A Longitudinal Study of Gendered Vocabulary and Communicative Action in Young Children.

Abstract

Development of children's vocabularies for gender-typed words and communicative actions was investigated longitudinally from 13 to 36 months and in a group of 9.5-month-olds. Vocabularies of gendered words were assessed using lists of adult-rated gender-typed words from the MacArthur-Bates Communicative Development Inventories (CDI; L. Fenson et al., 1994). At 24 to 36 months, girls' and boys' productive vocabularies contained more same-gender-typed words than other-gender-typed words. Receptive vocabulary gender-differential effects were apparent among boys at 18 months. At 13 and 18 months, gender-typed differences were apparent in communicative actions. The research reveals the utility of unobtrusive, nonexperimental measures for assessing gender-related knowledge and behavior in young children.

The Boston Naming Test and Swedish children: Normative Data and response analysis

“…Studies have identified gender-related differences between the vocabularies of boys and girls. Stennes, Burch, Sen, and Bauer (2005), for example, did a measure of the vocabulary of children from 9 to 36 months of age and found that by 30 months of age, gender-typed vocabulary was relatively stable. A vocabulary list consisting of words that had been rated as being feminine or masculine by an adult sample was used to help determine these findings.…”

“…Although it is clear that the pictures in the BNT mainly consist of artefacts, it is not obvious which of those objects may apply more to girls than boys or vice versa. One approach may be to apply the method used by Stennes et al (2005) to BNT analysis.…”

Cognitive and language performance in children is associated with maternal social anxiety disorder: A study of young mothers in southern Brazil

“…This finding can be explained by the quality of stimulation. Mothers with higher levels of education tend to provide different types of daily stimulation, more play materials and appropriate games, along with better physical and temporal space management and better emotional involvement [51]. Higher levels of education are also associated with a more complex speech [21], allowing mothers to talk more with their children using a richer vocabulary [17].…”

Participant and Word Gender in Age of Acquisition Effects: The Role of Gender Socialization

“…Stennes et al (2005) found that 2-3 year-olds produced more same-versus opposite-gender words. However, these words mainly denoted female or male beings (e.g., aunt, uncle).…”