Generalizability of Interpersonal Communications Rating Scale ratings across presentation modes.

Abstract

Variance in observational ratings of the Interpersonal Communications Rating Scale (ICRS; Strong & Hills, 1986) attributable to individual raters and mode of presentation (i.e., videotape, audiotape, transcript, videotape plus transcript, and audiotape plus transcript) was examined. Nine raters used the ICRS to code the three Gloria and the three Richard films for which the presentation mode was systematically varied. With respect to intrarater reliability across presentation mode, the transcript-only mode was found to have lower reliability with other presentation modes. Generalizability analyses revealed that some methods of aggregating the ICRS ratings into complementarity scores were more generalizable than others. Results are discussed with respect both to using the ICRS specifically and to more general issues of observational rating reliability and validity.

Levels of Interpersonal Complementarity: A Simplex Representation

“…Each speaking turn is coded into one of the octants depicted in Figure 1 Strong, Hills, Kilmartin, et al (1988) and Tracey (1994) with respect to the presence of complementarity of behavior. Tracey and Guinee (1990) demonstrated in a generalizability study that the various ICRS measures generalized well across raters and contexts (e.g., audiotape and videotape).…”

Variations in the Understanding of Interpersonal Behavior: Adherence to the Interpersonal Circle as a Moderator of the Rigidity-Psychological Well-Being Relation

“…The Interpersonal Communication Rating Scale (ICRS; [NO]) and one of four levels of extremeness. Research has supported the use of the ICRS in examining complementary interaction (Strong, Hills, Kilmartin, et al, 1988, Tracey, 1994 as well as its generalizability across various raters, contexts, and measures (Tracey & Guinee, 1990). In the current study, the responses of the participants were independently coded by two undergraduate students using the ICRS.…”

4. Epistemological approaches to communication competence

“…The problems for observational measures are similar. First, the context in which the observation is being observed can greatly impact how people evaluate the interaction (Tracey and Guinee 1990). Hoyt (2000) noted that rater bias does have a strong impact on research findings "when multiple observers rate multiple targets on some attribute of interest, bias in ratings can affect (a) the mean of the obtained ratings, (b) the variance of the obtained ratings, or (c) the covariance of the obtained ratings with ratings of another attribute by the same observers" (p. 65).…”