Use Of Profanity Research Articles

Profanity in Media Associated With Attitudes and Behavior Regarding Profanity Use and Aggression

Profanity in Media Associated With Attitudes and Behavior Regarding Profanity Use and Aggression

From poets to padonki: Linguistic authority and norm negotiation in modern Russian culture (review)

Ingunn Lunde and Martin Paulsen, eds. From poets to padonki: Linguistic authority and norm negotiation in modern Russian culture. Bergen: University of Bergen, 2009. [Slavica Bergensia, 9.] The issues discussed in From poets to padonki became a part of my life in 1999 when I began my university studies and using Russian and Estonian became my everyday reality. Choosing different languages for different purposes, code-switching, and multilingual play have all been part of my daily use for the last eleven years. This collection challenges definitions of what can be meant by language, and the linguistic norm. It acquaints readers with a wide range of linguistic phenomena in modern Russian culture. Padonki refers to a subculture within the Russian-speaking Internet (Runet), whose representatives use erratic spellings for words, aiming at creating a comic effect. Their nickname padonki itself illustrates such a trend--it is an alteration of podonki 'dregs'. Padonki is also characterized by gratuitous use of profanity and a penchant for obscene subjects. During the last decade, a body of literature has emerged proposing that (socio)linguists direct their attention away the traditional focus of linguistics, i.e., as a bounded system, towards broader semiotic resources, to see what is really going on when people use language (Stroud 2003, Jacquemet 2005, Shohamy 2006, Makoni and Pennycook 2007, Blommaert 2010). The notion of language becomes especially questionable in cases of (multilingual) computer-mediated communication. The last decade has also witnessed rising scholarly interest in on and of the Internet in general and in e-mails and postings on Internet discussion forums or message boards in particular (e.g., Koutsogiannis and Mitsikopoulou 2003, Palfreyman and al Khalil 2003, Hinrichs 2006, Dorleijn and Nortier 2009, Androutsopoulos 2006, 2009). Garda (2009: 32) instead of language offers a more suitable term for the multiple discursive practices--languaging, i.e., social practices that are actions performed by our meaning-making selves. For her, dialects, pidgins, creoles, and academic are all examples of languaging, as there are differences between practices at home, in communities, and in academic contexts. I would argue that standard languages are idealized constructs, and none can remain unaffected by contacts during its entire history. While studying use by individuals, it is important to shift from focus on structure to focus on function--from focus on linguistic form in isolation to linguistic form in human context (Hymes 1974: 77). The volume under review offers fascinating reading for (socio)linguists, who work with different manifestations of real practices rather than seeking for linguistic norm descriptions. Comprising 17 contributions written in English and Russian, the book summarizes analyses of the norm in modern Russian culture based on data multiple sources: fiction, Internet slang, literary criticism and aesthetics, writers' blogs, linguistic play, and various arenas for 'talk about talk,' such as the classroom, blogs, the media, the courtroom, etc. (11). The book opens with Ingunn Lunde and Martin Paulsen's excellent general introduction, an insightful synthesis of how various approaches to the standard Russian language, its norms, and linguistic standards see the history, development, and future of the Russian culture. The first paper, Living by Henning Andersen, gives a comprehensive overview of the history and development of the notion of norms. Andersen reviews historical contributions to the understanding of norms. Making a distinction between declarative and deontic norms and dividing them further into explicit and implicit norms, he highlights the leading ideas in the field of (socio)linguistic studies that concern the position of norms. …

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The Use of Profanity During Letter Fluency Tasks in Frontotemporal Dementia and Alzheimer Disease

To assess whether the production of profanity during letter fluency testing distinguishes frontotemporal dementia (FTD) and Alzheimer disease (AD) patients. Alterations in language and social behavior typify FTD spectrum disorders. Nonetheless, in can be difficult to distinguish pathologically defined frontotemporal lobar degeneration (FTLD) from AD clinically. Assessing verbal fluency by having patients generate words beginning with specific letters in a given period of time can yield diverse information of diagnostic use. Words produced during FAS letter fluency testing were reviewed, and instances of the use of "f*ck," "*ss," and "sh*t" and other words felt to be inappropriate were sought. The frequency of these words was compared between clinically diagnosed FTD and AD patients using χ(2) tests. We found that 6/32 (18.8%) patients with FTD generated the word "f*ck" during the "F" trial as opposed to none of 38 patients with AD (P=0.007). Patients who said "f*ck" had diagnoses of either behavioral variant FTD (3/15), progressive nonfluent aphasia (2/8), or semantic dementia (1/3). Though the specific neuropathology in these cases is uncertain, generation of "f*ck" during letter fluency testing seems to have use in differentiating FTD from AD.

