ILS-531 Indexing & abstracting
©2005 Amy Ranger
Abstract analysis
Main index
Special project: index for NCAW
Thesauri reviews

This analysis of three abstracts was written by Amy Proni (now Amy Ranger) for the course ILS-531, Indexing and abstracting, taught by Dr. Y. Q. Liu, Southern Connecticut State University, Spring, 2005.

Assignment: Abstract analysis exercise. According to the concepts provided in Chapter 5** find three types of scholarly journal article abstracts: indicative, informative and critical. Post the links or citation of the articles answering these questions: What kind of abstract did you find? How was the treatment made? Do you agree with or what is your opinion about the treatment?
** see Endnote (4)


Abstract analysis 


Introduction
Abstract 1
Abstract 2
Abstract 3
Conclusion
Endnotes

Introduction
I located three abstracts for analysis through ERIC (Education Resources Information Center); two are descriptive and one is informative in style. I entered a string of four keywords into the search box: gender, computer, mediated, communication (in that order, without punctuation) and 125 results were returned. A structured, critical-style abstract was found through the Centre for Reviews and Dissemination’s Database of Abstracts of Reviews of Effects (DARE).


Abstract 1.
Effects of training on computer-mediated communication in single or mixed gender small task groups.

The first abstract I selected for analysis is an indicative (or descriptive) abstract. Short in length, and written in general terms, this abstract provides the most basic information. Composed of 46 words, it reads as follows:
Investigates group gender composition and communication styles in small task groups involved in computer-mediated communication. Describes a study that tried to train small task groups in the use of one communication style and suggests further research in the area of communication training for online task groups. (1)
The objectives and scope of the document are clearly laid out in this short paragraph and answer the questions of who, what, where, how, and why. Key words are: investigates (an active verb) group gender composition (who) and communication styles (what) in small task groups involved in computer-mediated communication (what/where/purpose). Describes a study (an active verb phrase which points to the methodology) that tried to train small task groups in the use of one communication style (what/how/) and suggests further research (why/conclusion) in the area of communication training for online task groups. In this case, the active verb investigates and the phrase describes a study let the reader know that this abstract is based on a research paper which reports on computer-mediated communication styles and the effects of gender and training within small groups. However, the methodology of the research is not specifically mentioned, only that is a study and the results and conclusions are not provided, except for the ubiquitous phrase suggests further research.

Although the ERIC web site did not offer a full-text option to view the article, I was able to locate the article online through Elsevier Science Direct. Interestingly, a significantly different abstract from that cited above appeared on the front page of the article. This 207-word paragraph clearly presents an informative-style abstract; it reads as follows:
Previous studies by the current authors have indicated that group gender composition can be linked to particular communication styles in small task groups involved in computer-mediated communication. Female only groups were more likely to engage in a pattern that emphasized self-disclosure, statements of personal opinion, “I” statements and coalition language. This “High Communication Style” (HCS) was linked to high group satisfaction, and high group development. The present study attempts to train small task groups in the use of HCS. Experimental groups (Female Only, Male Only, and Mixed) were actively trained in computer-mediated communication and the use of the HCS style. The Control Groups of similar composition were actively trained in the use of e-mail etiquette guidelines that focused on using or avoiding specific formats in their messages. Results indicated that the Experimental Groups had significantly higher levels of self-disclosure and of opinion. Male Only groups showed significantly lower participation than did either Mixed or Female Only groups. Female Only groups scored higher in Group Development than either Mixed or Male Only groups. Contrary to previous studies, however, there were no significant relationships between group development or satisfaction and language content variables. The authors call for further research in the area of communication training for on-line task groups.
The second abstract is much more informative, as it includes the objective and scope of the work, methods used, results, and conclusions of the study. It obviously goes into much greater detail, and uses key words such as High Communication Style, Experimental groups, Control groups, Female only, Male only.

