R language libraries for free listing, pile sorting, and Q-method

This week, Introduction to Ethnographic Field Methods is looking at free listing and pile sorting. This post briefly reviews R libraries that can be used for free listing, pile sorting (Q-sort), and the related suite of methods known Q methods.

how-to
anthropology
Author

Nathan Craig

Published

March 30, 2023

Modified

March 21, 2024

Introduction

Free listing and pile sorting are common methods of systematic data collection (Weller 1988, ch 2-4). In this set of rough notes, I first look at free listing and pile sorting as described in course reading. Bernard (2011) discusses ANTHROPAC a piece of software designed for free list and pile sorting. I demonstrate a basic free list analysis using R and then compare those results to ANTHROPAC. Then I look at R libraries that might be suitable for free list and pile sort analysis. That exploration led me to what I believe is a related, and likely preceding analysis known as Q factor, Q sort, and the broader Q method. There is still much I have to learn, and these notes are bound to change over time as my understanding develops.

Free List

Weller (1988, pg 14) indicates that free lists are tabulated by counting how many respondents mentioned each item, and then terms are ranked by their frequency of mention. I can replicate that process in R. Bernard (Bernard 2011, pg xii) says that ANTHROPAC:

“is still the only software I know that supports the collection and analysis of free lists, triad tests, pile sorts, and paired comparisons.”

He also says ANTHROPAC makes free lists easy (2011, pg 349). ANTHROPAC (v 4.98) is now available in DOS and Windows. I agree.

To generate a toy data set, I used the Random Lists website to simulate four individuals each listing seven fruits randomly.

df <- data.frame(
  individual1 = c("banana", "honeydew", "apricot", "star fruit", "cantaloupe", "grape", "raspberry"),
  individual2 = c("apricot", "lime", "grape", "lemon", "peach", "jujube", "tomato"),
  individual3 = c("pear", "kiwi", "star fruit", "papaya", "strawberry", "grapefruit", "coconut"),
  individual4 = c("blueberry", "date", "honeydew", "pineapple", "pear", "mango", "boysenberry")
)

df
individual1 individual2 individual3 individual4
banana apricot pear blueberry
honeydew lime kiwi date
apricot grape star fruit honeydew
star fruit lemon papaya pineapple
cantaloupe peach strawberry pear
grape jujube grapefruit mango
raspberry tomato coconut boysenberry

The verb unique(df) returns the unique values for each column in the df. However, we want the listing of unique values across all columns of the df at once. This was a useful Stack Overflow answer from the ever helpful SO member arkun. First unlist all of the values in the df and then apply unique. Super simple.

# Unlist the dataframe and then get unique
unique(unlist(df))
 [1] "banana"      "honeydew"    "apricot"     "star fruit"  "cantaloupe" 
 [6] "grape"       "raspberry"   "lime"        "lemon"       "peach"      
[11] "jujube"      "tomato"      "pear"        "kiwi"        "papaya"     
[16] "strawberry"  "grapefruit"  "coconut"     "blueberry"   "date"       
[21] "pineapple"   "mango"       "boysenberry"

To obtain the results defined by Weller (1988, pg 14, Figures 2.1 and 2.2), count by unique values and arrange in descending order (Table 1). I used dplyr for sorting at the end, but there’s surely a way to do this in base R.

x <- unlist(df) |> table()|> data.frame()

x |> arrange(desc(Freq))
Table 1: Manual free sort results
Var1 Freq
apricot 2
grape 2
honeydew 2
pear 2
star fruit 2
banana 1
blueberry 1
boysenberry 1
cantaloupe 1
coconut 1
date 1
grapefruit 1
jujube 1
kiwi 1
lemon 1
lime 1
mango 1
papaya 1
peach 1
pineapple 1
raspberry 1
strawberry 1
tomato 1 
free_list <- c("apricot", "grape", "honeydew", "pear", "star fruit", "banana", "blueberry")

For this simulation we can consider the top seven results apricot, grape, honeydew, pear, star fruit, banana, blueberry. I don’t envision a satisfactory way to deal with ties, I’m sure that with more reading others already discussed this issue.

I reformatted and entered the simulated data into ANTHROPAC to calculate the results of a free sort (@tbl-list-anth). This Youtube video helped me understand how to properly format the data.

Notably, ANTHROPAC gave different results because it also calculated a score that considers where items were ranked in each grouping. This was not discussed by Weller (1988) but seems advantageous for things like reducing ties. However, if cards are shuffled at the outset, then I’m not sure that the order an item enters the list necessarily means it is some how more important. Still, ANTHROPAC clearly gives more robust results. I’m not yet sure what the salience score is, but that’s something to look into.

Table 2: Table from Visual ANTHROPAC Freelist (V1.0).
Item Frequency.(%) Average.Rank Salience
honeydew 50 2.5 0.393
pear 50 3.0 0.357
grape 50 4.5 0.250
apricot 50 2.0 0.429
star_fruit 50 3.5 0.321
papaya 25 4.0 0.143
mango 25 6.0 0.071
lime 25 2.0 0.214
strawberry 25 5.0 0.107
peach 25 5.0 0.107
raspberry 25 7.0 0.036
pineapple 25 4.0 0.143
tomato 25 7.0 0.036
boysenberry 25 7.0 0.036
cantaloupe 25 5.0 0.107
blueberry 25 1.0 0.250
banana 25 1.0 0.250
lemon 25 4.0 0.143
jujube 25 6.0 0.071
kiwi 25 2.0 0.214
coconut 25 7.0 0.036
grapefruit 25 6.0 0.071
date 25 2.0 0.214

Pile Sort

To pile sort, the items to be studied are printed on cards (either words or pictures), and the cards are shuffled before handing to the informant. Then informants are asked to sort the cards into similar piles so that the piles. The number of piles may be constrained or unconstrained. In this simulation, seven types of fruits are to be sorted into three piles.

To tabulate the results of various sorts, “[a]n item-by-item similarity matrix is created from each individual’s sort by tabulating the co-occurrence of items in piles so that items that are together are counted as being similar (Weller 1988, pg 22).

According to Bernard (2011, pg 379), in the pile sorting method “you create a people-by-people similarity matrix from the original people-by-item test and factor the similarity matrix. You can do this in most statistical packages, but ANTHROPAC and UCINET will do it automatically .1

response1 <- data.frame(
  pile1 = c("banana", "honeydew", NA),
  pile2 = c("apricot", "pear", NA),
  pile3 = c("star fruit", "blueberry", "grape")
)

response2 <- data.frame(
  pile1 = c("banana", "blueberry", "grape"),
  pile2 = c("apricot", "honeydew", "pear"),
  pile3 = c("star fruit", NA, NA)
)

response3 <- data.frame(
  pile1 = c("apricot", "star fruit", NA ),
  pile2 = c("banana", "honeydew", NA),
  pile3 = c("grape", "pear", "blueberry")
)

response3
pile1 pile2 pile3
apricot banana grape
star fruit honeydew pear
NA NA blueberry

I looked into how to calculate the kind of similarity matrix described by Weller (1988, pg 22), but did not come across a solution and have not yet submitted a question to Stack Overflow. However, I manually created a similarity matrix (Table 3).

Table 3: Manually created similarity matrix
Apricot Grape Honeydew Pear Star Fruit Banana Blueberry
Apricot NA
Grape 1 NA
Honeydew 1 0 NA
Pear 2 1 0 NA
Star Fruit 1 1 0 0 NA
Banana 0 1 2 0 0 NA
Blueberry 0 1 0 1 1 1 NA

R Libraries

The R library FreeSortR offers tools for a technique described as free sorting (Courcoux 2017). The library relies on factor analysis of a dissimilarity matrix and illustrates relationships using multidimensional scaling. This is similar to what is Weller (1988) discusses for pile sorting and a similar method he calls Q-sort.

