Variation in the acoustic correlates of emphasis in Jordanian Arabic: Gender and social class

2019 ◽  
Vol 53 (1) ◽  
pp. 169-200 ◽  
Author(s):  
Osama Omari ◽  
Aziz Jaber
Keyword(s):  
Gender Differences ◽  
Social Class ◽  
Middle Class ◽  
Class Group ◽  
Vowel Duration ◽  
Jordanian Arabic ◽  
Lower Middle Class ◽  
Class Differences ◽  
Acoustic Correlates ◽  
Minimal Pairs

Abstract The present study investigates the effect of gender and social class on the acoustic correlates of emphasis in Jordanian Arabic. To achieve this goal, 40 participants were recorded reading a list of minimal pairs, and several acoustic measurements were taken, including VOT (voiceless stops), post-release duration (voiced stops), friction duration, vowel duration, and vowel formant frequencies (F1–F3) at onset and midpoint positions. The results of the study reveal that significant gender and social class differences in emphasis production have different linguistic distributions. Gender differences were relevant at F1 and F2 at the onset and midpoint, whereas social class differences were evident at the onset position of F1 and F2, vowel duration, and the post-release duration of the voiced emphatic stop. Generally, male speakers produced stronger cues of emphasis, the non-prestigious form, than female speakers, as they made more F1 raising and F2 lowering in the emphatic environment. Strong emphasis cues were also favored by the lower-middle class speakers. The results also showed that the effect of gender significantly intersects with that of social class. At F1(onset and midpoint), significant gender differences existed only within the upper-class group. At F2 midpoint, however, gender differences were evident only in the lower-middle class group.

scholarly journals Emphasis, Manner, and Voice in Urban Jordanian Arabic: Linguistic and Extralinguistic Interactions

2020 ◽  
Vol 20 (1) ◽  
Keyword(s):  
Social Class ◽  
Middle Class ◽  
The Other ◽  
Upper Class ◽  
Linguistic Variables ◽  
Jordanian Arabic ◽  
Lower Middle Class ◽  
Minimal Pairs ◽  
The One ◽  
The Impact

The present paper examines the impact of extra-linguistic variables (gender and social class) on the linguistic interaction between emphasis and manner, on the one hand, and voice, on the other hand, in Urban Jordanian Arabic. To achieve this goal, 40 participants produced 12 monosyllabic CVC minimal pairs with the target consonant (plain or emphatic) occurring word-initially. Measurements taken were F1, F2, and F3 at vowel onset and midpoint positions. Acoustically, it was found that emphasis was stronger following a stop than following a fricative, and it is more pronounced following a voiced consonant than following a voiceless one. However, the extra-linguistic factors did not have a strong bearing on these linguistic interactions. In general, the interaction between emphasis and manner or voice was not influenced by gender or social class. An exception to this finding was the overlap between emphasis and manner at F1 onset, where the interplay of both gender and social class affected the linguistic interaction. In particular, upper-class males produced stronger emphasis following stops than following fricatives, whereas lower-middle class males produced stronger emphasis following a fricative than following a stop.

scholarly journals PANDANGAN DUNIA DEWI ANGGRAENI DALAM NOVEL MY PAIN MY COUNTRY: KAJIAN STRUKTURALISME GENETIK LUCIEN GOLDMANN (DEWI ANGGRAENI’S WORLD VIEW IN MY PAIN MY COUNTRY: LUCIEN GOLDMANN GENETIC STRUCTURALISM STUDY)

2021 ◽  
Vol 11 (1) ◽  
pp. 27
Author(s):  
Derri Ris Riana
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Indigenous People ◽  
Class Group ◽  
World View ◽  
Social Classes ◽  
The Novel ◽  
Lower Middle Class ◽  
Data Source ◽  
The Relationship

