Abstract
This study investigates how analysts approach the task of initially categorizing qualitative data, what analysis strategies increase or decrease the testimonial validity of the categories, whether the data should be presented as a whole or in meaningful units, the effects of analysts' familiarity with the material, and the cognitive strategies associated with testimonial validity judgments. Thirty upper level undergraduates analyzed essay data for themes while engaged in a think-aloud task. The essay writers then ranked the sets of categories in terms of overall quality and rated them on dimensions relevant to testimonial validity while thinking aloud. Think-aloud protocols for the best and worst approaches are examined. Implications for the use of qualitative research methods are discussed.
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