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Steinvall, Anders
Publikationer (10 of 15) Visa alla publikationer
Dennhag, I., Steinvall, A., Hakelind, C. & Deutschmann, M. (2019). Exploring gender stereotypes about interpersonal behavior and personality factors using digital matched-guise techniques. Paper presented at Dennhag, I., Hakelind, C., Steinvall, A., & Deutschmann, M (2017). When research and teaching meet: Experience-based activities for raising awareness about gender stereotypes. Gender conference 12 april. Umeå Universitet.. Social behavior and personality, 47(8), Article ID e8150.
Öppna denna publikation i ny flik eller fönster >>Exploring gender stereotypes about interpersonal behavior and personality factors using digital matched-guise techniques
2019 (Engelska)Ingår i: Social behavior and personality, ISSN 0301-2212, E-ISSN 1179-6391, Vol. 47, nr 8, artikel-id e8150Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The current study explores gender stereotypes among Swedish university students (n=101) studying a course in psychology, using a matched-guise experimental design. The gender identity of a speaker in a dialogue, manifested by voice, was digitally manipulated to sound male or female. Responses to the recordings indicated that an actor with a male voice was rated significantly less conscientious, agreeable, extraverted, and open to experience than the same actor with a female voice. On social behavior, there was a tendency for the actor with a male voice to be rated as more hostile than the same actor with a female voice. The study suggests that stereotype effects rather than real behavioral differences may have an impact on perceived gender differences.

Ort, förlag, år, upplaga, sidor
Scientific Journal Publishers, 2019
Nyckelord
Stereotypes, Gender differences, Interpersonal understanding, Personality, Education, Expectancies
Nationell ämneskategori
Psykologi
Forskningsämne
psykologi; patologi
Identifikatorer
urn:nbn:se:umu:diva-157914 (URN)10.2224/sbp.8150 (DOI)000480459300006 ()
Konferens
Dennhag, I., Hakelind, C., Steinvall, A., & Deutschmann, M (2017). When research and teaching meet: Experience-based activities for raising awareness about gender stereotypes. Gender conference 12 april. Umeå Universitet.
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2019-04-08 Skapad: 2019-04-08 Senast uppdaterad: 2019-09-02Bibliografiskt granskad
Lindvall-Östling, M., Deutschmann, M. & Steinvall, A. (2019). “Oh It Was a Woman! Had I Known I Would Have Reacted Otherwise!”: Developing Digital Methods to Switch Identity-Related Properties in Order to Reveal Linguistic Stereotyping. In: Sangeeta Bagga-Gupta, Giulia Messina Dahlberg, Ylva Lindberg (Ed.), Virtual Sites as Learning Spaces: Critical Issues on Languaging Research in Changing Eduscapes (pp. 207-239). Palgrave Macmillan
Öppna denna publikation i ny flik eller fönster >>“Oh It Was a Woman! Had I Known I Would Have Reacted Otherwise!”: Developing Digital Methods to Switch Identity-Related Properties in Order to Reveal Linguistic Stereotyping
2019 (Engelska)Ingår i: Virtual Sites as Learning Spaces: Critical Issues on Languaging Research in Changing Eduscapes / [ed] Sangeeta Bagga-Gupta, Giulia Messina Dahlberg, Ylva Lindberg, Palgrave Macmillan, 2019, s. 207-239Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

This chapter describes the methodological processes involved in the project Raising Awareness using Virtual Experiencing (RAVE), funded by the Swedish Research council. The aim of the project is to develop experiential pedagogic approaches aimed at raising sociolinguistic language awareness about stereotyping and language. A key feature of the method consists of updated matched-guise techniques, whereby the same recording is digitally manipulated to alter the voice quality of a speaker to sound “male” or “female”, for example. These versions of the recording are then used as input stimuli for a response phase aimed at illustrating how we as listeners react differently to a person, and what is being said, depending on the perceived identity of the speaker. This chapter then illustrates how results are used as a starting point for discussions with respondents (student groups) on issues related to stereotyping and language, with the aim to raise awareness and self-reflection.

