A diminishing infection of casual speech by edited prose?

A colleague of mine once told me a story about the lingering effects of a psycholinguistics experiment on a college campus. Incentivized by the sticks and carrots of their department, the subjects of the experiment, naturally, were mostly undergraduate psychology majors. These subjects were induced, through subtle, ingenious prompting, to use passive voice constructions: to favor sentences like “I was induced by the clever prompts” over “The clever prompts induced me.”

Long after the experiment ended, its subjects continued–apparently subconsciously—to favor passive voice. Their habits spread like a contagious meme throughout the rest of the campus—and on into incoming classes. Years later, even after all the subjects had graduated, a higher-than-average use of passive voice could still be observed on this particular campus. Or so the story goes.

Apocryphal though it may be, it exemplifies a real phenomenon. Language, as a communicative system, also functions as a communicative disease. Before you can say “Jack Robinson” (does anyone say that anymore?), everyone is saying “impactful” or “yeah no” or “bad optics.”

Sources for these memes range from sitcoms to stand-up comedy to sports talk to management-speak to psycho-babble to political punditry. A smaller influence, but still significant, is written language. Though much of written language is more formal and complex than oral language, the vocabulary and language patterns we encounter in reading still potentially prime our word choices and phrasings in speech.

So what happens when reading habits change? What happens when your average person spends less and less time immersed in sophisticated, literary prose, thereby soaking in an ever narrower range of vocabulary and syntax? What happens when people spend less time reading carefully edited texts, where there are fewer mistakes in grammar and word choice than what is inevitable in spontaneous speech? Might this have an aggregate effect on oral language—on what all of us are collectively hearing and uttering and immersed in as listeners and speakers? Might the result be an impoverishing of vocabulary, a simplification of syntax, and a proliferation of linguistic errors in our everyday conversations–even among those of us who still spend significant time engaging with sophisticated texts?

It’s true that errors and simplifications have been around forever, but I wonder if they’re more common now than back when sophisticated, carefully edited texts reached more people. I wonder this when I see preposition disagreement and dangling modifiers and mangled phrases like “he beat me by a long shot” and “attribute hearing loss to language delays” everywhere.

I wonder this when I hear simpler words and word combinations replacing more complex ones: “reveal” for “revelation”; “fail” for “failure”; “push back” for “resistance,” “look-see” for “inspection,” and “nice to haves” for “desiderata.”

I wonder this when I hear “comparable” increasingly pronounced with the accent on the second syllable—compArable—making it more like the simpler verb form from which it derives, and evoking the way a beginning reader might read the word, especially if he has never heard it pronounced in what was once its standard pronunciation.

Again, errors and simplifications have been around forever, and these recent simplifications may simply be an innocuous continuation of a long-lived trend. After all, we’ve long had “move” for “movement,” “win” for “victory,” “find” for “discovery,” “dig” for “excavation,” and “talk” for “conversation.” But I’m wondering if what we’re hearing now is part of a bigger, more troubling trend: one that reflects the diminishing corrective influence on all of us of the kind of colorfully worded, precisely phrased, and carefully edited language that appears only in certain types of writing—and that depends for its survival on a critical mass of certain types of readers.

More examples of modifier-heavy, subject-light sentences

I forgot that the most egregious ones in my collection were hiding in my iPhone notes!

  1. During this field experience, it was the first time I saw an autistic support classroom in action.
  2. In Ms. X’s classroom, she teaches math and reading.
  3. When observing the speech therapist and teacher, they would show just how dedicated they are to their jobs.

Sentence 3 illustrates another hazard of not revising such sentences (a hazard far worse than loose structure and wordiness): some of these  modifiers, however innocently they start out, can end up as danglers.