Q method comes from psychology and is used widely to study subjectivity. It is a novel form of factor analysis developed by Stephenson (1935b, 1935a) for social science research.2 Q factor analysis is a dimension reducing technique that aims to “correlate persons instead of tests” (Stephenson 1935b, p 18). When applied to groups of individuals Q methods can identify shared ways of thinking. It can also be applied repeatedly to a single individual over time to track changes before and after sessions of training.

  • R method factors based on correlations between variables across a sample of subjects.
  • Q method factors based on correlations between subjects across a sample of variables.

The structure of Q methods seems very similar to pile sorting. According to Weller (1988, pg 24)

“pile sort is sometimes called Q-sort, but the more common usage of Q-sort is a variation of a rating scale. In the Q-sort, items are rated on a single attribute and informants are instructed to make a specific number of piles usually with a specific number of items in each pile.”

Elsewhere Weller (1988, 44) states that

“[a] variation of the rating scale that can be done in a face-to-face interview is the Q-sort. With the Q-sort, respondents are asked to rate items by sorting the items to a specific number of piles.” To me it appears that Q-sort is one of several methods that fall under the rubric of Q methods which form a large field of techniques.

There are two R packages for Q methods qmethod (Zabala 2014) and qsort (Sousa and Daniel 2018). The qmethod library seems general purpose while qsort offers analysis of four specific Q-tests related to childhood and parenting.

The character Q, from Star Trek, dressed as a Post-Atomic catastropie Judge in the episode “Encounter at Farpoint”.

Q: “Thou art notified that thy kind hath infiltrated the galaxy too far already. Thou art directed to return to thine own solar system immediately.”

Picard: “That’s quite a directive. Would you mind identifying what you are?”

Q: “We call ourselves the Q. Or thou mayest call me that. It’s all much the same thing. I present myself to thee as a fellow ship captain so that thou mayest understand me. Go back whence thou camest.”

# Call libraries for methods of interest
library(FreeSortR)
library(qsort)
library(qmethod)

# For data frame printing
library(kableExtra)

FreeSortR

  • FreeSortR page on CRAN
  • This library provides tools for describing and analyzing free sorting data. It uses consensus partition and factorial analysis of the dissimilarity matrix via multidimensional scaling.
  • Dependencies = 3

The library has two sample data sets.

# List data sets attached to package and assign to variable
d <- data(package = "FreeSortR")

# Get list of data sets, assign to variable, and call
nm <- d$results[, "Item"]
nm
[1] "AromaSort"  "AromaTerms"
# Load datasets into environment
data(list = nm, package = "FreeSortR")
OJO

Check out the structure of the data, as this can serve as a model for how one’s own original data should be or could be structured. Such a review can also help understand how to structure or transform data to prepare it for analysis.

Description

Free sorting of 16 aromas described by 31 subjects. Data are occurrences of terms for describing stimuli. Partitions given by the subjects are described in the AromaSort data.

Format

A data frame with 16 observations (aromas) and 36 variables (terms). Rownames and colnames refer to stimuli and term labels.

AromaTerms
Acid Smoked Heady Citrus Lemon Cake Milk Woody Grain Low Redfruit Grilled Strong Fat Vegetal Medicine Chemical Licorice Bread Alcohol Almond Caramel Coal Unpleasant Soft Pepper Flower Fresh Red Fruit Natural Spicy Sugar Hot Pleasant Candy
Lemon 3 0 1 7 11 0 0 1 0 0 1 0 3 0 2 0 1 0 0 1 0 0 0 0 1 1 3 5 1 11 0 1 5 2 3 5
Grapefruit 5 0 1 9 9 0 0 0 0 1 1 0 3 0 2 1 1 0 0 1 1 0 0 1 1 1 2 4 1 13 0 1 4 2 2 3
Pineapple 5 0 1 5 4 0 0 4 0 0 3 0 3 0 4 0 1 0 0 0 1 0 0 1 3 0 1 3 3 13 0 1 9 0 2 8
Pear 2 0 1 4 5 0 0 1 0 0 1 0 3 0 2 0 1 1 0 0 2 0 0 1 2 2 0 4 1 15 1 0 10 0 2 13
Honey 1 2 1 1 3 0 1 3 2 0 0 2 7 0 2 1 0 0 0 2 1 1 1 8 2 1 2 3 0 1 1 1 4 3 1 1
Butter 2 1 0 0 0 0 5 0 3 2 0 2 3 6 1 0 0 0 0 1 2 2 0 4 3 0 0 1 0 2 0 1 3 1 1 2
Grilledbread 0 5 1 0 0 1 1 2 3 1 0 5 5 1 3 0 0 0 2 0 1 3 1 8 1 1 0 0 0 0 0 1 1 2 0 0
Grilledhazelnut 0 3 1 1 0 2 1 3 6 1 0 3 4 1 2 0 1 0 1 0 1 2 0 5 2 1 1 1 0 1 0 0 2 3 1 0
Strawberry 3 0 1 3 2 0 0 0 0 0 5 0 3 0 0 0 1 0 0 0 2 0 0 1 3 0 0 4 5 14 0 0 13 0 2 14
Raspberry 1 1 1 1 3 0 0 0 0 2 2 0 1 0 0 1 1 1 0 0 0 0 0 3 5 0 1 4 2 12 1 0 10 0 2 9
Cherry 1 1 1 1 1 2 1 3 1 2 1 0 1 1 1 1 2 0 0 2 9 0 0 0 4 0 0 1 1 4 0 0 5 2 3 5
Blackcurrant 1 1 1 1 1 1 2 2 2 2 1 1 1 1 4 0 0 1 0 1 0 2 0 2 5 1 2 3 1 8 1 0 4 3 1 2
Greenpepper 3 3 0 1 1 1 0 6 0 1 0 2 1 0 8 1 0 0 0 1 0 2 1 5 0 1 2 4 0 1 1 0 2 2 1 0
Smoked 0 19 0 0 0 0 0 1 0 1 0 6 7 0 0 2 1 0 0 1 0 1 3 4 0 1 0 0 0 0 0 1 0 2 0 1
Pepper 3 1 0 1 3 0 1 2 0 0 1 1 2 0 2 1 2 0 0 1 1 0 0 2 2 8 0 1 1 1 1 4 1 7 1 1
Licorice 1 5 1 0 1 0 0 2 0 1 0 2 5 1 0 3 2 3 0 3 0 1 1 4 0 0 0 0 0 1 1 2 0 4 0 1

Description

Partitions of 16 aromas by 31 subjects (free sorting task)

Format

A data frame with 16 observations (aromas) and 31 variables (subjects).