Online Posting of Unprofessional Content by Medical Students

Web 2.0 applications, such as social networking sites, are creating new challenges for medical professionalism. The scope of this problem in undergraduate medical education is not well-defined. To assess the experience of US medical schools with online posting of unprofessional content by students and existing medical school policies to address online posting. An anonymous electronic survey was sent to deans of student affairs, their representatives, or counterparts from each institution in the Association of American Medical Colleges. Data were collected in March and April 2009. Percentage of schools reporting incidents of students posting unprofessional content online, type of professionalism infraction, disciplinary actions taken, existence of institution policies, and plans for policy development. Sixty percent of US medical schools responded (78/130). Of these schools, 60% (47/78) reported incidents of students posting unprofessional online content. Violations of patient confidentiality were reported by 13% (6/46). Student use of profanity (52%; 22/42), frankly discriminatory language (48%; 19/40), depiction of intoxication (39%; 17/44), and sexually suggestive material (38%; 16/42) were commonly reported. Of 45 schools that reported an incident and responded to the question about disciplinary actions, 30 gave informal warning (67%) and 3 reported student dismissal (7%). Policies that cover student-posted online content were reported by 38% (28/73) of deans. Of schools without such policies, 11% (5/46) were actively developing new policies to cover online content. Deans reporting incidents were significantly more likely to report having such a policy (51% vs 18%; P = .006), believing these issues could be effectively addressed (91% vs 63%; P = .003), and having higher levels of concern (P = .02). Many responding schools had incidents of unprofessional student online postings, but they may not have adequate policy in place.

The use of profanity during letter fluency tasks in frontotemporal dementia syndromes and Alzheimer's disease

Both Alzheimer's disease (AD) and the frontotemporal dementia syndromes (FTDs) are ultimately accompanied by the disintegration of social proprieties though this is an early and characteristic feature of many patients with FTD. Examples of changes in social behavior that have been reported in the FTDs include excessive familiarity with strangers, increased use of profanity or inappropriate humor, and disinhibited sexual behaviors such as inappropriate propositions, public disrobing, and exhibitionism. In this study we explored the possibility that generation of profanity during verbal fluency testing might distinguish between patients with AD and the FTDs. Words generated during letter fluency (FAS) testing from 32 patients with clinically-diagnosed FTD spectrum disorders (15 behavioral variant FTD, 8 progressive nonfluent aphasia, 4 semantic dementia, 4 corticobasal degeneration, 1 progressive supranuclear palsy) from the Easton Center for AD Research at UCLA database were compared to that of 39 subjects with AD (35 probable AD, 4 possible AD) matched for gender, MMSE score and education. The number of patients that generated “f*ck,” “*ss,” and “sh*t” as well as other profane words were compared between groups by chi-square analyses. Patients with the FTDs were significantly younger than AD patients (63 vs. 71 years of age, p < 0.001). Subjects with FTD were significantly more likely to generate “f*ck” than were patients with AD (22% vs. 0%, p = 0.002). The frequency of other profane words or the use of profanity overall did not differentiate the groups. In our sample, generation of the word “f*ck” during FAS testing was 100% specific for distinguishing the FTDs from AD though lacked sensitivity. This confirms that social impropriety, as reflected in the use of profanity during letter fluency testing, can help to distinguish patients with the FTDs from those with AD.

SWEARING IN THE CINEMA

The exposure of children to profanity continues to be a concern for parents, media researchers, and policy makers alike. This study examines the types, frequency, and usage of profanity in movies directed at and featuring teenagers. A review of relevant literature explores the nature, use, and psychology of profanity, its potential social effects, and its prevalence in the media. A content analysis was conducted of the ninety top‐grossing domestic teen films in the 1980s, 1990s, and 2000s (thirty from each decade) in the US based on domestic gross box‐office amounts. Results indicate no change in preferences in types of profanity used over the decades. Teen and adult characters use similar profanity types; however, teens are more likely to use the seven dirty words than adults, whereas adult characters use mild words. Male characters use more profanity than female characters, and although both sexes frequently use mild profanity, females show a higher percentage for this type and males have a higher percentage for using the seven dirty words. Finally, results indicate that within and across rating categories (PG and PG‐13), the amount of profanity in teen movies has actually decreased since the 1980s.

