/2016/03/zen-brain-thompson-complexity-connectivity-4e-cognition-part-2a-n/

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How We Determine the Domain’s limits:

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• acknowledge the underlying structure#• determine which relationships or connections convey the most meaning within that structure#• delineate the edges of the domain by breaking the least number of relationships possible #• preserve all or as many of the significant relationship as possible and as much of the dynamics of the domain#• preserve as much meaning as possible#• typically this is where the relationships are less dense

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Set the Scene!

• Be relaxed and natural#• Use their name#• Promote trust#• Take notes#• Conduct the research in an environment that is familiar to the research participants. A lab is an unfamiliar cognitive ecology.#• Take your time, don’t rush#• Be connectable and friendly (tikanga or custom, wairuatanga, spirituality, whanaungatanga, friendship, kotahitanga, together)#• Use open body language

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Question Types:!

• What … ? #• How … ?#• Where … ?#• When … ?#• Who … ?#• Use Why … ? very carefully!

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Techniques:!

• ALWAYS use their words and show empathy#•LISTEN and stay CONNECTED#• Paraphrase and summarise#• Deepen and clarify, drill down#• Attend to and mirror their body language appropriately#• Affirm (aha, mhm, yes)#• Use contradiction very carefully and to achieve clarity. #• Use self disclosure very carefully!

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Useful Phrases:!

• Tell me more about … #• What was the … like?#• Any other … ? #• Anything else about … ?#• Can you describe …?#• Coming back to … can you …#• I’m wondering what … was like?#• You mentioned …, you were saying …#• Last time you talked about …

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Exercises:!

• Exercise 1: spot the questions, phrases and techniques#• Groups of three: go through the transcript and label what you can identify. Make notes so you can share this experience with the class.#• Exercise 2: Triad work #• Groups of three: Decide who will be the interviewer, the interviewee and the observer. Conduct a research interview about how your interviewee gets to campus from home. Make notes so you can share this experience with the class.

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