Ort, förlag, år, upplaga, sidor
Palgrave Macmillan, 2019
Nyckelord
Stereotyping, Raising awareness, Gender, Perception, Matched-guise
Nationell ämneskategori
Jämförande språkvetenskap och allmän lingvistik
Forskningsämne
engelska; lingvistik
Identifikatorer
urn:nbn:se:umu:diva-166789 (URN)10.1007/978-3-030-26929-6_8 (DOI)978-3-030-26928-9 (ISBN)978-3-030-26929-6 (ISBN)
Forskningsfinansiär
Vetenskapsrådet, 2014-01972
Tillgänglig från: 2019-12-31 Skapad: 2019-12-31 Senast uppdaterad: 2020-01-09Bibliografiskt granskad
Deutschmann, M., Steinvall, A. & Lagerström, A. (2016). Raising language awareness using digital media: methods for revealing linguistic stereotyping. In: Matt Hayler and Gabrielle Griffin (Ed.), Research methods for creating and curating data in the digital humanities: (pp. 158-180). Edinburgh: Edinburgh University Press
Öppna denna publikation i ny flik eller fönster >>Raising language awareness using digital media: methods for revealing linguistic stereotyping
2016 (Engelska)Ingår i: Research methods for creating and curating data in the digital humanities / [ed] Matt Hayler and Gabrielle Griffin, Edinburgh: Edinburgh University Press, 2016, s. 158-180Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

Whether we are aware of it or not, language is at the heart of the mechanisms leading to stereotyping and inequality. It is one of the major factors that we evaluate when we meet others, and it has long been demonstrated that individuals are judged in terms of intellect and other character traits on the basis of their language output (e.g. Cavallaro & Chin 2009). We also adapt our own language to fit underlying norms and preconceived social stereotypes when we communicate with others. In this way, we help to shape individuals through the way we treat them linguistically, and social identity expressed through language is consequently something that is renegotiated during every meeting between humans (Crawford 1995). An awareness of such mechanisms is especially important for teachers.

In most language courses aimed at student teachers of various levels, students are given a theoretical overview of research on aspects related to identity (gender, ethnicity, social class etc.) and language. But however well intended, there is a real danger that research focussed on identifying differences also strengthens stereotypes. Further, there is a risk that such theoretical knowledge remains just that; creating the link between so-called factual knowledge – for example, theoretical frameworks and previous studies – and internalized knowledge, applicable in our everyday lives, is especially challenging. This is particularly true in the domain of language, where metalinguistic knowledge ideally should be translated into professional language practice, a key skill for anyone working with human interaction.

The Chapter explores  preliminary experiments conducted in 2011 where we were able to use digital media in order manipulate identity variables such as gender, and describes the aim of the current project - to further develop and explore experiential pedagogic approaches aimed at raising sociolinguistic language awareness about conceived identity-related phenomena in language, and to systematically test the effects of these methods. The project thereby combines the fields of sociolinguistics, social psychology and digital humanities in an innovative way with the objective to produce tested methods for exposing and combatting linguistic stereotyping. 

Ort, förlag, år, upplaga, sidor
Edinburgh: Edinburgh University Press, 2016
Serie
Research methods for the arts and humanities
Nyckelord
Stereotyping, matched-guise, gender, language
Nationell ämneskategori
Studier av enskilda språk
Forskningsämne
lingvistik
Identifikatorer
urn:nbn:se:umu:diva-128313 (URN)9781474409650 (ISBN)9781474409643 (ISBN)9781474409667 (ISBN)9781474409674 (ISBN)
Projekt
RAVEC-RAVE
Forskningsfinansiär
Vetenskapsrådet, 2014-1972Stiftelsen Marcus och Amalia Wallenbergs minnesfond, MAW 2103.0103
Tillgänglig från: 2016-12-01 Skapad: 2016-12-01 Senast uppdaterad: 2018-12-10Bibliografiskt granskad
Wang, A., Steinvall, A. & Deutschmann, M. (2014). Who owns the floor?: Examining participation in a collaborative learning scenario between student teachers and active professionals in second life. International Journal of Virtual and Personal Learning Environments, 5(1), 34-53
Öppna denna publikation i ny flik eller fönster >>Who owns the floor?: Examining participation in a collaborative learning scenario between student teachers and active professionals in second life
2014 (Engelska)Ingår i: International Journal of Virtual and Personal Learning Environments, ISSN 1947-8518, E-ISSN 1947-8526, Vol. 5, nr 1, s. 34-53Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This study investigates the effects of unequal power relations on participation in a group of student teachers and invited professionals in two collaborative workshops in Second Life. The data includes recordings, group reflections, and individual questionnaires. Participation was examined from the aspects of floor space, turn length, and utterance functions and complemented with student reflections. The results show that at a general level, the differences of floor space and turn length between the invited professionals and the students were small. Moreover, the invited professionals did more conversational management than the students, while the students performed more supportive speech acts. There were, however, individual variations.

