RESEARCH METHOD COHEN ok

446 PERSONAL CONSTRUCTS
distinction that Mrs C (the teacher) held for high
and low achievers. The analysis of the children
in class as shown in the videotapes revealed that
not only did high and low achievers sit in separate
groups but also the teacher’s whole approach to
these two groupings differed. With high achievers,
the teacher often used a ‘working with’ approach,
i.e. verbalizing what children had done, with
their help. However, with low achievers, Mrs C
would more often ask ‘why’ they had approached
problems in the particular manner chosen, and
then wait for an answer (Parsons et al.1983).
Focused grids, non-verbal grids, exchange
grids and sociogrids
A number of developments have been reported
in the use of computer programs in repertory grid
research. We briefly identify these as follows:
Focusing a grid assists in the interpretation
of raw grid data. Each element is compared
with every other element and the ordering of
elements in the grid is changed so that those
most alike are clustered most closely together.
Asimilarrearrangementismadeinrespectof
each construct.
Physical objects can be used as elements and
grid elicitation is then carried out in nonverbal
terms. Thomas (1978) claims that this
approach enhances the exploration of sensory
and perceptual experiences.
Exchange grids are procedures developed
to enhance the quality of conversational
exchanges. Basically, one person’s construing
provides the format for an empty grid which is
offered to another person for completion. The
empty grid consists of the first person’s verbal
descriptions from which his ratings have been
deleted. The second person is then invited to
test his comprehending of the first person’s
point of view by filling in the grid as he
believes the other has already completed it.
Various computer programs (‘Pairs’, ‘Cores’
and ‘Difference’) are available to assist analysis
of the processes of negotiation elicited in
exchange grids.
In the ‘Pairs’ analysis, all constructs in one
grid are compared with all constructs in the
other grid and a measure of commonality in
construing is determined. ‘Pairs’ analysis leads
on to ‘Sociogrids’ in which the pattern of
relationships between the grids of one group
can be identified. In turn, ‘Sociogrids’ can
provide a mode grid for the whole group or
anumberofmodegridsidentifyingcliques.
‘Socionets’ which reveal the pattern of shared
construing can also be derived.
The software program FOCUS provides order
cluster analysis, dendrograms, constructs and
elements.
Concept mapping using repertory grids, with
computer assistance (e.g. CMap) is developing
and its use reported by McLoughlin (2002).
Principal components analysis, cluster analysis
and dendritic analysis can be performed
with the software Enquire within
as well as more widely known software
such as SPSS. WebGrid for data analysis
can be found at: http://ksi.cpsc.ucalgary.ca/
articles/WWW4WG/WG.html,
http://repgrid.com/pcp/,
http://tiger.cpsc.ucalgary.ca/ and http://repgrid.
com/reports/. Further software is reported at:
http://www.psyctc.org/grids/ and
http://www.brint.com/PCT.htm#tools.
OMNIGRID is reported at: http://www.
psyctc.org/grids/omnigrid.htm.
With these brief examples, the reader will
catch something of the flavour of what can
be achieved using the various manifestations
of repertory grid techniques in the field of
educational research. 2 Further software analysis
is reported in http://www.brint.com/PCT.htm.
An introduction to the field can be found
at http://www.enquirewithin.co.nz/theoryof.htm.
The Personal Construct Psychology References
Database can be found at http://www.psyc.uow.
edu.au/pcp/citedb/. Further material is available