The role of sex-related voice variation in children's gender-role stereotype attributions

Peer audience effects on children's vocal masculinity and femininity

Existing evidence suggests that children from around the age of 8 years strategically alter their public image in accordance with known values and preferences of peers, through the self-descriptive information they convey. However, an important but neglected aspect of this 'self-presentation' is the medium through which such information is communicated: the voice itself. The present study explored peer audience effects on children's vocal productions. Fifty-six children (26 females, aged 8-10 years) were presented with vignettes where a fictional child, matched to the participant's age and sex, is trying to make friends with a group of same-sex peers with stereotypically masculine or feminine interests (rugby and ballet, respectively). Participants were asked to impersonate the child in that situation and, as the child, to read out loud masculine, feminine and gender-neutral self-descriptive statements to these hypothetical audiences. They also had to decide which of those self-descriptive statements would be most helpful for making friends. In line with previous research, boys and girls preferentially selected masculine or feminine self-descriptive statements depending on the audience interests. Crucially, acoustic analyses of fundamental frequency and formant frequency spacing revealed that children also spontaneously altered their vocal productions: they feminized their voices when speaking to members of the ballet club, while they masculinized their voices when speaking to members of the rugby club. Both sexes also feminized their voices when uttering feminine sentences, compared to when uttering masculine and gender-neutral sentences. Implications for the hitherto neglected role of acoustic qualities of children's vocal behaviour in peer interactions are discussed. This article is part of the theme issue 'Voice modulation: from origin and mechanism to social impact (Part II)'.

Perception of gender in children's voices

To investigate the perception of gender from children's voices, adult listeners were presented with /hVd/ syllables, in isolation and in sentence context, produced by children between 5 and 18 years. Half the listeners were informed of the age of the talker during trials, while the other half were not. Correct gender identifications increased with talker age; however, performance was above chance even for age groups where the cues most often associated with gender differentiation (i.e., average fundamental frequency and formant frequencies) were not consistently different between boys and girls. The results of acoustic models suggest that cues were used in an age-dependent manner, whether listeners were explicitly told the age of the talker or not. Overall, results are consistent with the hypothesis that talker age and gender are estimated jointly in the process of speech perception. Furthermore, results show that the gender of individual talkers can be identified accurately well before reliable anatomical differences arise in the vocal tracts of females and males. In general, results support the notion that the transmission of gender information from voice depends substantially on gender-dependent patterns of articulation, rather than following deterministically from anatomical differences between male and female talkers.

Voice Cues Influence Children’s Assessment of Adults’ Occupational Competence

The adult voice is a strong bio-social marker for masculinity and femininity. In this study we investigated whether children make gender stereotypical judgments about adults’ occupational competence on the basis of their voice. Forty-eight 8- to 10- year olds were asked to rate the competence of adult voices that varied in vocal masculinity (by artificially manipulating voice pitch) and were randomly paired with 9 occupations (3 stereotypically male, 3 female, 3 gender-neutral). In line with gender stereotypes, children rated men as more competent for the male occupations and women as more competent for the female occupations. Moreover, children rated speakers of both sexes with feminine (high-pitched) voices as more competent for the female occupations. Finally, children rated men (but not women) with masculine (low-pitched) voices as more competent for stereotypically male occupations. Our results thus indicate that stereotypical voice-based judgments of occupational competence previously identified in adults are already present in children, and likely to affect how they consider adults and interact with them in their social environment.

Children can control the expression of masculinity and femininity through the voice

Pre-pubertal boys and girls speak with acoustically different voices despite the absence of a clear anatomical dimorphism in the vocal apparatus, suggesting that a strong component of the expression of gender through the voice is behavioural. Initial evidence for this hypothesis was found in a previous study showing that children can alter their voice to sound like a boy or like a girl. However, whether they can spontaneously modulate these voice components within their own gender in order to vary the expression of their masculinity and femininity remained to be investigated. Here, seventy-two English-speaking children aged 6-10 were asked to give voice to child characters varying in masculine and feminine stereotypicality to investigate whether primary school children spontaneously adjust their sex-related cues in the voice-fundamental frequency (F0) and formant spacing (ΔF)-along gender stereotypical lines. Boys and girls masculinized their voice, by lowering F0 and ΔF, when impersonating stereotypically masculine child characters of the same sex. Girls and older boys also feminized their voice, by raising their F0 and ΔF, when impersonating stereotypically feminine same-sex child characters. These findings reveal that children have some knowledge of the sexually dimorphic acoustic cues underlying the expression of gender, and are capable of controlling them to modulate gender-related attributes, paving the way for the use of the voice as an implicit, objective measure of the development of gender stereotypes and behaviour.