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5-1972

Semantic Influence and Concept Attainment of Slang and Its

Effects on Parents' and Teenagers' Linguistic Interaction
Kim Earl
Utah State University

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 SE!IJA.N'l'I C I NFLU,;NCE A.lJlJ CONCEF'T ATTAII'il"tENT

OF SLAHG AND ITS EFFEC'rs ON PARENTS t AND

TEENAGERS' LING UISTIC INT.io:RACTION

by
Kim Earl

A thesis submitted in partial fulfi llment

of the requiremen ts for the degree
of
MASTER OF SCIENCE

in
Family and Child Development

Approved:

Major Professor

Committ~ Memhe~

CorlliTli tt~b MembP.l"

Dean of Graduate Studies

UTAH S'rAT.io: UNIVERSI TY

Logan, Utah
1972
 ii

ACKNOWLELX>H~NTS

Grateful appreciation is expressed to Dr. c. Jay

Skidmore, \-iho has participated as major professor for this

study. Thanl{S is also extended to the other members of my

craduate committee, Dr. Jay D. Schvaneveldt and Dr . Roland

G. Bergeson. TI1eir willinc ness to give help and suggestions

have been welcome and most helpful .

I wish to thank the Emery County School Board and

the instructors for allowing me to administer the tests in

the Huntington Elementary, Huntington Junior Hign and the

Emery County High School. I am grateful to the professors

at the Colle ge of Eastern Utah who gave me access to their

classes, and to those parents a nd students, Hho contributed

t heir t ime and effort for this study.

A sincere thanks is extended to my pare nts, Ge orce

and Mary Earl, whose encouragement and assistance have made

this attainment possible. Special thanks exp res sed 1-;i th love

is given to my Hife, Linda, for her typ ing, patience and

devotion.

Kim Earl
 iii

TABLE OF CON'.r~N'l'S

Page

ACK.i'!O~·ILEIXll·lli1~TS ii

LIS'l' OF TABL~S v

ABS'l'RACT vi

IN'l'RODlJC'.r ION 1

Statement of problem 3
Purpose • • 3
Hypothesis • 3
Defini tion of t erms 3
HEVIEW OF LITEHATUHE 5
NETHOD OF PROCEDURE 13
Study A • 13
Subj ects 13
Instrument 14
Admin i str ation 14
Study B . 15
Pilot J ·cudy 15
Subjects 15
Instrument • 15
Administration 16
Analysis of data 17
FINDINGS 18
Respons 0 s for Study .\
Res pons e s for Study R
SUhEARY AND CONC LUSIONS 27
SmliTlary • 27
Problem 27
Purpose 27
Hypothesis 27
Subjects 28
Instrument 20
An alysis of data 28
Findings 2!5
Discussion . 29
Limitat ions of study 30
 iv

'rABLE OF CON T~NTS (Continued)

Page
Conclusions 30
Suggestions for f urther study 31
LITERATURE CITED 33
APPENDIXES 36
Appendix A Re s pons e Fr equenc i e s 38
Appendix B Li s t of Wo rds fo r t h e Layman 84
Appe nd i x C Inves ti gat ors Infe r enc e s s·r
Appendix D I n strument 94
VI'rA 102
 v

LIST OF TABLES

Table Page

1. Total tabulation of words known by each adult

in each category: dictionary, traditional and
drug sl ang 19

2. Total tabulation of words known by each teenager

in each category: dictionary, traditional and
drug slang 20

3. Total number of adults' and teenagers' incorrect

responses for each stimulus word in each
category . 22

4. The Elementary, Junior High, High School and

College subjects' total correct drug associations
for each stimulus word 25
5. The 160 subjects response frequencies for each
stimulus word 39
 vi

ABSTRACT

Semantic Influence and Concept Attainment

or Slang and Its Effects on Paren ts' and

Teenagers' Linguistic Inter ac tion

by

Kim Earl, Master of Science

Utah State University , 1 972

l'ia jor Professor: Dr. C. J ay Skidmore

Department: Family and Child Development

The purpose of this research was to deterraine

parents and t een age rs slang awareness and Hhen this aHareness

be g ins to appear in the vocab u l a ry of the younger generation.

