In general, men have longer vocal tracts, larger larynxes and thicker vocal folds than women. The result is that men typically speak in a lower pitch range (80–200 Herz) than women (120–400 Herz). The term pitch is used to describe the effect of vibration in the vocal folds, with slower vibration making voices sound lower and rapid vibration making voices sound higher. Although “normal speaking” takes place with substantial overlap in the pitch ranges of men and women, there is a tendency to exaggerate the differences in many contexts in order to sound more “like a man” or more “like a woman.”

Among women speaking contemporary American English, there is also generally more use of pitch movement, that is, more rising and falling intonation. The use of rising intonation (↑) at the end of statements (It happened near San Diego ↑ , in southern California ↑), the more frequent use of hedges (sort of, kind of) and tag questions (It’s kind of cold in here, isn’t it?) have all been identified as characteristic of women’s speech. Tag questions are short questions consisting of an auxiliary (don’t, isn’t) and a pronoun (it, you), added to the end of a statement (I hate it when it rains all day, don’t you?). They are used more often by women when expressing opinions. These features of women’s speech all seem to be ways of inviting agreement with an idea rather than asserting it. Men tend to use more assertive forms and “strong” language (It’s too damn cold in here!). Other researchers have pointed to a preference among women, in same-gender groups, for indirect speech acts (Could I see that photo?) rather than the direct speech acts (Gimme that photo) heard more often from men in same-gender groups.

It is important to pay attention to the concept of “same-gender” talk in describing features in the speech of men and women because much of our socialization takes place in such groups. By the time we are three years old, we have established a preference for talking to same-gender others. By the age of five, boys are actively excluding girls from their activities and commenting negatively on other boys who associate with girls. Throughout childhood, boys socialize in larger groups, often in competitive activities, establishing and maintaining hierarchical relationships (I’m Spiderman and you have to follow me). Girls socialize in smaller groups, more often in cooperative activities, establishing reciprocal relationships and exchanging roles (You can be the doctor now and I’ll be ill). In many societies, this same-gender socialization is reinforced through separate educational experiences, creating young men and women who may interact with each other only rarely outside family settings. Not surprisingly, there are differences in the way each gender approaches interaction with the other.

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مواضيع ذات صلة

Metaphor and metonymy

Categorisation and idealised cognitive models Summary

The structure of ICMs

Addressing the problems with prototype theory

Radial categories as a further source of typicality effects

Sources of typicality effects

The theory of idealised cognitive models

Problems with prototype theory

The horizontal dimension

The vertical dimension

The categorisation system

Principles of categorization