Ort, förlag, år, upplaga, sidor
Hershey: IGI Global, 2014
Nyckelord
Participation, Floor Space, Turn Length, Discourse Functions, Unequal Power Relations, Second Life, Collaboration, Network.
Nationell ämneskategori
Studier av enskilda språk
Identifikatorer
urn:nbn:se:umu:diva-81080 (URN)10.4018/ijvple.2014010103 (DOI)
Tillgänglig från: 2013-10-01 Skapad: 2013-10-01 Senast uppdaterad: 2018-06-08Bibliografiskt granskad
Wang, A., Deutschmann, M. & Steinvall, A. (2013). Towards a model for mapping participation: Exploring factors affecting participation in a telecollaborative learning scenario in Second Life. The JALTCALLJournal, 9(1), 3-22
Öppna denna publikation i ny flik eller fönster >>Towards a model for mapping participation: Exploring factors affecting participation in a telecollaborative learning scenario in Second Life
2013 (Engelska)Ingår i: The JALTCALLJournal, ISSN 1832-4215, Vol. 9, nr 1, s. 3-22Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The aim of the present study is to examine factors affecting participation in telecollaborative language courses conducted in virtual world environments. From recordings of a course in sociolinguistics conducted in Second Life (SL), we determine degrees of linguistic participation (voice and chat), and triangulate these data with questionnaire responses and observations in order to elucidate demographic, behavioural, and contextual factors that may have affected the outcomes. Findings suggest that power relations in terms of educational level, the task design (creating engagement), the presence of the teacher (evening out participation), the medium – SL (both negative and positive) and technological issues (negative) are of primary importance.

Ort, förlag, år, upplaga, sidor
Japan: Jalt Call SIG, 2013
Nyckelord
Second Life, participation, factors
Nationell ämneskategori
Studier av enskilda språk
Identifikatorer
urn:nbn:se:umu:diva-71434 (URN)
Tillgänglig från: 2013-05-29 Skapad: 2013-05-29 Senast uppdaterad: 2018-06-08Bibliografiskt granskad
Deutschmann, M. & Steinvall, A. (2012). Identifying Identity: Using Second Life in the Teaching of Sociolinguistics for the Raising of Gender Awareness. Paper presented at EUROCALL 2011. The CALL Triangle: Student, Teacher and Institution. The University of Nottingham, 31st August to 3rd September 2011. EuroCall Review, 20, 49-53
Öppna denna publikation i ny flik eller fönster >>Identifying Identity: Using Second Life in the Teaching of Sociolinguistics for the Raising of Gender Awareness
2012 (Engelska)Ingår i: EuroCall Review, ISSN 1695-2618, Vol. 20, s. 49-53Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This paper presents further innovative use of virtual worlds under the pilot stages of ASSIS (A Second Step in Second Life), a project funded by Umeå University. One of the aims of the project is to make use of the affordances offered by Second Life in order to raise sociolinguistic language awareness among teacher trainees and other students studying courses in sociolinguistics. Several experiments were conducted where creative use of the avatar in combination with so-called “voice morphing” (a tool which allows the voice of the speaker to be distorted so that a male speaker can sound more feminine and vice versa) allowed students to enter the virtual world incognito in order to “experience” a different linguistic identity. Activities were conducted in cross-cultural settings involving students from Sweden and Chile. The paper presents the initial stages of development of a model for how language awareness issues can be internalised through first-hand experience in virtual worlds.

Ort, förlag, år, upplaga, sidor
Coleraine: University of Ulster, 2012
Nationell ämneskategori
Studier av enskilda språk
Identifikatorer
urn:nbn:se:umu:diva-60160 (URN)
Konferens
EUROCALL 2011. The CALL Triangle: Student, Teacher and Institution. The University of Nottingham, 31st August to 3rd September 2011
Tillgänglig från: 2012-10-03 Skapad: 2012-10-03 Senast uppdaterad: 2018-06-08Bibliografiskt granskad
Lindgren, E., Sullivan, K., Zhao, H., Deutschmann, M. & Steinvall, A. (2011). Developing Peer-to-Peer Supported Reflection as a Life-Long Learning Skill: an Example from the Translation Classroom (1ed.). In: Susheel Chhabra & Hakikur Rahman (Ed.), Human Development and Global Advancements through Information Communication Technologies: New Initiatives (pp. 188-210). Hershey USA: IGI publishing
Öppna denna publikation i ny flik eller fönster >>Developing Peer-to-Peer Supported Reflection as a Life-Long Learning Skill: an Example from the Translation Classroom
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2011 (Engelska)Ingår i: Human Development and Global Advancements through Information Communication Technologies: New Initiatives / [ed] Susheel Chhabra & Hakikur Rahman, Hershey USA: IGI publishing , 2011, 1, s. 188-210Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

