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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 6 indicates that both speaker and hearer can be affected by a common situational stimulus. A paradigm case of this would be the situation of co-viewing (Brody, Stoneman, & Sanders, 1980; Desmond, Singer, Singer, Calam, & Calimore, 1985). (See Figure 1 for a diagram of the general process model.) However, as we hinted in the previous paragraph, a part of the causal structure can be usefully bifurcated: SI 1 Æ GLS s , h and SI 2 Æ GLS s , h . There are two different classes of situational inputs that affect the language schemata and stereotypes: recurrent, long-term inputs that lead to schema and stereotype formation, and immediate inputs that trigger these cognitive structures when formed, often directly leading to the production of gender-linked language. The first type of input is pertinent to issues of gender socialization and language development, whereas the second type raises questions about communication context and cognitive processing. The SI 1 Æ PC s sequence stands on its own as a representation of a process that enables subsequent production of gender-linked language—it models the development of a special part of linguistic competence and a part of gender identity. The SI 2 Æ PC s sequence participates directly and fully in the entire causal chain representing production of the gender-linked language effect, a situated set of evaluative judgments of a particular communicator. The Constructs of the Model It will be useful now to discuss in some detail the individual components of the causal process. Situational inputs: SI 1 A subset of the countless situations in which children participate lead to the formation of gender-linked language schemata and stereotypes, and arguably this is a large subset. Any situation in which men or women, or girls or boys, are speaking may establish rudimentary

Authors: Mulac, Anthony., Bradac, James. and Palomares, Nicholas.
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General Process Model of the GLLE
6
indicates that both speaker and hearer can be affected by a common situational stimulus. A
paradigm case of this would be the situation of co-viewing (Brody, Stoneman, & Sanders, 1980;
Desmond, Singer, Singer, Calam, & Calimore, 1985). (See Figure 1 for a diagram of the general
process model.)
However, as we hinted in the previous paragraph, a part of the causal structure can be
usefully bifurcated: SI
1
Æ GLS
s
,
h
and SI
2
Æ GLS
s
,
h
. There are two different classes of
situational inputs that affect the language schemata and stereotypes: recurrent, long-term inputs
that lead to schema and stereotype formation, and immediate inputs that trigger these cognitive
structures when formed, often directly leading to the production of gender-linked language. The
first type of input is pertinent to issues of gender socialization and language development,
whereas the second type raises questions about communication context and cognitive processing.
The SI
1
Æ PC
s
sequence stands on its own as a representation of a process that enables
subsequent production of gender-linked language—it models the development of a special part
of linguistic competence and a part of gender identity. The SI
2
Æ PC
s
sequence participates
directly and fully in the entire causal chain representing production of the gender-linked
language effect, a situated set of evaluative judgments of a particular communicator.
The Constructs of the Model
It will be useful now to discuss in some detail the individual components of the causal
process.
Situational inputs: SI
1
A subset of the countless situations in which children participate lead to the formation of
gender-linked language schemata and stereotypes, and arguably this is a large subset. Any
situation in which men or women, or girls or boys, are speaking may establish rudimentary


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