AromaSort
S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 S31
Lemon 5 1 4 1 1 1 1 2 3 1 1 1 1 4 2 1 2 2 2 3 3 4 3 1 2 6 1 2 8 1 1
Grapefruit 5 3 5 1 2 1 2 2 3 1 1 1 1 4 2 1 1 2 1 2 3 6 3 1 2 6 1 2 2 1 1
Pineapple 4 1 5 1 5 1 2 1 1 1 5 1 1 1 1 1 1 3 1 2 2 4 1 3 7 6 3 3 4 1 2
Pear 5 1 5 1 1 3 2 2 1 2 1 1 1 1 1 1 2 2 1 3 5 4 2 3 6 1 1 3 4 1 1
Honey 4 2 3 2 3 6 3 5 2 3 7 2 1 4 5 5 3 1 5 4 4 3 1 2 2 7 5 4 12 1 1
Butter 1 4 5 2 3 5 3 5 4 4 4 5 2 4 9 5 6 4 3 5 4 2 1 6 4 5 3 5 9 5 3
Grilledbread 1 2 3 5 5 5 3 3 2 3 9 2 3 2 3 2 3 1 4 1 4 2 4 6 4 4 2 1 1 5 3
Grilledhazelnut 5 2 3 2 5 5 3 3 4 3 6 2 3 2 3 2 3 5 5 1 4 2 3 4 4 5 2 7 6 5 6
Strawberry 5 1 5 1 1 2 2 1 1 2 1 1 1 1 6 1 2 3 1 3 6 6 1 3 1 1 3 3 3 1 4
Raspberry 3 3 4 4 1 2 2 1 4 4 1 1 1 1 1 1 2 2 2 3 5 2 2 3 1 1 3 3 4 4 4
Cherry 3 3 5 3 5 6 1 1 1 2 2 1 3 3 7 8 2 4 6 7 7 4 3 2 8 2 3 3 7 1 3
Blackcurrant 3 4 4 3 4 5 2 5 4 3 7 1 2 4 1 1 4 3 6 5 4 1 2 1 4 7 1 3 9 3 2
Greenpepper 4 3 1 4 4 3 3 4 2 5 8 2 1 3 4 7 3 1 3 2 2 2 5 4 7 4 1 6 11 3 2
Smoked 2 2 2 4 3 4 3 4 7 3 3 3 5 2 4 3 5 1 5 9 1 5 6 2 3 3 2 1 10 5 5
Pepper 2 2 2 1 2 3 1 2 6 5 5 4 4 3 8 6 4 4 6 8 3 3 3 5 2 8 4 4 11 2 1
Licorice 2 4 3 4 2 4 3 3 5 4 7 3 5 3 5 4 3 1 4 6 3 5 2 2 5 9 4 4 5 2 3 
aroma<-SortingPartition(AromaSort)
res<-ConsensusPartition(aroma)
DescriptionPartition(res$Consensus)
[1] "{Lemon, Grapefruit, Pineapple, Pear, Strawberry, Raspberry}{Honey, Greenpepper, Smoked, Licorice}{Butter, Blackcurrant}{Grilledbread, Grilledhazelnut}{Cherry, Pepper}"
resMds<-MdsSort(aroma,ndim=3)
plotMds(resMds)

qmethod

  • qmethod page on CRAN
  • This library has a nice website that provides descriptions and examples of the various methods.
  • This library comes with a cookbook to get started and provides guidelines for reporting.
  • Dependencies = 9

This looks like a really robust library for Q methods. One can run a GUI locally, or use one hosted online.

# List data sets attached to package and assign to variable
d <- data(package = "qmethod")

# Get list of data sets, assign to variable, and call
nm <- d$results[, "Item"]
nm
[1] "importexample" "lipset"       
# Load datasets into environment
data(list = nm, package = "qmethod")

This library looks to have a before and after data set importexample$q.sorts as well as responses from multiple individuals lipset.

importexample$q.concourse
              english                                                                                                                                       
life-with-q   "And life is not easy for the R-legionaries who bother to read the works of Stephenson and Brown, for these posit actual Q logics of inquiry."
q-uprising    "All of the social sciences?\nWell, not entirely \\ldots ."                                                                                   
r-dominance   "The year is 2014 AD.\nThe empirical social sciences are entirely occupied by survey research."                                               
small-village "One small community of indomitable Q-methodologists still holds out against the survey-wiedling bean counters of social change."             
video         "check out this video: https://www.youtube.com/watch?v=k61ETJK31ao"                                                                           
              german                                                                                                                                                             
life-with-q   "Und das Leben ist nicht leicht fuer die R-Legionaere, die sich die Muehe machen Stephenson und Brown zu lesen, denn diese stellen eigene Q-Forschungslogiken auf."
q-uprising    "Die ganzen Sozialwissenschaften \\ldots ?\nNein!"                                                                                                                 
r-dominance   "Wir befinden uns im Jahre 2014 nach Christus.\nDie empirischen Sozialwissenschaften sind vollstaendig besetzt von der Umfrageforschung."                          
small-village "Ein von unbeugsamen Q-Methodologen bewohntes Dorf hoert nicht auf Widerstand zu leisten gegen die Fragebogen-wedelnden Erbsenzaehler."                            
video         "schaut mal das video an: https://www.youtube.com/watch?v=k61ETJK31ao"                                                                                             
importexample$q.set
              english                                                                                                                                       
life-with-q   "And life is not easy for the R-legionaries who bother to read the works of Stephenson and Brown, for these posit actual Q logics of inquiry."
q-uprising    "All of the social sciences?\nWell, not entirely \\ldots ."                                                                                   
r-dominance   "The year is 2014 AD.\nThe empirical social sciences are entirely occupied by survey research."                                               
small-village "One small community of indomitable Q-methodologists still holds out against the survey-wiedling bean counters of social change."             
              german                                                                                                                                                             
life-with-q   "Und das Leben ist nicht leicht fuer die R-Legionaere, die sich die Muehe machen Stephenson und Brown zu lesen, denn diese stellen eigene Q-Forschungslogiken auf."
q-uprising    "Die ganzen Sozialwissenschaften \\ldots ?\nNein!"                                                                                                                 
r-dominance   "Wir befinden uns im Jahre 2014 nach Christus.\nDie empirischen Sozialwissenschaften sind vollstaendig besetzt von der Umfrageforschung."                          
small-village "Ein von unbeugsamen Q-Methodologen bewohntes Dorf hoert nicht auf Widerstand zu leisten gegen die Fragebogen-wedelnden Erbsenzaehler."                            
importexample$q.sorts
, , before

              JaneDoe JohnDoe
life-with-q         1       1
q-uprising         -1      -1
r-dominance         0       0
small-village       0       0

, , after

              JaneDoe JohnDoe
life-with-q         1       1
q-uprising         -1      -1
r-dominance         0       0
small-village       0       0
lipset
$ldata
       US1 US2 US3 US4 JP5 CA6 UK7 US8 FR9
sta_1   -1  -1   2   3  -4   1   2  -2   3
sta_2    0   0  -2   1  -1  -3   0   2   1
sta_3   -2  -1  -2  -3   3   0  -2   0   0
sta_4    0  -3   4  -1  -1   3   1  -3   1
sta_5   -2   2  -1  -1   1   3   0  -4  -4
sta_6    1   3   0   3   1   4   1   4  -3
sta_7    0   1  -4  -3   4  -2  -1   0   2
sta_8   -1   1  -3  -2   2   0  -3  -1   2
sta_9    0  -4   1   0  -4  -2   0  -1  -2
sta_10  -1   0  -4  -4   4  -2  -1  -1   0
sta_11   1   2  -3  -1   2   1   1   1   0
sta_12   1  -1   3   0   0  -1  -1  -1  -2
sta_13   2   4   3   3  -1   1   1   1   1
sta_14   3  -1   2  -2   3   0   2  -1   4
sta_15  -1   1   0  -3   0  -4  -4   4  -1
sta_16  -4  -3  -3  -4   2   3   4   0  -2
sta_17  -3   0   2  -1   0  -1   3   0   2
sta_18  -3  -2  -1   2  -2   0   2   1  -1
sta_19  -1  -2   1   4  -2   1   0  -3   2
sta_20  -4   0   0  -2   0  -1   2   1   1
sta_21   3   3   1   4  -1  -2  -2   2   3
sta_22   2  -2  -2   1   2  -3  -1   2  -3
sta_23   3   1   0   1   1  -1  -3   3  -3
sta_24   1   0   2  -2  -3  -4  -4   3  -2
sta_25   1   2  -2   0  -3   2   3  -3   1
sta_26   0   1   3   1  -3   2  -2   1   0
sta_27   4   2   1  -1   3   0   0  -4  -1
sta_28   2   3  -1   2   0   4   4   3  -4
sta_29   2  -1   0   0   1  -1  -3   0   0
sta_30  -3  -4  -1   2  -2   2   1  -2  -1
sta_31  -2  -2  -1   1   1   1  -1  -2   3
sta_32  -2  -3   4   2  -2   2   3  -2  -1
sta_33   4   4   1   0  -1  -3  -2   2   4