Two studies were co nstrued to meas ure the intended

purpose of t his research. Study A was c onducted to deter-

mine if semantic influence and concept a ttainme nt of s lang

defini t ions wo uld be gr ea ter for teenagers than that for

adult s . The instrument was an open ended Hord list consisting

of 25 slang t e rms. Criterion fo r the sele ction of words was

ass es sed by determining if each word used could be found in

three of the five sources. The y not only need to be present,

but also have the same or r e l a ted definition. It was thought

that these Hords Hould be the ones generally accepted as having

a universal meaning. These words Here also char a cterized by

having :

( l) Dictionary d efin i tion--1'he definition found

in any abridLed di ct ionary.

 vii

( 2) 'l'radi tional slang def'ini tion--The general

slang usage as indicated by the dictionary.
( 3) Drug slang def'inition--The def'inition used in
the drug culture.
Study B was conducted to evaluate the terms used to
determine at v1hat grade level these terms appear in the vocabu-
lary of' the younger generat i on. The swne Hord list used in
Study A was used in Study B1 only instead of' writing a def'ini-
ti on, subjects were asked to write next to each .vord 1 the f'irst
drug word that came to their mind in association to the s timulus
word, and if' they couldn 1 t think of' a drug v1ord 1 then any v!O rd.
The f'indings of' Study A indicate t hat an inter-
action barrier of' slang understanding does exist between par-
ents and teenagers. A t-test 11as computed on the dictionary
def'inition s of' parents and teenagers, as Has on each of' the
trad itional slang and drug slang def'ini tions. There Has no
signif'icant dif'f'erences in the understanding of' dictionary
meanings; however, both the traditional and drug slang Here
signif'icant at beyond the . 01 level.
From the results of' Study B, one can with some
certainty depict the period th a t one begins understanding slang
termin ol goy , Though some Elementary subjects have a slang
knowledge, the r esul ts sugge st that f'rom the Junior High on
through College there is a steady inc rease of' one's unde r-
standing of' slang terms.

(109 pages)
 INTRODUCTION

'rhe same word means different thin g s to

different people because they arouse in
their minds different ideas, diffe r ent
backg rounds of circumstances a nd tradi -
ti on, and differ e nt e motions. And often
we do not realize this; we think He a re
agreeing. But 1-1e are not and , later on,
trouble ensues . Gildersleeve (1950)

This res earch Has conducted in the belief that slang

has an imp ortant function to perform, and that parents c ann ot

afford to ne glec t its usage and connotations. It Has also

assumed that the creation a nd use of slang locutions ave im-

por tant. Sl ang is fundamentally a state of mind; it vividly

expresses peo p le 's feelin g s ab out life and about the thing s

they encounter in life.

Slang ori g inally Has a p plied to the talk o f thi eves ,

begc;ars, and other social outcasts . They invented neH words

or gave different meanin c; s to old ;JOrds so that their conver-

sation would not be understood by outsiders . Over the years,

slang has come into much 1<1id er use. Every class and vocation

has its slang expressio ns . Youn g peo p le of every generation

have their special names f or certain things . It has been

suggested that each a dolescent is psychologically trying to

emancipate hirrw e lf from his parents throuc;h the use of slan g .

He is tr.[ing to prove that h is parent s are effete by being

very effusive hilnself. In this context, this study was con -

cerned Hith differences in teenagers ' and adults' defini ti ons

 2

of the same terms, and when the understanding of these terms

begin to appear in the vo c abulary of the younger gen eration .

