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Russel-Research-Method-in-Anthropology

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Structured Interview<strong>in</strong>g II: Cultural Doma<strong>in</strong> Analysis 307<br />

notion (1965) that cognitive models are based on shared assumptions, but that<br />

ultimately they are best construed as properties of <strong>in</strong>dividuals.<br />

Techniques like true-false and yes-no tests that generate nom<strong>in</strong>al data are<br />

easy to construct, especially with Anthropac, and can be adm<strong>in</strong>istered to a<br />

large number of <strong>in</strong>formants. Frame elicitation <strong>in</strong> general, however, can be bor<strong>in</strong>g,<br />

both to the <strong>in</strong>formant and to the researcher alike. Imag<strong>in</strong>e, for example, a<br />

list of 25 animals (mice, dogs, antelopes . . .), and 25 attributes (ferocious,<br />

edible, nocturnal . . .).<br />

The structured <strong>in</strong>terview that results from such a test <strong>in</strong>volves a total of 625<br />

(25 25) questions to which an <strong>in</strong>formant must respond—questions like ‘‘Is<br />

an antelope edible?’’ ‘‘Is a dog nocturnal?’’ ‘‘Is a mouse ferocious?’’ People<br />

can get pretty exasperated with this k<strong>in</strong>d of foolishness, so be careful to<br />

choose doma<strong>in</strong>s, items, and attributes that make sense to people when you do<br />

frame elicitations and true-false tests.<br />

Triad Tests<br />

In a triad test, you show people three th<strong>in</strong>gs and tell them to ‘‘Choose the<br />

one that doesn’t fit’’ or ‘‘Choose the two that seem to go together best,’’ or<br />

‘‘Choose the two that are the same.’’ The ‘‘th<strong>in</strong>gs’’ can be photographs, dried<br />

plants, or 3 5 cards with names of people on them. (Respondents often<br />

ask ‘‘What do you mean by th<strong>in</strong>gs be<strong>in</strong>g ‘the same’ or ‘fitt<strong>in</strong>g together’?’’ Tell<br />

them that you are <strong>in</strong>terested <strong>in</strong> what they th<strong>in</strong>k that means.) By do<strong>in</strong>g this for<br />

all triples from a list of th<strong>in</strong>gs or concepts, you can explore differences <strong>in</strong><br />

cognition among <strong>in</strong>dividuals, and among cultures and subcultures.<br />

Suppose you ask a group of Americans to ‘‘choose the item that is least like<br />

the other two’’ <strong>in</strong> each of the follow<strong>in</strong>g triads:<br />

DOLPHIN MOOSE WHALE<br />

SHARK DOLPHIN MOOSE<br />

All three items <strong>in</strong> the first triad are mammals, but two of them are sea mammals.<br />

Some native speakers of English will choose ‘‘dolph<strong>in</strong>’’ as the odd item<br />

because ‘‘whales and moose are both big mammals and the dolph<strong>in</strong> is<br />

smaller.’’ In my experience, though, most people will choose ‘‘moose’’ as the<br />

most different because ‘‘whales and dolph<strong>in</strong>s are both sea animals.’’ In the<br />

second triad, many of the same people who chose ‘‘moose’’ <strong>in</strong> the first triad<br />

will choose ‘‘shark’’ because moose and dolph<strong>in</strong>s are both mammals and<br />

sharks are not.<br />

But some people who chose ‘‘moose’’ <strong>in</strong> triad 1 will choose ‘‘moose’’ aga<strong>in</strong>

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