$ltext
                                                                                                                                    text
sta_1                              We accept improvements in the status and power of the lower classes without feeling morally offended.
sta_2                                                           All men are expected to try to improve their position vis-a-vis others. 
sta_3                                                                       Success in life by a previously deprived person is resented.
sta_4                                               Men can expect, and within limits receive, fair treatment according to their merits.
sta_5                                                         Lower-class individuals and groups do not have revolutionary inclinations.
sta_6                                      Political goals and methods are relatively moderate in this country -- and even conservative.
sta_7                                  We believe that those born to high place in society should retain it, more or less automatically.
sta_8                                     We take the view that anyone with wealth deserves a place in any high society if he wishes it.
sta_9                                           We try to eliminate the privileged classes in this country -- socially and economically.
sta_10                                                                              We accept aristocratic-type titles and other honors.
sta_11                                           The government has its secrets, and this is generally accepted without much resentment.
sta_12                                            We place great emphasis on publicity in political matters: there should be no secrets.
sta_13                                            We are encouraged to think of ourselves as competing for success -- on our own merits.
sta_14                  You can tell the social status of a person the moment he opens his mouth -- his manner of speech gives him away.
sta_15                                We tend to take the law into our own hands, through mob action and the organization of vigilantes.
sta_16                                             We like to think of close ties to the Mother Country -- as Britain still is for many.
sta_17                                                             We prefer companionship and a helping hand as required, freely given.
sta_18                                                                      There is some disdain for acquiring wealth for its own sake.
sta_19              High value is placed on activities aimed at protecting and promoting the standing of the "underdog" in this country.
sta_20                                      We like the idea of a welfare state: each of us looks after his own best interests this way.
sta_21                                                                                                  We value the "race for success."
sta_22           Corrupt means of achieving success are accepted: for example, we put up with boss rule, and corruption in trade unions.
sta_23        It is an axiom that there is one law for the rich and another for the poor: the rich man can usually get his way in court.
sta_24                                                                   Lack of respect for the police, and law enforcement is evident.
sta_25                          Trust in the police has sunk deeply into our national character: basically we like and trust the police.
sta_26 The worth of a man is judged by what he is -- not by whether he has gone to a private college, a state university, or to neither.
sta_27                       We have deep respect, when all is said and done, for the elite -- the rich, the educated, the social elite.
sta_28    We are tolerant of popular opinion: we are essentially middle-of-the-roaders in politics. Extremes don't go down well with us.
sta_29                                                   We still believe that the poor on earth will enjoy higher status in after-life.
sta_30                                            There is considerable respect for civil liberties and minority rights in this country.
sta_31                                             Virtue tends to be its own reward in this country, for one's self and one's children.
sta_32                    We believe that the position of depressed classes must be raised, that they are morally as good as any others.
sta_33                                                                                         Here, the emphasis is on "getting ahead."

qsort

  • qsort page on CRAN
  • This library performs Q-Sorts of various kinds including:
    • Attachment Q-set which looks at individual differences in attachment behavior of infants and young children.
    • California Child Q-set is a 100 item Q-sort instrument that rates a child on a range of emotional, cognitive, behavioral, and social characteristics.
    • Maternal Behavior Q-set describe a range of material behavior including interactive style, sensitivity to infant state, feeding interactions, and the extent the home reflects the infant’s needs.
    • Preschool Q-set.
  • The library comes with an introductory vignette.
  • Dependencies = 9

The goal here was to introduce readers to an R package that computes scores for Q-sort data, using either criteria scores or scales derived from subsets of items. As far as we know, there are no other tools that perform similar tasks. Both R software and this package are freely available, making this tool easily accessible to researchers using Q-sort data. At the moment, qsort package only analyses data for four different Q-sets, but it can be easily updated to extend its capabilities to other Q-sets. – qsort R package: Vignette

Recall Weller’s (1988) duscussion regarding Q-sorting in relation to pile sorting (Section 1).