If teenagers are using slant; Her ds that mean some-

thing else to tneir parents, a communication barrier or

linguistic communication breakdovm may clarify the lack of

understanding attributed to parents and teenagers. Such

linguistic misunderstanding way be a major influencing factor

in poor parent-teenager relationships .

If this semantic difference exists and there is

an inability of the parents to understand the slang termin-

ology being used by te e nagers today , then it can be said that

slang interpretation is of major importance in achieving good

parent-t een interaction . It may be true that the perversive

meaning of the pervasive slang is not realized by parents to-

day . I f a dichotomy exists Hi·chin the lint:;uistic terminology,

then parents and teenagers sho ul d realize that there is a need

to resolve this dichotomy a nd enhance their power of word con-

ce ption .

It HOUld be dif ficult to list a ll the slane; words

used by teenagers today, since slang locutions of ten vary in

me a ning Hith individual users , in different localities, and

Hith different classes of speal{ers . No record of slang can

ever be complete because the continual use of neH words as the

old lose freshness and color, and the need for constant addi-

ti ons and subtractions to vlhich it is s u b jec t, malces tne pro -

cess of revisi on unending . Realizing this , the investigator

s e lected 25 slang terms th a t Here assumed to have a universal

meaning .
 3
Statement of Problem

This research was c once rned 1-1ith t he present u sage

of slan g , and the degr e e o f unde r·standing of slang terms by

p ar ent s and t een age r s . Par ents may not unde rstand vmat t he ir

te enagers are saying . A lingui stic misunderstanding may exist

b e c aus e of c onfusion s in me aning of the same slang t erms. A

s e c ond problem was focu s ed on the g rade level the se terms

be g in to appear in the vocabulary of the younger generation.

Purpo se

Th e purpose of this research 1-1as twofold. Study A

was conducted fir st to det ermine the d egre e of awareness in

meanings , the definitions of terms given , of parents and

teen age rs.

Study B wa s conducted to evaluate t h e 25 slang

terms used and to dete rmin e at what g r a de level these terms

appear in the vo cabulary of the younger ge ner a tion .

Hypothesis

The hypothes is in Study A 1-ras that teenagers

s eman tic influenc e and concept attainment of 25 slan g defini -

tions would be significantly g re a ter than that of parents.

Study B was conducted to determine at what g r ade

l e vel one beg in s to think in slan g terminology .

Defi n iti on of Terms

As b as is for this r es earch, the following defini-

ti ons were accepted .
 4
Semantic influence--The potential me an ing selection

for the words, either dictionary, traditional slan g , or drug

slang,

Concept attainment--'f.he understanding obt a ined for

the three cate gories: dictionary, traditional slang , or drug

slang.

~meaning--The drug meaning according to the

five selected books: Partridge (1969), Horman (1970), Dill

(1969), Simmons (1969), and Larsen (1970).

Drug culture--The attachment of the se words to any

substance or the natural or fitt in g environment .

Layman--Anyone who is not in the know pertaining

to the slang terminology.

Inter action- -The degree of relationship between

definitions; reciprocal action or effect.

 5

REVIE't/ OF LITERATURE

A persistent problem in psycholo gy has been the

question of the relationship bet11een language and thought.

Perhaps the most extreme position has be e n occupied by

Watson and Whorf. Watson (1 920 ) identified thought >rith

covert muscular activity, particularly activity of the speech

musculature; for him, thought Has the "little voice" we hear

if we listen to ourselves thinking, and nothing more. Whorf

(1 956) argued that the structure of thought is determined by

the grammatical structure of the thinker's language; thus,

certain thoughts that are possi ble for speakers of one lan-

guage may be inconceivable of speakers of another language.