Approaching the social control of drugs, I: Construction of the problem

The paper aims at outlining the social process whereby drug use has been defined as a major problem of contemporary society. The beginning of profane use of drugs is located in modern industrial society, while their global spread and the establishment of the prohibition system took place in the second half of 20th century. The generalized notion of drugs has dissolved into three different groups: some substances (coffee, tea, alcohol, tobacco) are socially accepted; others, like barbiturates or tranquilizers are legitimated by medicine, while the third group - opium, cocaine, cannabis and psychodelics - provoke social censure, exclusion and legal prohibition. The second part of the paper analyzes the process of constructing the "problem" of drug use in public discourse, mainly in the mass media. The starting assumption is that sociological analysis of any phenomenon, especially if it is stigmatized, must necessarily include a deconstruction of the discourse in which the phenomenon is defined, which involves historical and cultural contextualization, uncovering of power relations and drives to maintain the existing social order, as well as strategies of particular social groups whose interests are served by such definitions. The tactics of "moral panic" is singled out as particularly apt in these processes.

Function-Based Intervention for an Adolescent with Emotional and Behavioral Disorders in Bermuda: Moving across Culture

Saida, a 16-year-old girl in Bermuda, attended a special alternative high school program for students with serious behavior problems. She had been receiving special education for her behavioral problems since the age of 5. Saida regularly used profanity in response to teacher directives, particularly in social studies class. A functional behavioral assessment identified that profanity served a dual function for Saida; that is, it gained attention from staff and enabled her to avoid doing class assignments. An intervention decision model developed by Umbreit, Ferro, Liaupsin, and Lane (2007) was used to develop a function-based intervention. This intervention was first tested through brief reversal probes and then implemented extensively in social studies class. Implementation of the intervention dramatically reduced Saida's use of profanity and correspondingly increased her use of a replacement behavior (indicating “yes” or “no” verbally or by nodding). Social validity ratings by multiple staff members, Saida, and a classmate indicated high acceptability for the intervention. Implications for further studies of intervention design and research across culture are included.

The orientation of learner language use in peer work: teacher role, learner role and individual identity

This study investigates the orientation of language-use practices during in-class peer work of second-year college learners of German in three different sections (classes) of a multi-section course, taught by three different teachers at a public American Midwestern research university. Qualitative analyses of recordings made over the course of an academic semester focused on differences among the three sections in terms of (1) the use of slang and profanity; (2) student dis/engagement with the task and each other; and (3) the use of the first language (English). Results show that the learners in the three course sections oriented themselves between norms established during teacher-led instruction, their institutional learner role and their individual identity. In sociocultural theoretical terms, the teacher proved a shadow participant in peer interaction and the notion of situated learning, as applied in Activity Theory, was expanded to account for the specific language-use conventions, situated in the respective classroom language speech community.

The Use of Offensive Language by Men and Women in Prime Time Television Entertainment

A content analysis examined prime-time television entertainment programs aired on 7 broadcast networks during the 2001 season. Profanity use within inter-sex and intra-sex interactions was explored. Swearing occurred most often in man-to-man interactions, followed by women-to-men. Men and women tended to use mild curse words more when talking to the opposite sex. Unmarried women more often directed expletives at both men and women; unmarried men cursed more at other men. Offensive language was most often met by a neutral response; men and women were equally likely to respond positively and negatively to cursing. Men in feature roles, as compared to minor roles, used more profanity when speaking to men and women.

Watch Your Mouth! An Analysis of Profanity Uttered by Children on Prime-Time Television

This study examines the frequency and types of offensive language spoken on prime-time television in 2001, particularly on programs rated acceptable for children and teenagers, and the use of profane language by characters under the age of 21. The findings are compared to similar studies conducted in 1990, 1994, and 1997 to determine whether the use of profanity by child and young adult characters has increased over an 11-year period.Age and content warnings inadequately protect children from profanity. TV-PG programs contain as much off-color language as TV-14 programs, and more coarse language could be found in programs not given an L warning. Further, the earliest hour of prime time, when children are more likely to be viewing, contains significantly more instances of profanity than the time period of 10 to 11 p.m. However, characters under the age of 21 rarely utter profane words, and they are just as infrequently spoken to with such language.

Effects of Terrorist Attacks on Students with Emotional Problems and Behavioral Disorders

This article discusses the effects of the terrorist attacks on children and youth with emotional and behavioral disorders. These children may be adversely affected in a number of ways: in-attentiveness, increased restlessness, crying, sleeplessness, use of profanity, and even inappropriate laughter. Several suggestions are offered to support students with emotional and behavioral problems through this stressful time.