My interpretation of the scholarly work to which both of these abstracts refer is that the authors examine research on communication norms in text-based computer-mediated communication. Group behavior and group uniformity were found to be linked in studies of synchronous and asynchronous CMC. Researchers theorized that if higher levels of group development were associated with higher levels of productivity, then increasing High Communication Style (one in which groups use self-disclosure, statements of personal opinion, “I” statements, and coalition language) in online groups could lead to increased productivity. Instructions in HCS and/or participative training sessions were administered to 64 undergraduates in a beginning psychology class: mixed gender (control) groups, female-only, and male-only groups. Results were inconclusive, but researchers noted that the power of the norms in male-only groups was enough to overcome both instructions and specific, participative training; further research and training was recommended.

Because I was searching for an article related to computer-mediated communication and the influence of gender on it, the short abstract in the ERIC database was enough to make me want to view the article. The longer abstract, attached to the article by the publisher of the journal, is not inappropriate, but at five times the length of the shorter version it is easy to understand why the ERIC database managers modified it. I think that if I were doing research on a higher level (more focused or intent on specific details), then the second (longer) abstract would be more useful. Both abstracts accurately represent the content of the original work; however, so much has been left out from the first treatment that it may only be useful to researchers who are casting a wide net on a topic.

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Abstract 2.
Gender differences: an examination of computer-mediated communication. (2)

The second abstract that I retrieved from the ERIC database is also indicative in style, written by the author, and is 152 words long. It reads as follows:
Computer-mediated communication (CMC) is a pervasive means of communicating in work place, education, and home settings. Males currently occupy approximately 69% of all jobs in the computer industry and only 10% of upper-level positions are occupied by females. Stereotypical perceptions and gendered occupations contribute to the lack of females in computer-related fields. Because CMC is a faceless medium, many hoped that it would neutralize impressions of gender identity and provide women with an equal playing field. On-line discussion groups offer participants the opportunity to disguise their gender by using pseudonyms, however, because of gendered language and non-verbal styles, an individual’s gender is often challenged if the language used contradicts the assumed norm. “Flaming” and adversarial language often discourage female participation as well. Gender differences do exist in CMC, and males tend to assume the same roles they do when communicating face-to-face. Researchers believe male monopolization of CMC has, indeed, limited female involvement.
The objectives and scope of the document are delineated and answer the questions of what, why, where, how, and who. Key words or phrases are: pervasive means of communicating (what); “Males currently occupy approximately 69% of all jobs in the computer industry and only 10% of upper-level positions are occupied by females. Stereotypical perceptions and gendered occupations contribute to the lack of females in computer-related fields” (what/why/purpose). On-line discussion groups (where), participants (who), and gender differences (what) are the topic of the document. The methodology of the research is not specifically mentioned, but conclusions are provided by stating that Researchers believe male monopolization of CMC has, indeed, limited female involvement.

This abstract does not precisely state the details that one would expect to see in an informative-style abstract. The lack of specificity regarding the scope and objectives of the work, the methodologies employed, and significance of the results, bothers me. The paper to which the abstract refers is an overview of the current state of affairs within the field of computer mediated communication, specifically in online user groups. My interpretation of the scholarly work to which this abstract refers is that it is an opinion-style paper in which the author examines the effect of gender identity on computer mediated communication. Basic statistics and factual information on the topic are provided: males hold more than two-thirds of the jobs in the computer industry, while women hold less than ten percent of upper-management positions; computer mediated communication was thought to be a faceless medium that would enable gender neutrality and equality. The author discusses research in which discussion lists used by college faculty or undergraduates in the early 1990s were examined. The research results indicated that CMC was reflective of gender through the use of gendered language and non-verbal cues. Other conclusions suggested that males monopolized computer-mediated communication through the use of flaming, or with sexual remarks, male dominance and language, in order to limit female involvement: women typically responded by either not participating in discussions or accepting the rude behavior.