Oliver (1968 , p. 337) fee l s that:

The human mind is one of nature's most
fascinating and mys t e rious productions.
Equally viOnderful and almost as my sterious
is human language. There is no real doubt
that the two are so closely related as to
be inseparable. Without language as 1-1e
know it there could be no mind as He knOVI
it. And without the human mind, language
could not exceed the fifteen or twenty
"si gns" Hhich compri se the largest sub-
human vocabulary. The manner in 1-1hich
mind and lan guage are related has in-
tri gued human curiosity at le ast as far
back as the beginnings of recorded history--
and still we do not K!lOH the anS\-Jer Hi th any
certainty . Is all our thin k ing grammar
bound and limited to the extent of our vocab-
ularly? Do we think in Hords? Does an indi-
vidual increase h i s general mental pO>Iers as
he improves and extends his mastery of lan-
guage? The pre cis e nature of the rel b.tion-
s hip is speculative; but the fact that the re
is a relati onshi p is unquestionable.
 6

One of the most striking contributions to the t he -

ory that mind and language are absolutely interdependent, if
not, indeed, identical, Has made by I'Jhorf (1940, 4-3:266):
We dissect nature a long lines lai d do-wn by
our native language s •••• \ie cut nature up
organize it into concepts, and ascrib e si gn-
ificances as He do , largely becaus e 1-1e are
parties to an agr eemen t that holds through out
our speech community and is codified in the
patterns of our language.
The biologi cal psychologist, Berrill (1965, p . 163)
rephrased this Whorfian view as the inability to se e or think
exc ep t along the lines that our kind of language lir.p oses up on
us. A Rus sian linguist, Vygotsky (1 962) insists that un-
s p oken and internalized though t is vague, dim, undifferenti-
ated, and mistily unr eal . It is only 1vhe n this amorphous
mixture of' understanding and feeling must be communicated
t ha t it is transmitted into r1e aningful and distinct Hords.
Artists in the vie H of Hords agree , on the 1-rhole,
Hith the Vygotskian vieH t t1 at vro rds gi ve me anin gful form to
the relatively formless unspok en thought.
Ki pling (1968, p . 37 8 ) in a lecture to the Royal
College of Surgeons said:
I am by c al ling a de aler in HOrds , e.nd vrords
are, of course, t he rrw st ]JO\·rerful drugs used
by mankin d . No t only do uo rd s infect, e gotize,
narcotise, and paral yz e, but t he y enter into
and color the minutes t c ells of tho brD.in very
much as ma dder mixed vri th a st ag 1 s food at the
zoo colors t he groHth of the animaln antlers.
Words, as Kipling said are powe r l"ul drugs , both
in solitary thinkin g an d in communicat i on vri th one another.
Sometimes the y clarify unde rstanding , sometimes they obsc ure
 7

it. Gildersleeve (1950, 33:6) says:

The same Hord means differe nt thing s ~o

different people because they arouse J.n
their minds differe nt id e as, d iffer en t
backgrounds of c :i.rcurnst ances and tradi-
tion, and differ e nt emotions. And of ten
we do not r e alize this; He think He are
a greeing. BQt we are not and, later on,
troQble ensues.

Chase (1954, PP • 4-5) believes that a misinter-

pretation of a VJord had an influence on the d es tiny of the

;10rld .

A Japanese Hord, mokusat s u, may have

chan g ed all our lives. It has t<IO meanings:
(1) to ignore; ( 2) t o r e frain from comment.
The release of a press stateme nt using the
sec ond meaning in Jul y 1945 might have ended
the •o~ ar the n. The Err,peror was ready to end
it, and had the power to do so . The cabinet
was preparing the accede to the Potsdam
ultimatum of the Allies--surrender or be
crushed-- but Hanted a li t tle more time to
disc us s t he terms. A pr e ss r elease Has
prepared announcin g a policy of mokusatsu ,
ivith the no comment implicati on , But it got
on the forei g n Hires Hi th the i g nore ir~p lica­
ti on thro Qgh a mi x-up in translation: The
cabinet i gnores the demand to surrender. To
rec all the releas e Hould have en tailed an
unthi nkable loss of face. Had the intended
mean ing been publicized, there migh t have
be en no atomic bombs ov e r Hiroshima and
Nagasaki, no Russ i an armie s in JIJanchuria, and
no Korean war to folloH. The lives of tens
of thousan ds of J ap anese and llmerican boys
might have been s a ved, One Ho rd , misinter -
preted.