# List data sets attached to package and assign to variable
d <- data(package = 'qsort')

# Get list of data sets, assign to variable, and call
nm <- d$results[, "Item"]

nm
[1] "ex_qsort"  "qset_aqs"  "qset_ccq"  "qset_mbqs" "qset_pq"  
# Load datasets into environment
data(list = nm, package = "qsort")
kbl(qset_aqs) |> 
  kable_styling(bootstrap_options = c("striped", "hover", "condensed", "responsive")) |> 
  scroll_box(height = "400px")
item sec_c dep_c pederson_s pederson_s_inv posada_s posada_s_inv description
1 8.0 5.2 comp 0 sim 0 Child readily shares with mother or lets her hold things if she asks to.
2 1.8 5.8 fd 0 sim 1 When child returns to mother after playing, he is sometimes fussy for no clear reason.
3 4.8 2.0 sb 0 pcm 1 When he is upset or injured, child will accept comforting from adults other than mother.
4 6.2 4.8 NA 0 NA 0 Child is careful and gentle with toys and pets.
5 6.3 5.8 NA 0 NA 0 Child is more interested in people than in things.
6 2.2 7.2 NA 0 sim 1 When child is near mother and sees something he wants to play with, he fusses or tries to drag mother over to it.
7 4.3 2.4 NA 0 ioa 0 Child laughs and smiles easily with a lot of different people.
8 3.3 4.6 fd 0 NA 0 When child cries, he cries hard.
9 6.5 3.0 fd 1 sim 0 Child is lighthearted and playful most of the time.
10 2.3 6.0 fd 0 NA 0 Child often cries or resists when mother takes him to bed for naps or at night.
11 7.5 7.4 epc 0 pm 0 Child often hugs or cuddles against mother, without her asking or inviting him to do so.
12 6.0 2.8 NA 0 ioa 0 Child quickly gets used to people or things that initially made him shy or frightened him.
13 2.7 7.4 fd 0 NA 0 When the child is upset by mother's leaving, he continues to cry or even gets angry after she is gone.
14 7.8 6.2 as 0 pm 0 When child finds something new to play with, he carries it to mother or shows it to her from across the room.
15 7.7 4.0 sb 0 ioa 0 Child is willing to talk to new people, show them toys, or show them what he can do, if mother asks him to.
16 5.2 5.0 NA 0 NA 0 Child prefers toys that are modeled after living things (e.g., dolls, stuffed animals).
17 3.5 4.4 NA 0 ioa 1 Child quickly loses interest in new adults if they do anything that annoys him.
18 8.5 5.6 comp 0 sim 0 Child follows mother's suggestions readily, even when they are clearly suggestions rather than orders.
19 7.7 5.4 comp 0 sim 0 When mother tells child to bring or give her something, he obeys.
20 4.2 3.0 fd 1 NA 0 Child ignores most bumps, falls, or startles.
21 8.8 8.0 sb 0 pm 0 Child keeps track of mother's location when he plays around the house.
22 6.5 4.8 NA 0 NA 0 Child acts like an affectionate parent toward dolls, pets, or infants.
23 2.7 7.0 NA 0 NA 0 When mother sits with other family members, or is affectionate with them, child tries to get mom's affection for himself
24 4.5 5.4 NA 0 sim 0 When mother speaks firmly or raises her voice at him, child becomes upset, sorry, or ashamed about displeasing her
25 2.0 2.8 sb 1 pm 1 Child is easy for mother to lose track of when he is playing out of her sight.
26 3.3 7.6 fd 0 NA 0 Child cries when mother leaves him at home with babysitter, father, or grandparent.
27 6.3 4.0 NA 0 NA 0 Child laughs when mother teases him.
28 7.5 6.4 epc 0 pcm 0 Child enjoys relaxing in mother's lap.
29 4.3 4.0 NA 0 NA 0 At times, child attends so deeply to something that he doesn't seem to hear when people speak to him.
30 2.3 5.0 fd 0 NA 0 Child easily becomes angry with toys.
31 2.5 8.4 NA 0 NA 0 Child wants to be the center of mother's attention. If mom is busy or talking to someone, he interrupts.
32 7.2 4.6 comp 0 sim 0 When mother says "No" or punishes him, child stops misbehaving (at least at that time). Doesn't have to be told twice
33 1.3 5.2 sb 1 pcm 1 Child sometimes signals mother (or gives the impression) that he wants to be put down, and then fusses or wants to be picked right back up
34 1.2 5.0 sb 1 pm 1 When child is upset about mother leaving him, he sits right where he is and cries. Doesn't go after her.
35 4.3 1.0 NA 0 pm 1 Child is independent with mother. Prefers to play on his own; leaves mother easily when he wants to play.
36 8.8 3.6 sb 0 pm 0 Child clearly shows a pattern of using mother as a base from which to explore. Moves out to play; Returns or playes near her; moves out to play again, etc.
37 4.8 4.4 NA 0 NA 0 Child is very active. Always moving around. Prefers active games to quiet ones.
38 1.2 7.2 fd 0 sim 1 Child is demanding and impatient with mother. Fusses and persists unless she does what he wants right away.
39 4.7 5.0 NA 0 NA 0 Child is often serious and businesslike when playing away from mother or alone with his toys.
40 6.5 4.0 NA 0 NA 0 Child examines new objects or toys in great detail. Tries to use them in different ways or to take them apart.
41 8.5 6.8 comp 0 sim 0 When mother says to follow her, child does so.
42 8.2 5.0 NA 0 NA 0 Child recognizes when mother is upset. Becomes quiet or upset himself. Tries to comfort her. Asks what is wrong, etc.
43 4.7 8.6 NA 0 pm 0 Child stays closer to mother or returns to her more often than the simple task of keeping track of her requires.
44 7.7 7.4 epc 0 pcm 0 Child asks for and enjoys having mother hold, hug, and cuddle him.
45 5.2 5.0 NA 0 NA 0 Child enjoys dancing or singing along with music.
46 5.7 4.6 NA 0 NA 0 Child walks and runs around without bumping, dropping, or stumbling.
47 7.2 5.0 sb 0 NA 0 Child will accept and enjoy loud sounds or being bounced around in play, if mother smiles and shows that it is supposed to be fun.
48 6.0 4.0 NA 0 ioa 0 Child readily lets new adults hold or share things he has, if they ask to.
49 6.3 5.2 NA 0 NA 0 Runs to mother with a shy smile when new people visit the home.
50 3.5 5.4 NA 0 ioa 1 Child's initial reaction when people visit the home is to ignore or avoid them, even if he eventually warms up to them.
51 4.7 2.6 NA 0 ioa 0 Child enjoys climbing all over visitors when he plays with them.
52 3.8 5.0 NA 0 NA 0 Child has trouble handling small objects or putting small things together.
53 8.5 6.0 epc 0 pcm 0 Child puts his arms around mother or puts his hand on her shoulder when she picks him up.
54 1.5 4.0 NA 0 sim 1 Child acts like he expects mother to interfere with his activities when she is simply trying to help him with something.
55 7.0 5.4 NA 0 NA 0 Child copies a number of behaviors or way of doing things from watching mother's behavior.
56 2.7 5.6 NA 0 NA 0 Child becomes shy or loses interest when an activity looks like it might be difficult.
57 4.0 2.4 NA 0 NA 0 Child is fearless.
58 3.2 3.8 NA 0 ioa 1 Child largely ignores adults who visit the home Finds his own activities more interesting.
59 3.8 1.2 NA 0 pm 1 When child finishes with an activity or toy, he generally finds something else to do without returning to mother between activities.
60 8.5 3.0 sb 0 ioa 0 If mother reassures him by saying "It's OK' or "It won't hurt you", child will approach or play with things that initially made him cautious or afraid.
61 1.8 4.6 fd 0 NA 0 Plays roughly with mother. Bumps, scratches, or bites during active play. (Does not necessarily mean to hurt mom).
62 5.5 4.0 fd 1 sim 1 When child is in a happy mood, he is likely to stay that way all day.
63 2.0 7.8 NA 0 NA 0 Even before trying things himself, child tries to get someone to help him.
64 7.0 6.0 epc 0 pcm 0 Child enjoys climbing all over mother when they play.
65 1.8 5.0 comp 1 sim 1 Child is easily upset when mother makes him change from one activity to another.
66 7.0 3.6 NA 0 ioa 0 Child easily grows fond of adults who visit his home and are friendly to him.
67 4.0 4.4 NA 0 ioa 0 When the family has visitors, child wants them to pay a lot of attention to him.
68 5.0 5.0 NA 0 NA 0 On the average, child is a more active type person than mother.
69 2.3 1.2 NA 0 pm 1 Rarely asks mother for help.
70 8.0 5.6 as 0 sim 0 Child quickly greets his mother with a big smile when she enters the room. (Shows her a toy, gestures, or says "Hi, Mommy".)
71 8.8 3.4 sb 0 pcm 0 If held in mother's arms, child stops crying and quickly recovers after being frightened or upset.
72 4.5 5.4 NA 0 NA 0 If visitors laugh at or approve of something the child does, he repeats it again and again.
73 5.2 5.6 NA 0 NA 0 Child has a cuddly toy or security blanket that he carries around, takes it to bed, or holds when upset.
74 1.5 6.2 fd 0 sim 1 When mother doesn't do what child wants right away, child behaves as if mom were not going to do it at all. (Fusses, gets angry, walks off to other activities, etc. )
75 1.2 8.0 sb 1 NA 0 At home, child gets upset or cries when mother walks out of the room. (May or may not follow her. )