Life-long learning skills have moved from being a side-affect of a formal education to skills that are explicitly trained during a university degree. In a case study a University class undertook a translation from Swedish to English in a keystroke logging environment and then replayed their translations in pairs while discussing their thought processes when undertaking the translations, and why they made particular choices and changes to their translations. Computer keystroke logging coupled with Peerbased intervention assisted the students in discussing how they worked with their translations, enabled them to see how their ideas relating to the translation developed as they worked with the text, develop reflection skills and learn from their peers. The process showed that Computer Keystroke logging coupled with Peer-based intervention has to potential to (1) support student reflection and discussion around their translation tasks, (2) enhance student motivation and enthusiasm for translation and (3) develop peer-to-peer supported reflection as a life-long learning skill.

Ort, förlag, år, upplaga, sidor
Hershey USA: IGI publishing, 2011 Upplaga: 1
Nyckelord
keystroke logging, learner reflection
Nationell ämneskategori
Språkteknologi (språkvetenskaplig databehandling) Utbildningsvetenskap
Forskningsämne
engelska
Identifikatorer
urn:nbn:se:umu:diva-44301 (URN)978-1-60960-497-4 (ISBN)
Tillgänglig från: 2011-05-30 Skapad: 2011-05-30 Senast uppdaterad: 2018-06-08Bibliografiskt granskad
Deutschmann, M., Steinvall, A. & Lagerström, A. (2011). Gender-Bending in Virtual Space: Using Voice-Morphing in Second Life to Raise Sociolinguistic Gender Awareness. In: Sławomir Czepielewski (Ed.), Sławomir Czepielewski (Ed.), Learning a Language in Virtual Worlds: A Review of Innovation and ICT in Language Teaching Methodology, International Conference, Warsaw, 17th November 2011. Paper presented at V-lang International Conference, Warsaw, 17th November 2011 (pp. 54-61). Warsaw: Warsaw Academy of Computer Science, Management and Administration
Öppna denna publikation i ny flik eller fönster >>Gender-Bending in Virtual Space: Using Voice-Morphing in Second Life to Raise Sociolinguistic Gender Awareness
2011 (Engelska)Ingår i: Learning a Language in Virtual Worlds: A Review of Innovation and ICT in Language Teaching Methodology, International Conference, Warsaw, 17th November 2011 / [ed] Sławomir Czepielewski, Warsaw: Warsaw Academy of Computer Science, Management and Administration , 2011, s. 54-61Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This paper presents further innovative use of virtual worlds under the pilot stages of ASSIS (A Second Step in Second Life), a project funded by Umeå University. One aim of the project is to make use of the affordances offered by Second Life in order to raise sociolinguistic language awareness among teacher trainees and other students studying sociolinguistics. Several experiments have been conducted where creative use of the avatar in combination with so-called “voice-morphing” allowed students to be exposed to, or experience different linguistic identities. In the following paper, we describe four such experiments.In the First one, we recreated a classic sociolinguistic experimental design, the so-called matched-guise test, in order to test whether our female students were evaluated differently on various personal characteristics when they appeared as male avatars. Contrary to previous match-guise studies, our results showed that all the females were more positively evaluated than all the ‘males’. However, this overall pattern was very likely a result of the poor quality of the female-to-male voice-morph. In the second experiment, students were offered the possibility of experiencing the opposite gender in a cross-cultural course setting in SL, in order to reflect over how this “gender change” affected the way they were treated in conversations. Only one student took this opportunity leaving few conclusions, except awareness of the ethically problematic aspects of such arrangements. In the third experiment, we used voice-morphing in SL to raise students’ awareness of how gender stereotypes can influence their perception of teachers. In addition to the real (male) teacher, we created two voice-morphed teacher assistant avatars in SL, one male and one female. Student evaluations showed that they were partly influenced by stereotypes and partly not. The design of the experiment was criticized by the students, however, as they felt that they had had too little time with the teacher assistants to evaluate them properly and therefore gave average ratings. In the fourth study we used similar characters as in the previous study, but in an online lecture during which the real teacher spoke as himself and also gave talks, one as his female and one as his male 55PhD student. The students listening to the lecture evaluated the female PhD student as more likeable and the male PhD student as more intelligent. After, the design was revealed and the students reflected extensively on the result and how unconscious gender stereotypes influence how we judge people. The models and studies presented here point to the potential of virtual worlds as tools for awareness-raising activities regarding gender as a social construct