In general, I agree that the abstract fairly represents the content of the paper: it does not describe the methodologies employed in the research – but then, neither does the paper! Both the abstract and the paper refer to research undertaken by others, thereby reflecting the opinion of this author on the work of other researchers. In the end, then, I think that this abstract is more indicative or descriptive than informative.

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Abstract 3.
Classical homoeopathy versus conventional treatments: a systematic review (3)

This critical review is comprised of 658 words, including the query statements utilized in this structural abstract. I have decided against including the full abstract, which follows a structure delineated by the Centre for Reviews and Dissemination, but have instead reproduced the most relevant paragraphs, comprising 155 words.
Authors' conclusions Only few comparative clinical trials of homoeopathy exist. None is free from serious methodological flaws. Thus the value of individualised homoeopathy relative to allopathic treatments is unknown.

CRD commentary The author has listed inclusion and exclusion criteria, and has searched several databases for relevant material. It is not clear however whether additional studies may have been missed because unpublished reports were not included. The author has not reported on how the articles were selected, or how the quality of the chosen studies was assessed. There is also no report as to who, or how many, selected the articles and extracted the data. The data from each study is described in a very subjective narrative review which gives very little detail about each study. There is no discussion about the heterogeneity between the studies which include a wide range of participants and treatments. As the author admits, the results from these studies should be viewed with great caution.
The criticism is implied, rather than overtly stated, throughout the abstract/record. The reviewer takes a decidedly critical stance when discussing the authors’ conclusions, and in the final comments. The expert reviewer is a medical professor who clearly believes that the study is flawed. He states that not only are there few comparative clinical trials on this topic, but those few have flaws in their methodology. Furthermore, he argues that the failure of the author(s) to indicate whether or not unpublished reports were considered, the manner in which articles were selected and by whom, and the subjective nature of the report all indicate an immaturity on the part of the author(s). To be completely fair, I was unable to read the document to which the abstract referred. However, were I researching the topic of homeopathy, I think that this critical abstract would provide me with enough information to know that this reading this work would be a waste of time: the problems mentioned here impugn its validity.

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Conclusion
The methodologies were not clearly stated in the retrieved indicative abstracts. The expertise of the writer is not revealed in either of the indicative or informative abstracts found through the ERIC database, but it is indicated in the critical abstract located in the DARE database. Cost is not a factor (all were found through free services), and I cannot speak to the promptness of the reports, as I do not know the time frames involved. In general, the longer abstracts provided more relevant information, and are likely to be more useful to individuals seeking specific data. The short abstract, while reflective of the paper, is really quite vague. Would I have found this record if I had used a different string of key words (such as female, or HCS, or group development) for my search?

This was a challenging exercise. Through it, I learned that the librarian must not only act as a guide for patrons who desire relevant information, but she must also be able to assist the patron with the difficult task of interpreting the quality of the information sites. I think that this will require much practice.

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Endnotes

1. Savicki, V., Kelley, M., & Ammon, B. (2002). Effects of training on computer-mediated communication in single or mixed gender small task groups. Computers in human behavior, 18, 3, 257-269. (ERIC Document Reproduction Service No. EJ654081)

2. Gregory, Mona Y. (1997, April). Gender differences: an examination of computer-mediated communication. Paper presented at the Annual Meeting of the Southern States Communication Association, Savannah, Georgia. (ERIC Document Reproduction Service No. ED410604)

3. Ernst, E. (1997). Classical homoeopathy versus conventional treatments: a systematic review. Perfusion, 12, 1, 13-15. Retrieved February 12, 2005, from Centre for Reviews and Dissemination Database of Abstracts of Reviews of Effects (DARE), http://nhscrd.york.ac.uk/online/dare/990356.htm.

4. Cleveland, Donald & Cleveland, Ana. (2001). Introduction to indexing and abstracting. 3rd. Englewood, CO : Libraries Unlimited, Inc. ISBN 1563086417.

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