“Girls don't talk about garages!”: Perceptions of conversation in same‐ and cross‐sex friendships

AbstractThis investigation examined respondents’perceptions of differences in the conversational behavior of same‐sex friends and cross‐sex friends. Respondents read brief transcripts of conversations from which all obvious gender identifiers had been removed and then were asked to indicate whether the conversations were between male friends, female friends, or cross‐sex friends and to specify what features of the conversations had led them to their judgment. Respondents were better than expected by chance at accurately distinguishing the cone and by far the most common feature that respondents used in making their discriminations was the topic being discussed. However, other important discriminating features included the use of profanity and certain slang terms and expressions, the occurrence of dysfluencies, how certain topics were discussed the presence of gossip, the tone of the discussion, the openness of the Conversation, and how much the conversants seemed to know about what they were discussing. Based on the respondents’observations, a number of propositions were then formulated representing beliefs that many individuals apparently hold in their relational schemata about conversational behavior in same‐sex and cross friendships.

Effects of police use of profanity on a receiver's perceptions of credibility

Effects of police use of profanity on a receiver's perceptions of credibility

Use of profanity in the counseling interview.

Although profane language is used in the counseling interview by both clients and counselors, past research has focused on the counselor's use of profanity without considering whether the counselor is matching the language of the client. This research examined 160 college students' impressions of an audiotape of a female counselor who used profanity with either a male or female client who did or did not use profanity. In general, when the female counselor swore she was less likely to be sought for help. Further research is recommended.

Style and structure in the Middle English poemCleanness

For students of literature, the power of a computer to count and manipulate data has been most useful in solving problems of attribution or classification. Of its relevance to the discipline of criticism, however, which relies so much upon abstract and subjective analysis, literary critics seem skeptical. Still, it can be argued that the applicability of computer-generated data is limited not entirely by the computer per se, but in some part by the resourcefulness of the critics who apply it. This study, therefore, statistically analyzes a large amount of data in an attempt to solve a long-standing critical controversy of some importance in Middle English studies. The problem is with the structure of the late fourteenth century alliterative poem Cleanness, or Purity, a narrative homily of 1812 lines. A solution to the problem is important not only because Cleanness is putatively a work of the socalled Pearlor Gawain-poet, but also because it is a major Middle English poem in its own right. Its main substance is three exemplums: the stories of the Flood, Sodom and Gomorrah, and Belshazzar's Feast. In the relations among these exemplums, some critics perceive a lack of unity: the first two are inherently related because they illustrate sins of the flesh, but Belshazzar's Feast, an instance of the blasphemous desecration of the Church through a profane use of holy objects, would seem to be associated with a different subject. On the other hand, some critics defend the work's structural integrity.' The problem, therefore, can be stated as follows: are the first part of

Effects of profanity, touch, and sex of the counselor on perceptions of the counselor and behavioral compliance: Implications for rational-emotive therapists

The present study investigated the effects of profanity, touch, and sex of the counselor on perceptions of the counselor and on behavioral compliance. Ninety six undergraduate psychology students attended a self help presentation on principles of mental health, according to rational-emotive theory. At the end of each presentation the counselor recommended that the subject pick up a book request card (initial compliance) and mail it away (delayed compliance) in order to receive a free copy ofA New Guide To Rational Living. The subjects were also asked to rate their preceptions of the counselor on the dimensions of expertness, attractiveness, and trustworthiness. The results indicated that the use of profanity led to significantly lower perceptions of trustworthiness and a significantly lower level of delayed compliance. Female counselors were rated as more expert, attractive, and trustworthy as compared with male counselors. There was no effect of touch on any of the dependent measures. Implications of these findings for the rational emotive therapist are discussed.

Profanity as a Critical Variable in Counseling

The purpose of this study was to determine the effects of the use of profanity in counseling. Participants were randomly assigned to view one of three videotapes, two of which included profanity. The participants tended to give higher therapeutic ratings to sessions including both client‐initiated and counselor‐initiated profanity than to the session free of profanity. Results are presented in tabular form.

Dimensions of Profanity

The purpose of the study was to investigate the dimensions of profane language use by 283 college students. Responses to a questionnaire on personal use of “sexual vernacular” were submitted to factor analysis. Results of the factor analysis yielded five dimensions of profane language based upon predispositions to use such words. The five dimensions were labeled: Abrasive, Technical, Abrasive-Expletive, Latent, and Euphemistic. Results are discussed in terms of past and future research needs.