76 3.2 2.8 NA 0 ioa 1 When given a choice, child would rather play with toys than with adults.
77 7.7 5.2 NA 0 NA 0 When mother asks child to do something, he readily understands what she wants (May or may not obey. )
78 4.5 2.4 NA 0 ioa 0 Child enjoys being hugged or held by people other than his parents and/or grandparents.
79 1.0 5.2 fd 0 sim 1 Child easily becomes angry at mother.
80 8.5 4.6 sb 0 NA 0 Child uses mother's facial expressions as good source of information when something looks risky or threatening.
81 1.8 7.4 fd 0 sim 1 Child cries as a way of getting mother to what he wants.
82 4.0 4.8 NA 0 NA 0 Child spends most of his play time with just a few favorite toys or activities.
83 6.5 7.0 NA 0 NA 0 When child is bored, he goes to mother looking for something to do.
84 5.0 4.6 NA 0 NA 0 Child makes at least some effort to be clean and tidy around the house.
85 7.5 3.4 NA 0 NA 0 Child is strongly attracted to new activities and new toys.
86 6.5 6.2 as 0 NA 0 Child tries to get mother to imitate him, or quickly notices and enjoys it when mom imitates him on her own.
87 5.8 6.6 NA 0 NA 0 If mother laughs at or approves of something the child has done, he repeats again and again.
88 1.2 4.4 sb 1 NA 0 When something upsets the child, he stays where he is and cries.
89 6.5 4.8 NA 0 NA 0 Child's facial expressions are strong and clear when he is playing with something.
90 8.3 7.2 sb 0 NA 0 If mother moves very far, child follows along and continues his play in the area she has moved to. (Doesn't have to be called or carried along; doesn't stop play or get upset. ) 
kbl(qset_ccq) |> 
  kable_styling(bootstrap_options = c("striped", "hover", "condensed", "responsive")) |> 
  scroll_box(height = "400px")
item scomp_c sest_c egores_c egocont_c sdes_c shields_s shields_s_inv description
1 4.0 4.0 3.0 5.3 4.4 NA 0 Prefers nonverbal methods of communication.
2 7.0 6.6 7.0 3.3 7.6 NA 0 Is considerate of other children.
3 7.1 7.6 7.7 6.7 7.7 emreg 0 Is warm and responsive.
4 8.4 6.7 7.0 4.0 8.0 NA 0 Gets along well with other children.
5 8.9 7.9 6.3 3.7 6.4 NA 0 Is admired and sought out by other children.
6 8.3 6.3 6.3 3.7 7.9 NA 0 Is helpful and cooperative.
7 5.7 5.4 4.7 7.0 5.3 NA 0 Seeks physical contact with others.
8 3.7 3.6 3.7 1.0 3.9 NA 0 Tends do keep thought and feelings to self.
9 7.6 7.3 8.0 3.7 6.7 emreg 0 Develops genuine and close relationships.
10 2.0 2.3 2.0 9.0 3.3 NA 0 Has transient interpersonal relationships.
11 2.9 2.9 1.7 5.3 2.6 NA 0 Attempts to transfer blame to others.
12 2.7 2.9 2.3 8.0 3.3 NA 0 Reverts to immature behavior under stress.
13 4.4 5.0 2.3 8.7 6.1 NA 0 Characteristically tries to stretch limits.
14 6.0 5.0 4.3 4.3 6.0 NA 0 Is eager to please.
15 6.6 6.3 7.0 2.3 6.7 NA 0 Shows concern for moral issues (reciprocity, fairness).
16 6.4 8.1 7.7 6.7 6.4 NA 0 Tends to be proud of his accomplishments.
17 6.0 5.4 5.3 5.3 5.9 NA 0 Behaves in a sex-typed manner.
18 5.1 6.6 7.0 6.7 5.3 NA 0 Expresses negative feelings directly and openly.
19 6.4 7.9 7.0 6.3 6.7 NA 0 Is open and straightforward.
20 3.9 3.9 2.1 5.7 1.9 NA 0 Tries to take advantage of others.
21 5.1 4.3 4.0 8.3 4.6 NA 0 Tries to be the center of attention.
22 4.0 3.7 3.3 7.0 3.0 NA 0 Tries to manipulate others by ingratiation.
23 2.6 2.3 1.7 5.0 2.1 NA 0 Is fearful and anxious.
24 3.1 3.6 2.3 1.7 2.4 NA 0 Tends to brood and ruminate or worry.
25 7.0 6.9 8.3 2.7 6.7 NA 0 Uses and responds to reason.
26 6.1 5.4 6.7 8.3 6.4 NA 0 Is physically active.
27 1.4 3.4 3.7 6.0 2.3 NA 0 Is visibly deviant from peers.
28 6.7 7.3 9.0 8.0 7.7 NA 0 Is vital, energetic, lively.
29 6.1 5.9 5.7 2.7 6.3 NA 0 Is protective of others.
30 7.0 6.3 7.3 4.3 5.9 NA 0 Tends to arouse liking in adults.
31 7.9 7.3 7.3 4.0 8.0 emreg 0 Shows a recognition of others’ feelings; empathic.
32 7.6 6.4 6.3 6.0 8.0 NA 0 Tends to give, lend and share.
33 2.1 3.1 2.7 7.3 3.0 NA 0 Cries easily.
34 3.9 4.1 2.7 8.3 3.9 NA 0 Is restless and fidgety.
35 3.0 2.4 1.3 1.0 2.6 NA 0 Is inhibited and constricted.
36 7.9 6.9 9.0 7.0 6.9 NA 0 Is resourceful in initiating activities.
37 6.4 6.9 5.0 5.3 5.3 NA 0 Likes to compete, tests self against others.
38 3.1 3.4 6.0 7.7 3.4 NA 0 Has unusual thought processes.
39 2.9 2.6 1.0 2.0 2.9 emreg 1 Tends to become rigidly repetitive or immobilized under stress.
40 6.6 7.7 9.0 8.0 7.7 NA 0 Is curious and exploring, eager for new experiences.
41 6.1 5.4 6.7 1.0 5.9 NA 0 Is persistent, does not give up easily.
42 6.9 6.3 7.7 7.7 6.6 NA 0 Is an interesting, arresting child.
43 6.6 8.3 8.7 5.3 6.7 emreg 0 Can recoup or recover after stressful experiences.
44 3.3 3.1 3.7 4.0 4.1 NA 0 When in conflict with others, tends to give in.
45 2.4 2.9 1.7 2.7 4.0 NA 0 Tends to withdraw or disengage self under stress.
46 2.1 2.3 1.0 7.0 2.4 emreg 1 Tends to go to pieces under stress.
47 5.9 7.9 6.7 3.0 6.0 NA 0 Has high standards of performance for self.
48 3.6 2.1 3.7 4.3 4.4 NA 0 Seeks reassurance from others about his worth.
49 2.9 3.0 2.0 3.7 4.3 NA 0 Shows specific mannerisms or behavioral rituals.
50 3.1 2.4 1.7 2.3 2.9 NA 0 Has bodily symptoms as functions of tension and conflict.
51 6.2 6.4 6.7 5.3 6.4 NA 0 Is agile and well coordinated.
52 4.1 4.1 4.7 1.0 4.9 NA 0 Is physically cautious.
53 3.7 2.6 3.0 2.7 3.4 NA 0 Tends to be indecisive and vacillating.
54 3.6 4.0 3.7 9.0 3.3 emreg 1 Has rapid shifts in mood, emotionally labile.
55 3.6 2.4 2.3 4.7 3.1 NA 0 Is afraid of being deprived; concerned about getting enough.
56 3.3 2.7 2.7 5.3 2.1 NA 0 Is jealous and envious of others.
57 4.1 4.1 3.0 7.3 4.1 NA 0 Tends to dramatize and exaggerate mishaps.
58 6.3 6.7 7.7 9.0 7.1 NA 0 Is emotionally expressive.
59 5.0 5.0 5.3 2.3 5.3 NA 0 Is neat and orderly in dress and behavior.
60 3.4 2.6 1.7 3.0 3.6 NA 0 Becomes anxious when environment is unpredictable or poorly structered.
61 4.0 4.7 2.7 3.7 3.7 NA 0 Tends do be judgmental of others’ behavior.
62 5.4 5.0 5.0 1.7 5.6 NA 0 Is obedient and compliant.
63 5.3 5.0 6.0 9.0 5.4 NA 0 Has a rapid personal tempo.
64 6.7 6.7 6.0 3.0 6.7 NA 0 Is calm and relaxed, easy-going.
65 3.4 3.7 3.0 9.0 3.1 NA 0 Is unable to delay gratification.
66 5.6 6.3 8.3 1.3 6.4 NA 0 Is attentive and able to concentrate.
67 6.0 5.9 7.7 1.3 5.9 NA 0 Is planful, thinks ahead.
68 6.3 6.1 7.0 4.3 7.4 NA 0 Appears to have a high intellectual capacity.
69 6.9 6.3 8.0 5.0 6.6 NA 0 Is verbally fluent.
70 4.1 4.3 3.7 3.3 5.4 NA 0 Daydreams, tends do get lost reverie.
71 4.1 4.1 4.3 3.0 5.4 NA 0 Looks to adults for help and direction.
72 3.7 2.6 4.7 2.3 2.7 NA 0 Has a readiness to feel guilty, tends to blame self.
73 6.7 5.9 8.3 7.0 7.6 NA 0 Responds to humor.
74 6.0 7.0 7.3 3.7 5.3 NA 0 Becomes strongly involved in what (s)he does.
75 6.9 7.3 7.0 7.3 7.7 NA 0 Is cheerful.
76 6.4 6.7 7.7 3.0 6.7 NA 0 Can be trusted, is dependable.
77 2.7 1.1 1.3 4.0 1.7 NA 0 Appears to feel unworthy, thinks of self as bad.
78 3.1 2.1 2.3 5.7 3.0 NA 0 Is easily ofended, sensitive to ridicule or criticism.
79 3.1 2.9 2.0 3.3 1.7 NA 0 Tends to be suspicious and distrustful of others.
80 3.4 4.4 3.0 5.7 2.7 NA 0 Teases other children (including siblings).
81 5.3 6.9 8.0 6.3 5.9 emreg 0 Can acknowledge unpleasant experience and admit negative feelings.
82 7.4 7.3 7.0 8.3 6.3 NA 0 Is self-assertive.
83 7.1 8.0 7.7 7.0 6.3 NA 0 Seeks to be independent and autonomous.
84 6.1 5.4 6.0 8.3 5.1 NA 0 Is a talkative child.
85 3.4 4.4 4.7 8.0 3.1 NA 0 Is agressive (physically and verbally).
86 3.6 5.0 4.0 1.0 5.0 NA 0 Likes to be alone, enjoys solitary activities.
87 5.4 4.7 4.0 6.0 4.6 NA 0 Tends to imitate and take over the characteristic behaviors of those (s)he admires.
88 8.1 9.0 9.0 5.0 6.6 NA 0 Is self-relient.
89 8.0 7.6 8.3 5.0 7.6 NA 0 Is competent, skillful.
90 4.4 5.0 5.0 5.0 2.9 NA 0 Is stubborn.
91 2.0 2.3 1.0 5.0 1.7 emreg 1 Emotional reactions are inappropriate.
92 5.9 5.6 5.0 4.3 7.6 NA 0 Is physically attractive, good-looking.
93 5.4 4.7 5.3 5.3 3.9 NA 0 Behaves in a dominating manner with others.
94 2.4 3.1 1.7 4.7 1.9 NA 0 Tends to be sulky or whiny.
95 2.7 3.1 1.7 9.0 2.6 emreg 1 Overeacts to minor frustrations; easily irritated.
96 6.9 6.0 8.7 7.7 8.1 NA 0 Is creative in perception, thoughts, work, or play.
97 5.3 6.9 8.0 7.7 5.4 NA 0 Has an active fantasy life.
98 2.9 3.4 4.0 1.3 4.6 NA 0 Is shy and reserved, makes social contacts slowly.
99 5.1 5.7 7.6 1.0 6.4 NA 0 Is reflective; thinks and deliberates before acting.
100 2.1 1.7 2.0 2.7 1.9 NA 0 Is easily victimized by other children; often scapegoated. 
qset_mbqs
item sens_c description
1 2 Provides B with little opportunity to contribute to the interaction.
2 8 Monitors B’s activities during visit.