Ort, förlag, år, upplaga, sidor
Warsaw: Warsaw Academy of Computer Science, Management and Administration, 2011
Nyckelord
Second Life, Sociolinguistics, Gender awareness, voice-morphing
Nationell ämneskategori
Studier av enskilda språk
Forskningsämne
lingvistik
Identifikatorer
urn:nbn:se:umu:diva-59797 (URN)978-83-88910-36-4 (ISBN)
Konferens
V-lang International Conference, Warsaw, 17th November 2011
Tillgänglig från: 2012-09-27 Skapad: 2012-09-25 Senast uppdaterad: 2018-06-08Bibliografiskt granskad
Steinvall, A. (2011). The Power of Colour Term Precision: The use of non-basic colour terms in nineteenth-century English travelogues about northern Scandinavia. In: Carole P Biggam, Carole A. Hough, Christian J. Kay and David R. Simmons (Ed.), Biggam, CP; Hough, CA; Kay, CJ; Simmons, DR (Ed.), New directions in colour studies: . Paper presented at Conference on Progress in Colour Studies (PICS), JUL 14-17, 2008, Univ Glasgow, Glasgow, SCOTLAND (pp. 219-231). Amsterdam: John Benjamins Publishing Company
Öppna denna publikation i ny flik eller fönster >>The Power of Colour Term Precision: The use of non-basic colour terms in nineteenth-century English travelogues about northern Scandinavia
2011 (Engelska)Ingår i: New directions in colour studies / [ed] Biggam, CP; Hough, CA; Kay, CJ; Simmons, DR, Amsterdam: John Benjamins Publishing Company, 2011, s. 219-231Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

In this paper I analyse and discuss the effects of the use of specific colour vocabulary employed by five English-speaking travelogue writers visiting Northern Scandinavia in the nineteenth century. The number of different colour terms (types) and their frequency of occurrence (tokens) as well as the objects they describe are presented and analysed. The results show that the objects described most often with specific colour vocabulary are natural objects in the landscape. I argue that this use of colour precision in the discourse can be viewed as reflecting two aspects: first, a desire to add attributes such as exoticness and exclusiveness to the narrative as they are readily available associations in many terms; second, the writers’ engagement and involvement in the landscape they travel through, as the use of specific terminology can be very clearly linked to the writers’ opinions about what is described. 

Ort, förlag, år, upplaga, sidor
Amsterdam: John Benjamins Publishing Company, 2011
Nyckelord
colour terms, non-basic, travelogues, precision, attributes, cognitive linguistics, polysemy, semantic network
Nationell ämneskategori
Studier av enskilda språk
Forskningsämne
engelska
Identifikatorer
urn:nbn:se:umu:diva-79993 (URN)000316026300018 ()978-90-272-1188-0 (ISBN)978-90-272-8485-3 (e-book) (ISBN)
Konferens
Conference on Progress in Colour Studies (PICS), JUL 14-17, 2008, Univ Glasgow, Glasgow, SCOTLAND
Projekt
Främmande Nord
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2013-09-06 Skapad: 2013-09-05 Senast uppdaterad: 2018-06-08Bibliografiskt granskad
Deutschmann, M., Lindgren, E., Sullivan, K. & Steinvall, A. (2009). Supporting Learning Reflection in the Language Translation Class. International Journal of Information Communication Technologies and Human Development, 2(3), 26-48
Öppna denna publikation i ny flik eller fönster >>Supporting Learning Reflection in the Language Translation Class
2009 (Engelska)Ingår i: International Journal of Information Communication Technologies and Human Development, ISSN 1935-5661, Vol. 2, nr 3, s. 26-48Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

In a case study a University class undertook a translation from Swedish to English in a keystroke logging environment and then replayed their translations in pairs while discussing their thought processes when undertaking the translations, and why they made particular choices and changes to their translations.Computer keystroke logging coupled with peer-based intervention assisted the students in discussing how they worked with their translations, and enabled them to see how their ideas relating to the translation developed as they worked with the text. The process showed that Computer Keystroke logging coupled with peer-based intervention has potential to (1) support student reflection and discussion around their translation tasks, and (2) enhance student motivation and enthusiasm for translation.

Ort, förlag, år, upplaga, sidor
Hershey, USA: , 2009
Nyckelord
awareness, keystroke logging, observational learning, peer-based intervention, readiness, reflection, translation
Nationell ämneskategori
Studier av enskilda språk Utbildningsvetenskap
Forskningsämne
engelska
Identifikatorer
urn:nbn:se:umu:diva-44300 (URN)
Tillgänglig från: 2011-05-30 Skapad: 2011-05-30 Senast uppdaterad: 2018-06-08Bibliografiskt granskad
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