Constructional Variety in the Spoken Language of School Children

Children's television programs from public and commercial networks were videotaped: PBS-Mr. Rogers's Neighborhood, Sesame Street, and Villa Alegra; Commercial-Action programs, Comedy/Adventure programs, and Commercials. Random 2-3 minute segments were transcribed and the dialogue of individual characters printed for analysis. In Analysis I , I I trained linguistic coders assessed 48 transcripts (45-1 I0 words) for 37language variables previously found to differentiate speaker gender. A multiple discriminant analysis showed sign8cant ability (94% accuracy) in predicting character sex from 13 linguistic variables. In Analysis 2 , the transcripts were rated by 221 naive observers using the Speech Dialect Attitudinal Scale. MANOVA results indicated that, in general, the male and female characters' language led to character perceptions consistent with the GenderLinked Language Effeci: female characters rated higher on Socio-Intellectual Status and Aesthetic Quality; male characters rated higher on Dynamism. In Analysis 3, muliiple regression analysessuggested a causal link between 9 of ihe 13 gender-discriminating variables from Analysis 1 and all three attribuiional dimensions in Analysis 2. Results are discussed in ierms of sex-role stereotypes.A substantial body of research has assessed the portrayal of the sexes on television, generally reporting large differences on a range of variables. On the basis of their investigation, Poulos, Harvey, and Liebert (1975) suggest that males on television are more aggressive and that women are more sympathetic. MacArthur and Eisen (1976) found that on Saturday Anthony Mulac (Ph.D., University of Michigan, 1969) is a professor of communication; James J. Bradac (Ph.D., Northwestern University, 1970) is also a professor of communication; Susan Karol Mann is a master's candidate in the Communication Studies Program; B 1985 International Communication Assn. 48 1

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“…."). (Harmann, 1976;Hass & Wepman, 1973;MBB, 1983, November;Poole. 1979 (MWYG, 1983, July;Wood, 1966).…”

Section: Verb Phrases Verbsmentioning

confidence: 99%

Male/Female Language Differences and Attributional Consequences in Children's Television

Mulac

Bradac²,

Mann

1985

Human Comm Res

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“…Loban (Note 9) reported that expressions of tentativeness including supposition, hypothesis, and conditionality are associated with effective users of language from kindergarten through sixth grade. Hass and Wepman (1973) similarly found that uncertainty increased as a function of age in children S to 13 years old and noted that "there are many fine points about the uncertainty scores [with regard to the Age X Sex interaction] that demand further investigation" (p. 305). Baumann (1976) analyzed 7| hours of tape of adults in various settings for confirmatory tag questions and qualifying prefatory statements.…”

Section: Topicmentioning

confidence: 99%

Male and female spoken language differences: Stereotypes and evidence.

Haas

1979

Psychological Bulletin

170

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Male speech and female speech have been observed to differ in their form, topic, content, and use. Early writers were largely introspective in their analyses; more recent work has begun to provide empirical evidence. Men may be more loquacious and directive; they use more nonstandard forms, talk more about sports, money, and business, and more frequently refer to time, space, quantity, destructive action, perceptual attributes, physical movements, and objects. Women are often more supportive, polite, and expressive, talk more about home and family, and use more words implying feeling, evaluation, interpretation, and psychological state. A comprehensive theory of "genderlect" must include information about linguistic features under a multiplicity of conditions. Both casual and serious observers of the human condition have long recognized that communication between the sexes is often frustrating. A possible cause of the difficulty is that men and women may in fact not really be speaking the same language (Jong, 1977; Reik, 1954). Aspects of form, topic, content, and use 1 of spoken language have been identified as sex associated. Either men or women are more likely to produce specific utterances. Informal observations, speculations, and stereotypes in each category are discussed first. This presentation is followed by a report of empirical findings 2 from a variety of communication situations. Although reports of stereotypes and evidence for male and female spoken language differences do not always coincide, they both contribute to one's understanding of sex roles and communication. This review is based on a dissertation submitted to Teachers College, Columbia University in partial 'fulfillment of the requirements for the PhD degree. Deep appreciation is expressed to Edward Mysak, Lois Bloom, and Mary Parlee for their useful suggestions, criticism, and encouragement. Requests for reprints should be sent to Adelaide

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“…Winitz (1959). Number of Words (Hass and Wepman, 1973;Jones and McMillan, 1973;Longhurst and Grubb, 1974), Total Number of One Word Responses (Lovell, Hoyle, Sidall, 1968;Minifie, Darley and Sherman, 1963), and Mean Number of Words in Five Longest Responses (Minifie et al, 1963) are all methods of word counting used to determine levels of language development.…”

Section: Statement Of Purposementioning

confidence: 99%

A comparative study of the developmental sentence scoring normative data obtained in Portland, Oregon, and the Midwest, for children between the ages of 5.0 and 5.11 years

McNutt¹

2000

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Constructional Variety in the Spoken Language of School Children

Cited by 6 publications

References 4 publications

Male/Female Language Differences and Attributional Consequences in Children's Television

Male/Female Language Differences and Attributional Consequences in Children's Television

Male and female spoken language differences: Stereotypes and evidence.

A comparative study of the developmental sentence scoring normative data obtained in Portland, Oregon, and the Midwest, for children between the ages of 5.0 and 5.11 years

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