Abstract Dewi Anggraeni’s World View in My Pain My Country: Lucien Goldmann Genetic Structuralism Study. This research aims to uncover human facts, collective subject, the structure of the novel My Pain My Country, which illustrates the character's problems, both concerning other characters and the environment, and the worldview expressed by the author as part of a social class group supported by Dewi Anggraeni's authorship helped to reconstruct the author's worldview. The analysis uses genetic structuralism with a dialectical method based on the concept of understanding and explanation in finding coherence of meaning. The data source is Dewi Anggraeni’s novel ”My Pain My Country”. The results showed that the author described “My Pain My Country” as human facts through geographical, sociological, psychological, historical, and ideological facts. Dewi Anggraeni describes the collective subject in two different social classes, namely the Chinese ethnic group to be described as the capitalists and indigenous people as the proletarians. The structure of “My Pain My Country” was constructed by relating the characters and the environment. The author represented the relationship between the characters in human opposition. Meanwhile, the relationship between the characters and the environment were represented through natural, social and cultural oppositions. The structure of the novel reflected the Dewi Anggraeni’s worldview as a form of sympathy, not only towards the victims of the 1998 tragedy from Chinese but also towards the lower middle class of indigenous people; and world views on nationalism, justice, and Chinese integration. Key words: genetic structuralism, human fact, world view Abstrak Pandangan Dunia Dewi Anggraeni dalam Novel My Pain My Country: Kajian Strukturalisme Genetik Lucien Goldmann. Penelitian ini bertujuan untuk mengungkap fakta kemanusiaan; subjek kolektif; struktur novel My Pain My Country yang menggambarkan permasalahan tokoh, baik dalam hubungannya dengan tokoh lain maupun dengan lingkungannya; dan pandangan dunia yang diekspresikan pengarang sebagai bagian dari kelas sosial yang didukung oleh jejak kepengarangan yang turut merekonstruksi pandangan dunia Dewi Anggraeni. Analisis menggunakan strukturalisme genetik dengan metode dialektik yang berdasarkan pada konsep pemahaman dan penjelasan dalam menemukan koherensi makna. Sumber data adalah novel My Pain My Country karya Dewi Anggraeni. Hasil penelitian menunjukkan bahwa novel My Pain My Country sebagai fakta kemanusiaan digambarkan pengarang melalui fakta geografis, sosiologis, psikologis, historis, dan ideologis. Subjek kolektif dimunculkan Dewi Anggraeni dalam dua kelas sosial yang berbeda, yaitu kelompok etnis Tionghoa yang digambarkan sebagai kaum kapitalis dan pribumi sebagai proletar. Struktur novel My Pain My Country dibangun oleh hubungan antartokoh, serta tokoh dan lingkungan. Hubungan tokoh dan tokoh digambarkan dalam oposisi manusia. Sementara itu, hubungan tokoh dan lingkungan digambarkan melalui oposisi alamiah, sosial, dan kultural. Struktur novel itu merefleksikan pandangan dunia Dewi Anggraeni sebagai wujud keprihatinan, baik terhadap korban tragedi 1998 dari Tionghoa maupun kelompok menengah ke bawah, serta pandangan tentang nasionalisme, keadilan, dan integrasi Tionghoa. Kata-kata kunci: strukturalisme genetik, fakta kemanusiaan, pandangan dunia

scholarly journals Time and money explain social class differences in students’ social integration at university.

2017 ◽  
Author(s):  
Mark Rubin
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Social Integration ◽  
Social Exclusion ◽  
Undergraduate Students ◽  
Social Activities ◽  
Class Differences ◽  
Working Class Students ◽  
Exclusion Effect

Working-class students tend to be less socially integrated at university than middle-class students (Rubin, 2012a). The present research investigated two potential reasons for this working-class social exclusion effect. First, working-class students may have fewer finances available to participate in social activities. Second, working-class students tend to be older than middle-class students and, consequently, they are likely to have more work and/or childcare commitments. These additional commitments may prevent them from attending campus which, in turn, reduces their opportunity for social integration. These predictions were confirmed among undergraduate students at an Australian university (N = 433) and a USA university (N = 416). Strategies for increasing working-class students’ social integration at university are discussed.

scholarly journals Class, caring and disability: evidence from the British Retirement Survey

2002 ◽  
Vol 22 (3) ◽  
pp. 325-342 ◽  
Author(s):  
KAREN GLASER ◽  
EMILY GRUNDY
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Later Life ◽  
Family Obligations ◽  
Class Differences ◽  
National Statistics ◽  
The United Kingdom ◽  
Resident Care ◽  
Middle Generation ◽  
Provision Of Care

There has been an increasing interest in the caring responsibilities of middle generation individuals as numerous studies have noted the continuing family obligations of people in later life. Employing data from the United Kingdom Office of National Statistics Retirement Survey of 1988/89, we examined social class differentials in the provision of care by 55–69 year olds. Our results show few social class differences in the provision of co-resident care to a parent (among those aged 55–69 in 1988/89 with at least one living parent), but significant social class differences in the provision of care to a spouse. Working class individuals were more likely to be caring for a spouse than their middle class counterparts because of the higher prevalence of disability among this group.

scholarly journals Age differences explain social class differences in students’ friendship at university: Implications for transition and retention.

2017 ◽  
Author(s):  
Mark Rubin
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Undergraduate Students ◽  
Age Differences ◽  
Online Survey ◽  
Policy Implications ◽  
Class Differences ◽  
Working Class Students ◽  
Social Class Difference

The present research tested the hypotheses that (a) working-class students have fewer friends at university than middle-class students, and (b) this social class difference occurs because working-class students tend to be older than middle-class students. A sample of 376 first-year undergraduate students from an Australian university completed an online survey that contained measures of social class and age as well as quality and quantity of actual and desired friendship at university. Consistent with predictions, age differences significantly mediated social class differences in friendship. The Discussion focuses on potential policy implications for improving working-class students’ friendships at university in order to improve their transition and retention.