3 3 M’s responses are unpredictable.
4 2 During interaction with visitor does not notice B.
5 1 Awkward and ill at ease during intimate interactions with B.
6 6 Supports interaction of B with visitor.
7 4 Treats B as an inanimate object when moving her around or adjusting her posture.
8 7 Gives signal or explanation to B when leaving the room.
9 2 Ignores positive signals (vocalizations, smiles, reaches).
10 6 Speaks to B directly.
11 4 Repeats words carefully and slowly to B as if teaching meaning or labelling an activityor object .
12 4 Naptimes are determined by M’s convenience rather than the immediate needs of B.
13 5 Uses sibling or television to keep B entertained.
14 3 Breaks off from B in mid-interaction to speak to visitor or attend to some otheractivity .
15 4 Attempts to involve B in games or activities that are beyond B’s current capability.
16 2 During ongoing interactions, misses slow down or back off signals from B.
17 1 Content and pace of interaction set by M rather than according to B’s responses.
18 4 Home shows little evidence of presence of B.
19 4 Places B in another room when B is in a bad mood or cranky.
20 9 Responds accurately to signals of distress.
21 3 Overwhelmed by caretaking demands.
22 1 Appears to tune out and not notice bids for attention.
23 8 Provides B with unrestricted access to her.
24 7 Arranges her location so she can perceive B’s signals.
25 3 Not skillful in dividing her attention between B and competing demands and thereforemisses B’s cues .
26 8 Responds immediately to cries/whimpers.
27 9 Responds to B’s distress and non-distress signals even when engaged in some otheractivity such as having a conversation with visitor .
28 7 Offers an acceptable alternative to B to divert attention from inappropriate activity.
29 9 When B is distressed, M is able to identify the source.
30 5 Interactions with B characterized by active physical manipulations.
31 3 Redirects B’s bids for proximity and/or contact without a transition period to facilitatesmooth interactions .
32 1 Non-synchronous interactions with B, i.e., the timing of M’s behaviour out of phasewith B’s behaviour .
33 3 Repeated series of interventions in search of best method to satisfy B, resorts to trialand error .
34 9 Interactions revolve around B’s tempo and current state.
35 9 Well resolved interaction with B – interaction ends when B is satisfied – also considerthe termination of ongoing interactions that B is enjoying .
36 7 Interrupts activity that is likely to be dangerous.
37 5 Interferes with appropriate activity if it is likely to get B messy.
38 5 Provides nutritional snacks.
39 5 Instructive during interactions with B.
40 5 Encourages B’s initiatives in feeding.
41 4 Interactions with B are object oriented (e.g. with toys, food).
42 2 Expressions of affection are limited to perfunctory, mechanical kisses, typically on thehead .
43 6 Is animated when interacting with B.
44 8 Realistic expectations regarding B’s self-control of affect.
45 7 Praises B.
46 7 Molds B to self when holding.
47 7 Displays affection by touchin g, caressing.
48 6 Points to and identifies interesting things in B’s environment.
49 6 Seeks interactions with B.
50 6 Creates interesting physical environment for B.
51 5 Provides age appropriate toys.
52 5 Uses verbal prohibitions (e.g., "no or don’t").
53 8 Slows pace down, waits for B’s response during interactions.
54 1 Teases B to promote continued interaction/contact.
55 8 Respects B as an individual, i.e., able to accept B’s behaviour even if it is not consistentwith her wishes .
56 5 Has lots of "shoulds" or mind sets about B’s care, has rigid routines.
57 9 Shows delight in interaction with B.
58 6 Considers B’s needs when structuring environment.
59 7 Lets B carry on with appropriate activity without interruption.
60 2 Scolds or criticizes B.
61 3 Is irritated by demands of B for physical contact or proximity.
62 9 Interprets cues correctly as evidenced by B’s response.
63 2 Signals awareness of B’s distress to B, but does not intervene.
64 6 Greets B when re-entering room.
65 8 Responds to B’s signals.
66 1 Consistently unresponsive.
67 1 Responds only to frequent, prolonged or intense distress.
68 8 Interactions appropriately vigorous and exciting as judged from B’s responses.
69 7 Notices when B is distressed (e.g., cries, fusses or whimpers).
70 1 Response delayed such that B cannot connect M’s responses with the action thatinitiated it .
71 9 Builds on the focus of B’s attention.
72 8 Notices when B smiles and vocalizes.
73 5 When irritated with B, disengages or distances herself from interaction with B.
74 4 Anxious about B’s exploration (e.g. hovers over B).
75 7 Encourages independent exploration of environment.
76 8 Uses close bodily contact to soothe B.
77 6 Vocalizes to B throughout the visit.
78 6 Plays social games with B.
79 4 Distressed by B’s demands.
80 4 Annoyed by B’s uncooperative behaviour.
81 9 Spontaneously expresses positive feelings to B.
82 3 Physically restricts B’s movements while in proximity.
83 3 Aloof when interacting with B.
84 3 Display of affect does not match B’s display of affect (e.g., smiles when B isdistressed) .
85 3 Interactions with B are incomplete.
86 2 Terminates physical contact before B is satisfied.
87 2 Actively opposes B’s wishes.
88 1 Interactions with B are characterized by conflict.
89 9 Interventions satisfy B.
90 1 Punitive or retaliatory during interactions with B. 
qset_pq
item scomp_c sest_c sdes_c description
1 6.0 6.6 6.9 Expresses negative feelings openly and directly.
2 4.0 3.3 3.6 Indirect in his dealings with peers.
3 6.3 5.7 6.7 Well-coordinated and agile.
4 4.9 5.7 5.1 Activity oriented.
5 6.7 7.4 5.1 Forcefully goes after what he wants.
6 5.3 7.7 7.6 Likes to learn new cognitive tasks.
7 6.9 6.7 7.6 Sympathetic towards peers’ distress.
8 4.6 2.4 3.4 Does not persevere when he encounters blocks to his (nonsocial) goals.
9 1.7 2.3 2.3 Lacks ability to get along with other children.
10 2.3 3.3 4.0 Spectator in social activities.
11 4.4 3.7 4.6 Suggestible.
12 6.4 7.6 6.3 Becomes involved in whatever he does.
13 2.1 3.4 4.0 Hesitant with other children.
14 2.7 2.7 3.7 Characteristically ucoccupied.
15 3.0 3.4 4.0 Hesitates to engage.
16 7.6 8.7 7.1 Confident of his own ability.
17 4.4 2.4 2.6 Uncurious about the new.
18 7.1 8.4 6.4 Self-directed.
19 4.4 2.9 2.9 Disoriented in his physical environment.
20 5.4 4.4 5.0 Likes fixed goal activities.
21 8.0 7.7 6.4 Peer leader.
22 3.4 4.0 2.6 Supports or incites misbehavior by other children.
23 8.1 7.7 6.9 Other children seek his company.
24 6.3 5.9 4.7 Attracts attention.
25 4.7 6.0 5.7 Forms attachments to teacher.
26 3.0 2.6 2.7 Easly upset.
27 3.7 4.0 3.7 Evades adult guidance.
28 6.1 8.7 5.4 High energy level.
29 7.0 7.1 6.6 Expressive of positive emotions.
30 3.9 3.0 3.4 Vaguely apprehensive.
31 4.6 4.4 5.1 Backs away from anger.
32 6.1 5.0 7.3 Obedient.
33 4.6 4.6 4.0 Impetuous.
34 2.6 2.9 2.0 Unaware, turned off, “spaced out”.
35 8.1 6.6 8.1 Helpful to peers.
36 4.6 3.7 5.1 Does not question adult direction.
37 6.9 6.9 7.1 Enagages in a wide range of activities.
38 7.1 6.4 7.6 Communicates messages clearly.
39 3.7 2.9 3.4 Requires a great deal for supervision.
40 5.7 6.7 5.6 Likes to compete.
41 5.0 3.7 5.1 Concerned about adult disapproval.
42 5.3 8.3 5.4 Sets goals that stretch his abilities.
43 2.4 3.6 2.7 Gets other children in trouble with teacher.
44 5.4 5.4 6.0 Actively enjoys being teacher’s helper.
45 6.9 6.1 5.3 Selective in his peer contacts.
46 5.0 4.7 6.3 Seeks contact with adults.
47 7.9 7.0 6.0 Suggests activities.
48 3.7 4.9 4.9 Fiesty.
49 4.0 4.4 4.7 Changeable.
50 2.4 2.6 1.7 Socially withdrawn.
51 5.7 6.1 5.3 Physically courageous.
52 6.4 6.4 7.7 Can be trusted.
53 5.9 7.7 6.6 Stretches to meet demands for excellence.
54 2.9 2.3 1.4 Bullies other children.
55 7.4 6.9 7.9 Considerate.
56 7.4 7.0 7.9 Content, cheerful attitude.
57 6.3 4.3 6.9 Withdraws from excitement or commotion.
58 6.3 6.3 6.9 Friendly attitude towards staff.
59 3.4 2.6 3.4 Samples activities aimlessly, lacks goals.
60 4.1 3.7 4.9 Typically in the role of the listener.
61 3.9 3.6 3.7 Indirect in asking for help.
62 4.4 4.3 3.9 Possessive about his playmates.
63 3.1 3.7 2.4 Unwilling to share possessions.
64 6.4 7.3 7.6 Creative and original in use of materials.
65 3.3 3.6 3.0 Blame avoidant.
66 4.1 4.3 3.4 Ordinary, unoriginal in verbal behavior.
67 6.3 5.6 7.1 Does not hit peers.
68 4.9 5.1 4.9 Tests limits set by adults.
69 6.1 5.3 5.6 Understands school procedures.
70 2.4 2.7 2.4 Insulting.
71 5.7 6.0 6.9 Polite.
72 3.0 3.4 2.3 Thoughtless of other children’s productions.

