Language Log

Yesterday ("Sexual pseudoscience from CNN", 6/19/2008), I promised to follow up with a discussion of Jennifer Connellan et al., "Sex Differences in Human Neonatal Social Perception", Infant Behavior & Development, 23:113-18, 2000. This post fulfills that promise. But first, I want to say something about the appropriate role of such studies in influencing public opinion and forming public policy.

Scientists mostly understand the dangers of overinterpretation and the importance of replication and triangulation. The public mostly doesn't. Unfortunately, journalists and editors also mostly don't understand these issues — or at least they act as if they don't. As a result, the role of science in the marketplace of opinion is seriously degraded by popular prejudice and by lobbyists for various commercial and ideological interests. I hope that this post, aside from any intrinsic interest that the content may have, will provide some material for discussion of those points.

The old oppositions between girls and boys — sugar and spice vs. snips and snails — continue to be reinforced and extended in the popular press by sexual pseudoscience. For example, Leonard Sax's false claims about boys' inferior hearing are front and center again in Paula Spencer, "Is it harder to raise boys or girls?", CNN.com/health, 6/17/2008:

Why don't boys seem to listen? Turns out their hearing is not as good as girls' right from birth, and this difference only gets greater as kids get older. Girls' hearing is more sensitive in the frequency range critical to speech discrimination, and the verbal centers in their brains develop more quickly. That means a girl is likely to respond better to discipline strategies such as praise or warnings like "Don't do that" or "Use your words."

(Click for a larger version)

Early last week, Hillary Clinton had a bit of pronoun trouble, as Daffy Duck would say. The AP reported:

"All the kitchen table issues that everybody talks to me about are ones that the next president can actually do something about," Clinton said Sunday night, "if he actually cares about it."

The word hung in the air only for a moment.

"More likely, if she cares about it," she added.

Tonight after her overwhelming victory in the Kentucky primary, Clinton made sure she didn't repeat her mistake. She told supporters:

And that's why I'm going to keep making our case until we have a nominee, whoever she may be.

This post follows up on my promise ("Sax Q & A", 5/17/2008) to respond to Dr. Leonard Sax's answer to my 2006 critique of the sensory physiology and psychophysics in his 2005 book Why Gender Matters. The first installment, yesterday, was about hearing ("Liberman on Sax on Liberman on Sax on hearing", 5/19/2008). This one is about vision. I'll try to make it shorter, and I'll try to keep it entertaining — but I'll warn you again, this is probably more than you want to know about the subject, unless you're deeply interested in the anatomy and physiology of vision, or in the rhetoric of Dr. Sax's movement.

According to a recently published and very influential book, scientists have recently discovered some amazing things about the differences between boys and girls. For example, girls' hearing is said to be an order of magnitude more sensitive than boys' hearing. And this is a difference with major consequences in public as well as private life:

The difference in how girls and boys hear also has major implications for how you should talk to your children. I can't count the number of times a father has told me, "My daughter says I yell at her. I've never yelled at her. I just speak to her in a normal tone of voice and she says I'm yelling." If a forty-three-year-old man speaks in what he thinks is a "normal tone of voice" to a seventeen-year-old girl, that girl is going to experience his voice as being about ten times louder than what the man is hearing. […]

The gender difference in hearing also suggests different strategies for the classroom. … [E]leven-year-old girls are distracted by noise levels about ten times softer than noise levels that boys find distracting. … If you're teaching girls, don't raise your voice …. [but] the rules are different when you're teaching boys.

That passage is from p. 18 of Why Gender Matters: What Teachers and Parents Need to Know About the Emerging Science of Single Sex Education, by Dr. Leonard Sax, a pediatrician who is the leading light of the National Association for Single Sex Public Education (NASSPE). Dr. Sax is a tireless advocate for the view that boys and girls are so different, in so many scientifically proven ways, that it makes no sense to try to educate them in the same classroom.

There's just one problem: the scientific foundations of this "emerging science of single sex education" are exaggerated, misunderstood, or misrepresented. At least, that's true in the cases where I've checked the original research that Dr. Sax cites, including especially his assertions about sex differences in hearing.

I posted about this two years ago; and a couple of months ago, Dr. Sax posted on the NASSPE web site a letter answering my objections. A few days ago, a reporter asked me for my reaction to his letter ("Sax Q & A", 5/17/2008). So here goes — I warn you that this may be a little tedious, unless you're specifically interested in some of the more obscure techniques for studying human hearing, or in the rhetoric of Dr. Sax's movement.

As a result of some Language Log posts a couple of years ago, I get quite a few inquiries from journalists about Dr. Leonard Sax and his science-based arguments for single-sex education. It's in the nature of things that only a small fraction of such discussions wind up in the resulting articles. For example, for Elizabeth Weil's NYT Magazine piece ("Teaching Boys and Girls Separately", 3/2/2008), I wound up sending about 4,000 words worth of emails to the author and her fact-checker, in response to their questions about specific points raised in some of Dr. Sax's writings. In the final article, this all wound up as background to a 250-word passage about sex differences in hearing. (See "Scupulously avoiding sigma", 3/2/2008, for some comments about other aspects of the article.)

I'm not complaining; Ms. Weil had a lot of material to cover, and she didn't have a lot of space to work with. However, another recent journalist's inquiry, raising some of the same issues, inspired me start a new policy. From now on, when I get inquiries from journalists, I'll try to post an edited version of my responses on Language Log. This may be of interest to some readers — and of course our famous money-back guarantee is available to the rest of you — and it will also make it easier for me to deal with subsequent questions about the same issues.

In this case, I'll start with my responses to the four new questions that arrived yesterday afternoon. The answer to the last one brings up some of those emails sent to Elizabeth Weil, which I'll post in an edited form later this weekend.

Helen DeWitt at Paperpools describes an interesting classroom experiment in techniques for (adult) learning of grammatical gender ("Winnie der Pooh", 5/15/2008)

18 students were tested on an artificial-language task, where gender was marked by choice among different articles, as in German:

[They] were given a list of 20 words, each of which had been assigned one of three articles invented for the occasion (fif, led, had). They were given three minutes to memorise the articles; asked to chat among themselves for two minutes; then given a test on the articles.

The number of correct replies reported was:

2 6 6 7 8 8 9 9 13 14 14 15 15 16 16 17 18 19

In this first test, no particular technique was prescribed, but most students tried to memorize the word list for each article type, or to memorize two of the three lists and assign the third by default.

Geoff Pullum has argued in a number of posts that English he can't be a sex-neutral pronoun (e.g. "Lying feminist ideologues wreck English, says Yale prof", 3/2/2008). This question has recently taken on new practical significance, according to an article in the Reno Gazette-Journal by Anjeanette Damon ("Lawsuit: Woman can't be president", 4/9/2008):

In a lawsuit that legal scholars call "amusing," a Reno man is seeking to keep U.S. Sen. Hillary Clinton off the Nevada ballot with the argument that the U.S. Constitution prohibits a woman from holding the office.

Douglas Wallace, 80, contends that because the U.S. Constitution relies on the pronouns "he" and "his" in describing the duties of the president, no woman can hold the office.

Wallace argues the constitution would have to be amended to specifically allow a female president and accused Clinton of trying to make an "end run around the Constitution."

"The use of female gendered pronouns 'she' or 'her' are not present in the document, making it conclusive that the framers never intended that a woman would be president of the United States," Wallace wrote in the lawsuit.