Texting!!!

IF 0.9 4区 心理学 Q3 COMMUNICATION
Elena Nicoladis, Amen Duggal, Alexandra Besoi Setzer
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引用次数: 0

Abstract

Previous research shows that females use more exclamation marks than males, often to establish rapport. The purpose of the present studies was to test whether people associate texters’ use of exclamation marks with friendliness and femaleness. If this association is due to normative expectations, we hypothesized that females would appear less friendly if they did not use an exclamation mark in texting. In Study 1, participants rated a texter using an exclamation mark to be highly female and highly friendly. The gender results disappeared when friendliness was controlled for. In Study 2, we tested whether friendliness ratings decreased if texters violated gender-associated punctuation. Participants rated a texter with a gendered name on friendliness. Regardless of gender, participants inferred greater friendliness to texters using an exclamation mark. That is, there was no evidence of a cost for violating this gender expectation. We conclude that people predict that a texter using an exclamation mark is likely to be female, but do not penalize females for not using an exclamation mark.
发短信
以往的研究表明,女性比男性使用更多的感叹号,通常是为了建立友好关系。本研究的目的是检验人们是否会把发短信者使用感叹号与友好和女性化联系起来。如果这种关联是由规范性期望引起的,我们假设如果女性在发短信时不使用感叹号,她们就会显得不那么友好。在研究 1 中,受试者将使用感叹号的发短信者评为高度女性和高度友好。在对友好度进行控制后,性别结果消失了。在研究 2 中,我们测试了如果发短信者违反了与性别相关的标点符号,是否会降低友好度评分。参与者对带有性别名称的发短信者的友好度进行评分。无论性别如何,参与者都会对使用感叹号的发短信者推断出更高的友好度。也就是说,没有证据表明违反这种性别期望需要付出代价。我们的结论是,人们会预测使用感叹号的发短信者很可能是女性,但不会因为女性不使用感叹号而惩罚她们。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.30
自引率
6.70%
发文量
8
期刊介绍: This international peer-reviewed journal aims to advance knowledge in the growing and strongly interdisciplinary area of Interaction Studies in biological and artificial systems. Understanding social behaviour and communication in biological and artificial systems requires knowledge of evolutionary, developmental and neurobiological aspects of social behaviour and communication; the embodied nature of interactions; origins and characteristics of social and narrative intelligence; perception, action and communication in the context of dynamic and social environments; social learning.
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