Combining, Distinguishing, and Generating Theories in Communication

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Abstract
The rubric levels of analysis is a popular organizing theme for communication research, and there are arguments for both separating and combining levels. This article replaces the notion of levels, traditionally defined along a biopsycho-social continuum, with that of domains, a specification of any class of entities or things to which research can apply. Domains provide four advantages for communication research: (a) Domains define the set of entities to which theories and operations can refer; (b) domains are consistent with traditional levels but permit partial inclusion and exclusion of entities from multiple levels; (c) domains differentiate and link theories and operations; and (d) domains explain when theories can and cannot “cross” levels, and specify how to adjust inappropriate “cross-level” theories. Domains are defined and discussed separately in relation to theory and data collection.

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