INTERACTION PROCESS ANALYSIS: A METHOD FOR THE STUDY OF SMALL GROUPS. By Robert F. Bales. Cambridge, Mass.: Wesley-Addison Press, 1950. 203 pp. $6.00

Social Forces ◽  
1951 ◽  
Vol 29 (3) ◽  
pp. 329-330 ◽  
Author(s):  
H. E. Jensen
Keyword(s):  
Small Groups ◽  
Process Analysis ◽  
Interaction Process

scholarly journals Interaction Process Analysis: A Method for the Study of Small Groups.

1950 ◽  
Vol 15 (5) ◽  
pp. 693
Author(s):  
Ernest Greenwood ◽  
Robert F. Bales
Keyword(s):  
Small Groups ◽  
Process Analysis ◽  
Interaction Process

Interaction Process Analysis Changes Accompanying Operant Conditioning of Verbal Frequency in Small Groups

1965 ◽  
Vol 21 (1) ◽  
pp. 52-54 ◽  
Author(s):  
Edwin G. Aiken
Keyword(s):  
Operant Conditioning ◽  
Small Groups ◽  
Process Analysis ◽  
Experimental Situation ◽  
Interaction Process ◽  
Discussion Groups ◽  
Differential Change ◽  
Group Member

In an experiment with 4-person discussion groups in which the initially most submissive group member was reinforced for speaking and the others punished, an Interaction Process Analysis was made of the operant and conditioning discussions. The analysis strongly suggests a differential change in the interaction categories, contingent on the reinforcements and punishments. The experimental situation appeared to produce a tense leader with a quite diffident style.

scholarly journals Interaction Process Analysis; A Method for the Study of Small Groups

1950 ◽  
Vol 11 (4) ◽  
pp. 252
Author(s):  
Brother Gerald J. Schnepp ◽  
C. J. Nuesse ◽  
Robert F. Bales
Keyword(s):  
Small Groups ◽  
Process Analysis ◽  
Interaction Process

Interaction process analysis.

1950 ◽  
Vol 14 (3) ◽  
pp. 235-235
Author(s):  
No authorship indicated
Keyword(s):  
Process Analysis ◽  
Interaction Process

scholarly journals Analysis by Using Roter Method of Interaction Process Analysis (RIAS) of the Ability of Pharmacy Students to Communicate after Clinical Training for Pharmacy

2018 ◽  
Vol 138 (12) ◽  
pp. 1579-1586
Author(s):  
Yoh Takekuma ◽  
Ayako Mori ◽  
Masaki Kobayashi ◽  
Yuma Yamada ◽  
Yuki Sato ◽  
...  
Keyword(s):  
Clinical Training ◽  
Process Analysis ◽  
Interaction Process ◽  
Pharmacy Students

scholarly journals “Anything taking shape?” Capturing various layers of small group collaborative problem solving in an experiential geometry course in initial teacher education

2021 ◽  
Author(s):  
Johanna Pöysä-Tarhonen ◽  
Päivi Häkkinen ◽  
Pasi Tarhonen ◽  
Piia Näykki ◽  
Sanna Järvelä
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Problem Solving ◽  
Small Group ◽  
Small Groups ◽  
Process Analysis ◽  
Collaborative Problem Solving ◽  
Initial Teacher Education ◽  
Group Level ◽  
Collaborative Problem

AbstractCollaborative problem solving (CPS) is widely recognized as a prominent 21st-century skill to be mastered. Until recently, research on CPS has often focused on problem solution by the individual; the interest in investigating how the theorized problem-solving constructs function as broader social units, such as pairs or small groups, is relatively recent. Capturing the complexity of CPS processes in group-level interaction is challenging. Therefore, a method of analysis capturing various layers of CPS was developed that aimed for a deeper understanding of CPS as a small-group enactment. In the study, small groups of teacher education students worked on two variations of open-ended CPS tasks—a technology-enhanced task and a task using physical objects. The method, relying on video data, encompassed triangulation of analysis methods and combined the following: (a) directed content analysis of the actualized CPS in groups, (b) process analysis and visualizations, and (c) qualitative cases. Content analysis did not show a large variation in how CPS was actualized in the groups or tasks for either case, whereas process analysis revealed both group- and task-related differences in accordance with the interchange of CPS elements. The qualitative cases exemplified the interaction diversity in the quality of coordination and students’ equal participation in groups. It was concluded that combining different methods gives access to various layers of CPS; moreover, it can contribute to a deeper articulation of the CPS as a group-level construct, providing divergent ways to understand CPS in this context.

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