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Gender schematicity, gender identity salience, and gender-linked language use
Unformatted Document Text:  Gender schematicity, identity salience, and -linked language use 14 interaction effect, F (1, 150) = .00, n.s. The GIS manipulation also significantly influenced reported student identity salience (see Table 3), and there was no sex main effect, F (1, 150) = 1.85, n.s., nor an interaction effect, F (1, 150) = .15, n.s. Testing the hypotheses is appropriate, as the gender and student identity salience manipulation paragraphs strongly manipulated reported gender identity and student identity salience as expect. 7 Procedure. Participants completed the BSRI separately from their involvement in the experiment in a seemingly unrelated research opportunity. Participants took about 15 minutes to complete the BSRI, for which they received separate course credit. In order to add to the variety of communicative contexts examined for male/female language differences, the current study utilized e-mail as the medium of communication, as little research has examined language differences between men and women in e-mail (see, for an exception, Thomson & Murachver, 2001) despite its rapid increase in usage (Kraut et al., 1999; Morgan Stanley, 1996). Participants were verbally instructed that they would fill out a paper handout and respond to an e-mail message in the in-box that was open on the computer at which they were seated. A quick but thorough tutorial of the web-based e-mail program (W:Mail 3.0) was given using an LCD projector. The layout of the e-mail program (e.g., buttons, message text box, etc.) along with the steps needed to open and read, and then type and send their reply were conveyed verbally and visually via the LCD projector which displayed the video output of a different computer. Participants’ questions (if any) were answered. Then, participants were told to follow the step by step instructions on the paper handout given to them to complete the experiment. The paper handout first instructed participants to “read the following passage and then answer the question that follows.” The passage (i.e., paragraph) was one of the three GIS manipulation paragraphs discussed in the previous section, which was randomly assigned to participants. The handout instructed participants: “After reading the above passage, please write (in one or two sentences) how you feel about yourself.” Next, the handout instructed participants step by

Authors: Palomares, Nicholas.
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Gender schematicity, identity salience, and -linked language use
14
interaction effect, F (1, 150) = .00, n.s. The GIS manipulation also significantly influenced reported
student identity salience (see Table 3), and there was no sex main effect, F (1, 150) = 1.85, n.s., nor
an interaction effect, F (1, 150) = .15, n.s. Testing the hypotheses is appropriate, as the gender and
student identity salience manipulation paragraphs strongly manipulated reported gender identity and
student identity salience as expect.
7
Procedure. Participants completed the BSRI separately from their involvement in the
experiment in a seemingly unrelated research opportunity. Participants took about 15 minutes to
complete the BSRI, for which they received separate course credit.
In order to add to the variety of communicative contexts examined for male/female language
differences, the current study utilized e-mail as the medium of communication, as little research has
examined language differences between men and women in e-mail (see, for an exception, Thomson
& Murachver, 2001) despite its rapid increase in usage (Kraut et al., 1999; Morgan Stanley, 1996).
Participants were verbally instructed that they would fill out a paper handout and respond to an
e-mail message in the in-box that was open on the computer at which they were seated. A quick but
thorough tutorial of the web-based e-mail program (W:Mail 3.0) was given using an LCD projector.
The layout of the e-mail program (e.g., buttons, message text box, etc.) along with the steps needed
to open and read, and then type and send their reply were conveyed verbally and visually via the
LCD projector which displayed the video output of a different computer. Participants’ questions (if
any) were answered. Then, participants were told to follow the step by step instructions on the paper
handout given to them to complete the experiment.
The paper handout first instructed participants to “read the following passage and then
answer the question that follows.” The passage (i.e., paragraph) was one of the three GIS
manipulation paragraphs discussed in the previous section, which was randomly assigned to
participants. The handout instructed participants: “After reading the above passage, please write (in
one or two sentences) how you feel about yourself.” Next, the handout instructed participants step by


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