Generalization

The term generalization is often used in the literature on research and methods when we make a theoretical claim and observe the data. But do we really observe all the data and then deduce our conclusion? Roland Barthes states that the world’s narratives are numerous and further explains that all narratives share structural features. Is he suggesting a generalization that applies to narratives worldwide? Or when we reach toward meaningfulness without studying all contexts; is it generalization that supports our observations?

Generalization is a necessary component in survey and research for the formation of theories, both scientific and otherwise. But how is something generalized? For example, if the first pen I pull from my bag is green, and the second pen I take from my bag is also green, can I then can generalize and say that all the pens in my bag are green? Is generalization more in line with inductive reasoning? It appears that the validity of one’s conclusion is based on some premises, contexts, and the observer’s prior experiences. This does not mean, however, that generalizing is a subjective activity.

Generalizing statements constitute the explanation schema that is the method of scientific reasoning. It is used to label many aspects of research process.

The ability to express a generalization in words presupposes a number of capacities, previously realized, for intelligently using words, phrases, and clauses that make up the sentence, but generalization is observational rather than judgmental. The generalizing claims are explicit in survey or experimental research, whereas they are less explicit in qualitative research. There are two basic groups of phenomena with which the term is ordinarily linked: The process of generalization is [Page 304]a transition from a description of the properties of a particular object to finding and singling them out in an entire class of similar objects. Here, the researcher finds and singles out certain stable, recurring properties of these objects. For example, Chinese pronounce /r/, a trill sound, as lateral /1/, so a linguist can generalize that wherever there is a /r/ sound in a loan word, it will be pronounced as /1/ by Chinese speakers.

In marking the result of the generalizing process, the researchers’ ability to abstract the findings from certain varying and particular attributes of an object is recognized. For instance, a linguistics field researcher finds out that a three-language formula has been adopted in Indian primary and secondary education. If he interviews any student studying in Grade 6, then he can generalize and deduce: “Indian students know more than one language,” or “The students are multilingual.” Moreover, when the researcher encounters a child having no formal education, this might make him predict “The child might not know more than one language.”

During the generalizing process what takes place is as follows: First, a researcher finds a certain invariant in an array of objects and their properties, and a classification of the invariant by a description; second, the researcher finds a usage of the variant that has been cast out to allow the identification of objects in a given assortment.

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