Research in psychology

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

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2. 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.

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10. Westerman, M.A. (1990). Coordination of maternal directives with preschoolers’ behavior in compliance problem and healthy dyads. Developmental Psychology, 26, 621–630.

11. Westerman, M.A. (2004). Theory and research on practices, theory and research as practices: Hermeneutics and psychological inquiry. Journal of Theoretical and Philosophical Psychology, 24, 123–156.

12. Westerman, M.A. (2006). Quantitative research as an interpretive enterprise: The mostly unacknowledged role of interpretation in research efforts and suggestions for explicitly interpretive quantitative investigations. New Ideas in Psychology, 24, 189–211.

13. Westerman, M.A., & Steen, E. M. (in press). Going beyond the internal-external dichotomy in clinical psychology: The theory of interpersonal defense as an example of a participatory model. Theory & Psychology.

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15. Yanchar, S.C. (2006). On the possibility of contextual-quantitative inquiry. New Ideas in Psychology, 24, 212–228.

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