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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 linked language use in computer-mediated communication from a self-categorization theoretical perspective. Unpublished Masters Thesis, University of California, Santa Barbara. Pavitt, C. (2000). Answering questions requesting scientific explanations for communication. Communication Theory, 10, 374-340. Postmes, T., & Spears, R. (2002). Behavior online: Does anonymous computer communication reduce gender inequality? Personality & Social Psychology Bulletin, 28, 1073- 1083. Quirk, Greenbaum, Leech, & Svartvick. (1985). Reid, S. A., Keerie, N., & Palomares, N. A. (2002). Language, gender salience, and social influence, Manuscript submitted for publication. University of California, Santa Barbara. Reynolds, P. D. (1971). A primer in theory construction. Indianapolis, IN: Bobbs-Merrill. Rosenthal, R. (2002). The Pygmalion effect and its mediating mechanisms. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 25- 36). San Diego, CA: Academic Press. Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils’ intellectual development. New York: Holt, Rinehart and Winston. Samter, W., & Burleson, B. R. (1984). Cognitive and motivational influences on spontaneous comforting behavior. Human Communication Research, 11, 231-260. Shepard, C. A., Giles, H., & Le Poire, B. A. (2001). Communication accommodation theory. In W. P. Robinson & H. Giles (Eds.), The new handbook of language and social psychology (pp. 33-56). Chichester, England: John Wiley & Sons. Whaley, B. B., & Wagner, L. S. (2000). Rebuttal analogy in persuasive messages: Communicator likability and cognitive responses. Journal of Language and Social Psychology,

Authors: Mulac, Anthony., Bradac, James. and Palomares, Nicholas.
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background image
General Process Model of the GLLE
linked language use in computer-mediated communication from a self-categorization theoretical
perspective. Unpublished Masters Thesis, University of California, Santa Barbara.
Pavitt, C. (2000). Answering questions requesting scientific explanations for
communication. Communication Theory, 10, 374-340.
Postmes, T., & Spears, R. (2002). Behavior online: Does anonymous computer
communication reduce gender inequality? Personality & Social Psychology Bulletin, 28, 1073-
1083.
Quirk, Greenbaum, Leech, & Svartvick. (1985).
Reid, S. A., Keerie, N., & Palomares, N. A. (2002). Language, gender salience, and
social influence, Manuscript submitted for publication. University of California, Santa Barbara.
Reynolds, P. D. (1971). A primer in theory construction. Indianapolis, IN: Bobbs-Merrill.
Rosenthal, R. (2002). The Pygmalion effect and its mediating mechanisms. In J. Aronson
(Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 25-
36). San Diego, CA: Academic Press.
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation
and pupils’ intellectual development. New York: Holt, Rinehart and Winston.
Samter, W., & Burleson, B. R. (1984). Cognitive and motivational influences on
spontaneous comforting behavior. Human Communication Research, 11, 231-260.
Shepard, C. A., Giles, H., & Le Poire, B. A. (2001). Communication accommodation
theory. In W. P. Robinson & H. Giles (Eds.), The new handbook of language and social
psychology (pp. 33-56). Chichester, England: John Wiley & Sons.
Whaley, B. B., & Wagner, L. S. (2000). Rebuttal analogy in persuasive messages:
Communicator likability and cognitive responses. Journal of Language and Social Psychology,


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