Age/Grade and Social-Class Differences in Descriptions and Inquiries about Games

1988 ◽  
Vol 62 (1) ◽  
pp. 247-255
Author(s):  
Denise M. Worth
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Cognitive Performance ◽  
Social Classes ◽  
Eighth Grade ◽  
Socioeconomic Differences ◽  
Class Differences ◽  
Performance Differences ◽  
Grade 8

This study explored cognitive performance differences between disadvantaged and middle-class boys on descriptive and inquiry tasks relating to everyday games. Fourth and eighth grade boys from both social classes were asked to describe the game they played most, then to learn a new game using yes-or-no questioning. The interviews were content-analyzed by category of game information and rated for effectiveness of description and inquiry. Grade 8 boys covered a wider array of categories for a description or inquiry of a given length. They were also more likely to explore the object of the game on all tasks. Grade 4 boys more frequently seemed at a loss in generating questions on the inquiry task. Socioeconomic differences were present, favoring middle-class boys, but they were smaller and less consistent than age/grade differences, and somewhat greater at Grade 4. While most Grade 8 boys were able to pursue an inquiry, more middle-class boys seemed involved in the task in a positive and motivated way. Complexity of grade and social-class differences in cognitive performance and the need for further research were discussed.

Occurrence of Sex and Social Class Differences in Premorbid Competence, Symptom and Outcome Measures in Acute Schizophrenics

1966 ◽  
Vol 18 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Allen Raskin ◽  
Risa Golob
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Outcome Measures ◽  
Recreational Activities ◽  
Female Patients ◽  
Class Differences ◽  
Social Achievement ◽  
Negative Findings

An investigation was made of the occurrence of sex and social class differences in 15 premorbid competence, 14 symptom and two outcome measures. The sample comprised 138 newly admitted schizophrenics from nine hospitals. Middle-class patients evinced greater pre-adolescent psychic disturbance, greater premorbid interest and involvement in interpersonal, social and recreational activities, and were more emotionally unrestrained on admission than working-class patients. Female patients were older, more often married, higher on premorbid social achievement, and lower on symptoms characterizing grandiosity. The implications of these essentially negative findings for the process-reactive distinction in schizophrenia, and Zigler and Phillips' reported relationship between premorbid competence and symptoms, are discussed.

The impact of social class and social cognitive domain on northeastern Brazilian mothers' and daughters' conceptions of parental control

2007 ◽  
Vol 31 (2) ◽  
pp. 105-114 ◽  
Author(s):  
Maria Tereza Lins-Dyer ◽  
Larry Nucci
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Social Cognitive ◽  
Lower Class ◽  
Cognitive Domain ◽  
Mothers And Daughters ◽  
Class Differences ◽  
Mother Daughter Relationship ◽  
The Impact ◽  
Actual Control

The impact of social class was explored on Brazilian mothers' and daughters' conceptions of who should, and who actually would control decisions regarding the daughters' actions. Participants were 126 middle class and 126 lower class girls aged 11–16 years, and their mothers. No social class differences were found in daughters' judgments about who should control decisions. Lower class daughters perceived mothers as exerting greater actual control than did middle class daughters. Lower class mothers claimed higher control over prudential and conventional matters than did middle class mothers. Findings that daughters and mothers in both social classes viewed personal matters as under the daughters' control challenged the notion that interdependence is fostered by the mother–daughter relationship and are consistent with more recent views that an individualism–collectivism dichotomy should not be used to characterize cultures.

Verbal Activity of Middle- and Lower-Class Parents When Teaching Their Child

1977 ◽  
Vol 40 (2) ◽  
pp. 575-578
Author(s):  
Theodore Jacob
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Family Member ◽  
Lower Class ◽  
Family Interaction ◽  
Experimental Task ◽  
Verbal Activity ◽  
Class Differences ◽  
Teaching Interaction ◽  
Middle Class Families

The present study attempted to evaluate the influence of social class insofar as determining patterns of parental activity during a parent-to-child teaching interaction. In all respects subject composition was the same as previously reported. The experimental task required parents to explain the meaning of a proverb to their son, and during this interaction total talking time was recorded for each family member. Results supported expectations that fathers spoke more than mothers in middle-class families and almost equal to mothers in lower-class families. The meaning of class differences in family interaction is discussed and directions for research are described.

Social Class Differences in Language Predictability: Written

1973 ◽  
Vol 17 (3) ◽  
pp. 300-313 ◽  
Author(s):  
Millicent E. Poole
Keyword(s):  
Information Theory ◽  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Experimental Situation ◽  
First Year ◽  
Theory Approach ◽  
Class Differences ◽  
Class Origin ◽  
First Year University

Two cloze-tests were constructed from written essays encoded by 80 first-year university students of middle-class and working-class origin. In a second experimental situation, 46 tertiary subjects were asked to ‘fill in’ the missing cloze deletions of these written passages. Within the terms of the Bernstein elaborated-restricted code framework it was posited that, since working class language is thought to be characterized by greater lexical and structural predictability, these passages would facilitate the decoding task. The analysis was based firstly on a ‘verbatim’ cloze completion criterion and secondly utilized an information theory approach. Results on the first criterion indicated significant social class differences (higher predictability of working-class messages on lexical and total cloze deletions); whereas those on the second criterion were nonsignificant. Possible implications of the study for teaching were explored.

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