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A general process model of the gender-linked language effect: Antecedents for and consequences of language used by men and women
Unformatted Document Text:  General Process Model of the GLLE 23 same hearer schemata and stereotypes may affect a speaker’s gender-linked language behavior (GLS h Æ GLB s ; T35), although the hearer’s behavior is necessarily a mediating variable (GLS h Æ B h Æ GLB s ) (unless one believes in mental telepathy), and the schemata and stereotypes may also affect the hearer’s perceptions of context2 (GLS h Æ PC h ; T36). The last- mentioned relationship suggests that the energized schemata, for example, may heighten the extent to which gender is situationally salient for the hearer (+GLS h Æ +PC h ; Bem, 1984). Another theorem suggests that a hearer’s perception of context may affect a speaker’s gender- linked language behavior (PC h Æ GLB s ; T39). The two theorems together suggest a process wherein energized hearer schemata can genderize her perception of context which, in turn, may heighten the likelihood of a speaker’s use of gender-linked language (+PC h Æ +GLB s ), another version of a Pygmalion effect (Rosenthal, 2002; Rosenthal & Jacobson, 1968; White & Locke, 2000). Other theorems indicate that a hearer’s perception of context may affect his gender-linked language schemata and stereotypes (PC h Æ GLS h ; T40), which along with GLS h Æ PC h (T36) points to a reciprocal relationship between hearer perceptions of context and hearer schemata and stereotypes; that a speaker’s gender-linked language behavior may affect her perception of context (GLB s Æ PC s ; T41), which is a specific variant of the more general notion that one’s behavior can influence one’s perceptions (Apsler, 1976; Miller & Wozniak, 2001); and that a speaker’s gender-linked language behavior may affect a hearer’s perception of context (GLB s Æ PC h ; T43), a specific version of the idea discussed above: Speakers can shape the communication context through their use of language (Giles & Hewstone, 1982). (Certainly, it is possible that readers may find other theorems more interesting than the ones that we highlighted, which is one reason that we have produced Table 1.)

Authors: Mulac, Anthony., Bradac, James. and Palomares, Nicholas.
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background image
General Process Model of the GLLE
23
same hearer schemata and stereotypes may affect a speaker’s gender-linked language behavior
(GLS
h
Æ GLB
s
; T35), although the hearer’s behavior is necessarily a mediating variable
(GLS
h
Æ B
h
Æ GLB
s
) (unless one believes in mental telepathy), and the schemata and
stereotypes may also affect the hearer’s perceptions of context2 (GLS
h
Æ PC
h
; T36). The last-
mentioned relationship suggests that the energized schemata, for example, may heighten the
extent to which gender is situationally salient for the hearer (+GLS
h
Æ +PC
h
; Bem, 1984).
Another theorem suggests that a hearer’s perception of context may affect a speaker’s gender-
linked language behavior (PC
h
Æ GLB
s
; T39). The two theorems together suggest a process
wherein energized hearer schemata can genderize her perception of context which, in turn, may
heighten the likelihood of a speaker’s use of gender-linked language (+PC
h
Æ +GLB
s
), another
version of a Pygmalion effect (Rosenthal, 2002; Rosenthal & Jacobson, 1968; White & Locke,
2000).
Other theorems indicate that a hearer’s perception of context may affect his gender-linked
language schemata and stereotypes (PC
h
Æ GLS
h
; T40), which along with GLS
h
Æ PC
h
(T36)
points to a reciprocal relationship between hearer perceptions of context and hearer schemata and
stereotypes; that a speaker’s gender-linked language behavior may affect her perception of
context (GLB
s
Æ PC
s
; T41), which is a specific variant of the more general notion that one’s
behavior can influence one’s perceptions (Apsler, 1976; Miller & Wozniak, 2001); and that a
speaker’s gender-linked language behavior may affect a hearer’s perception of context
(GLB
s
Æ PC
h
; T43), a specific version of the idea discussed above: Speakers can shape the
communication context through their use of language (Giles & Hewstone, 1982). (Certainly, it is
possible that readers may find other theorems more interesting than the ones that we highlighted,
which is one reason that we have produced Table 1.)


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