References

Bernard, H. Russell. 2011. Research Methods in Anthropology: Qualitative and Quantitative Approaches. 5th ed. Lanham, Md: AltaMira Press.
Courcoux, Philippe. 2017. “FreeSortR: Free Sorting Data Analysis.” https://CRAN.R-project.org/package=FreeSortR.
Sousa, David N, and João R Daniel. 2018. “Qsort: Scoring q-Sort Data.” https://CRAN.R-project.org/package=qsort.
Stephenson, W. 1935a. “Correlating Persons Instead of Tests.” Journal of Personality 4 (1): 17–24. https://doi.org/10.1111/j.1467-6494.1935.tb02022.x.
———. 1935b. “Technique of Factor Analysis.” Nature 136 (3434): 297–97. https://doi.org/10.1038/136297b0.
Weller, Susan C. 1988. Systematic Data Collection. Newbury Park, CA: Sage Publications. http://archive.org/details/systematicdataco0000well.
Zabala, Aiora. 2014. “Qmethod: A Package to Explore Human Perspectives Using q Methodology” 6. https://journal.r-project.org/archive/2014-2/zabala.pdf.

Footnotes

  1. UCINET looks to be actively developed. Version 6.765 was released 2023-03-06.↩︎

  2. William Stephenson (1902-1989) was a student of Charles Spearman (1863-1945), the developer of factor analysis, the g factor, and Spearman’s rank correlation coefficient.↩︎

Citation

BibTeX citation:
@online{craig2023,
  author = {Craig, Nathan},
  title = {R Language Libraries for Free Listing, Pile Sorting, and
    {Q-method}},
  date = {2023-03-30},
  url = {https://ncraig.netlify.app/posts/2023-03-30-social-science-sorts/index.html},
  langid = {en}
}
For attribution, please cite this work as:
Craig, Nathan. 2023. “R Language Libraries for Free Listing, Pile Sorting, and Q-Method.” March 30, 2023. https://ncraig.netlify.app/posts/2023-03-30-social-science-sorts/index.html.