Generation text: Relations among undergraduates ’ use of text messaging, textese, and language and literacy skills.

The present study investigated the current prevalence of textese and the relations between text messaging behavior and language- and literacy-related domains using a multifaceted approach in which participants completed texting tasks with their own personal handheld device. The sample of 51 1st-year university students also completed standardized tests of spelling, reading, and vocabulary and reported on their own frequency of texting. Text messages were analyzed for textese use, and the speed at which participants composed messages was recorded. Results indicated that there was little association between text-messaging frequency, speed, or use of textese and language- and literacy-related measures. Additionally, textese –real word ratios showed that, overall, participants used very few instances of textese in their messages, and the vast majority of participants used a QWERTY keyboard with some form of autocorrective or predictive technology in their everyday texting. These findings suggest that text-messaging be haviors do not appear to have negative relations with traditional language and literacy domains. In addition, these results suggest that past research on this topic may no longer be applicable to modern text messaging due to continuous changes in technology that have led to the decline in the use of textese in personal messaging. (PsycINFO Database Record (c) 2016 APA, all rights reserved) < img src="http://feeds.feedburner.com/~r/apa-journals-cbs/~4/WntWsuUcc4U"...
Source: Canadian Journal of Behavioural Science - Category: Psychiatry & Psychology Authors: Source Type: research