Children's Discourse in a Problem-Solving Setting: A Cross-Gender Analysis

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dc.contributor.advisorGrebenyova, Lydia
dc.contributor.authorTichenor, Emily
dc.contributor.departmentLanguage and Linguistics.en_US
dc.contributor.otherBaylor University.en_US
dc.contributor.schoolsHonors College.en_US
dc.date.accessioned2013-05-24T20:14:07Z
dc.date.available2013-05-24T20:14:07Z
dc.date.copyright2013
dc.date.issued2013-05-24
dc.description.abstractMuch research has been done on the differences between men and women’s language. However, research is lacking on children’s gendered language, especially in problem-solving contexts. This study presents an experiment involving children solving a puzzle and uses the data to analyze the language of these English-acquiring children (mean age 4). I analyze the transcriptions of the recordings for the ways children ask for help, use of pronouns and discourse markers, topic changes, and hesitation utterances. The findings support boys and girls using language differently in the process of solving a problem, suggesting that each gender solves problems differently. Further, the findings have larger social implications on gender relations.en_US
dc.identifier.urihttp://hdl.handle.net/2104/8671
dc.language.isoen_USen_US
dc.rightsBaylor University projects are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.en_US
dc.rights.accessrightsWorldwide accessen_US
dc.subjectLinguisticsen_US
dc.subjectChildren's Discourseen_US
dc.titleChildren's Discourse in a Problem-Solving Setting: A Cross-Gender Analysisen_US
dc.typeThesisen_US

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