Changes in Pronominal Usage in a Classroom Situation

Bibliographic Data

ID12003479
AuthorsCathryn Adamsky (Indiana University – Purdue University Fort Wayne, corresponding author)
Year1981
Volume5
Issues5
Pages773-779
Publication date1981-06-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenuePsychology of Women Quarterly (JOURNAL)
Journal identifiersISSN: 0361-6843 • E-ISSN: 1471-6402
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1111/j.1471-6402.1981.tb01101.x
OpenAlexW2144123833
LanguageEN
Citations received9
References cited2

Changes in pronominal usage of students were investigated in a classroom situation where attention to usage was heightened by instructor use of ‘she’ as the generic singular, and by instructor assessment of reactions to the practice. Two classes (N = 74) constituted the experimental group. Analyses of pronominal usage in the written work of students (compared to a control group, N=20) and questionnaires to obtain student reaction to instructor usage and student views on language usage were the principal measures used. Results indicated a change in use of pronouns with more specific use of “he,” a reduction of use of “he” as the generic singular, and use of “she” as a generic. Results indicate that pronominal usage is susceptible to change

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