Warner's four-step time-series analysis of behavioral interaction data¶

Theory · All theories
Evidence · 4 claims (4 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The article applies and demonstrates a four-step framework for analyzing behavioral time-series of social interaction, attributed to Warner (1998). The steps describe "(1) the general level and overall coordination, (2) the presence of linear, quadratic and cubic trends in behavior, (3) the coherence and phase in cyclical trends that are superimposed on the linear, quadratic and cubic trends, and (4) the residual fluctuations". The article's aim was to show the added value of examining each step, since overall levels and coordination alone missed patterns such as turn-taking and deep troughs visible in visualizations.

Design Implications¶

Context¶

Requirements¶

• Synchronized continuous time-series of both interaction partners' behavior, coded on the same dimensions at the same time points

Constraints¶

• The article states current methods do not allow analyzing Agency and Communion as one combined variable; circular statistics is still in its infancy and needs further development

Target Learners¶

• teachers

Target Learning Objectives¶

• understanding and improving real-time teacher-student interaction patterns and relationships

Claims¶

• Desirable Interpersonal Style Overall Coordination Complementarity [+M]
• Quadratic Cubic Trends Improve Linear Model Teacher Behavior [+M]
• Coherence Entrainment Higher Desirable Style Classroom [+M]
• Phase Lead Lag Differs Between Teachers [+M]
• Residual Fluctuations Small Except Sam Communion [+M]

Related Theories¶

Examples¶

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Key Sources¶

• Pennings, H. J. M. (2017). Using a Complexity Approach to Study the Interpersonal Dynamics in Teacher-Student Interactions: A Case Study of Two Teachers. Complicity: An International Journal of Complexity and Education, 14(2). https://complicityjournal.org. doi:10.29173/cmplct29338