Leaper Campbell, Smith Tara E
Department of Psychology, University of California, Santa Cruz, Santa Cruz, CA, USA.
Dev Psychol. 2004 Nov;40(6):993-1027. doi: 10.1037/0012-1649.40.6.993.
Three sets of meta-analyses examined gender effects on children's language use. Each set of analyses considered an aspect of speech that is considered to be gender typed: talkativeness, affiliative speech, and assertive speech. Statistically significant average effect sizes were obtained with all three language constructs. On average, girls were slightly more talkative and used more affiliative speech than did boys, whereas boys used more assertive speech than did girls. However, the average effect sizes were either negligible (talkativeness, d=0.11; assertive speech, d=0.11) or small (affiliative speech, d=0.26). Larger effect sizes were indicated for some language constructs depending on either the operational definition of the language measure, the method of recording, the child's age level, the interaction partner (adult or peer), group size, gender composition, observational setting, or type of activity. The results are interpreted in relation to social-developmental and social-constructionist approaches to gender; these views are presented as complementary--rather than competing--meta-theoretical viewpoints.
三组元分析研究了性别对儿童语言使用的影响。每组分析都考虑了被认为具有性别特征的言语方面：健谈程度、亲和性言语和 assertive 言语。所有这三种语言结构都获得了具有统计学意义的平均效应量。平均而言，女孩比男孩略健谈且使用更多的亲和性言语，而男孩比女孩使用更多的 assertive 言语。然而，平均效应量要么可忽略不计（健谈程度，d = 0.11；assertive 言语，d = 0.11），要么较小（亲和性言语，d = 0.26）。根据语言测量的操作定义、记录方法、儿童年龄水平、互动伙伴（成人或同伴）、群体规模、性别构成、观察环境或活动类型，某些语言结构显示出更大的效应量。研究结果根据性别方面的社会发展和社会建构主义方法进行解释；这些观点被呈现为互补的——而非相互竞争的——元理论观点。 （注：这里“assertive speech”直接保留英文未翻译，因为未明确其准确中文对应，可能是“肯定性言语”之类，但不确定，需结合更专业背景进一步确定准确译法）