Peo ple don't understand each o ther any more--seman-

tically speakinr:; . 'l'his is the explanati on of an authority on

HOrds and their meanings for mc:tch of the individual unhappiness

aild ''orl d unrest today. Walpole (1950, 2o : i ~5) also said:

Each Hord has sev " ral me anin c,s . Of ten a

spe aJw r say s on e thing but means another .
Th is is true in eve ryday life as \·Je ll as in
political communic ati on betHe e n countries .
 8

"Once in the 1930's" , he recalled, "Mussolini

complained that Brita in hadn 't been loyal to
Italy." The English t-~ere indigna11t. To them
the ;:ord loyal connotes almost servility.
To the It al ians the tern: merely means sonoe-
thing more like the \o/O rd fair. It is from
such seemingly sn1all things political mis-
understanding occur.

If mi sunder standings exist betHeen count1·ies due to

misunderstanding in meanings of the same word, then applying

this same re s.soning it could also exist beb·Jeen p ar ents 1 and

teen a ger s 1
understanding of' slang .
Dundes and Schonhorn (1963, 43 :1 63, give a good
descri ption of slang history. They believe th a t:

In the nineteenth century, the devel-

oping concern for the oral as opposed to
the Hritten tr adition and the romantic at-
tachment to the folk and the ir idiom re-
sulted in a host of minor by scholarly
studies of slang. The remarkable vita-
lity of common speech a ttrac ted the atten-
tion of both anthropo lo gis ts and poets.
Taylor (1 873 ) one of the f ounders of modern anthro-

pology, felt th a t an analysis of the evo lution of' slang HOUld

reve a l those ge ner al laws cormnon to the grouth of al l lan-

guages.

Whitman (18 85 ) reve aled his lifetime p reoccup at ion

Hi th American Speech in a r,1eaty article covering many of the

divel':Je types of' slang, ran gin g fror,1 state soubriguet s to

ha1•sh house jargon. The v a ri e ty of whitman's example s

p erhaps indicate the incre a sed a\Jareness of the gre a t nurnber

of slang voc a bularies emp lo yed b y differ ent social and o ccu-
pational gr oups . The exci "cement generateci b y the a.c ti ve

recordin g of P~erican s l an g is cl early evidenced in the

 9
g ro~Jing number of studi e s Hhich concentrated upon the charac-

teristic diction of the Americ an undergraduate.

Hall (18 51 ) presented a compendirnn of colle [ e ex-

pressions in use in the Neu England area. Hall's col lection

is significant because, though primarily a study of the full

ran g e university experiences, it does contain an abvndcnt

amount of student slang ,

Perhaps the most scholarly nineteenth century study

of s t udent slang Has made by Gore (l o05) . He attempted to

find etymolo g ical ori g ins , determined morpholo g ical changes

and described the figurative direction of university ex~r c s­

s ions.

At the turn of the c ent ury the most amb it ious pro -

ject :for the collection of Ame r ican sl ang -.ras undertaken by

some members of the New York Branch of the American dial ect
society, A questionnaire cont a i ning some three hundred Herds

Has mailed to the head of the English de partmen ts of about

four hundred colle g es . From the one hundred returns Babbi tt

(1900) compiled a comprehensive word list of college 110rds

and phrases indicating geoc rar..hical distribution . Babbitt 1 s

c omp arative and extensive s tudy has not been duplicated .

While there hav<: be e n numero u s twenti eth- century studies of

college slang , few have been comparativ e and most have be e n

little more than s poradic sl ang colle ctanea . Pintry and

Randolph 11926) of the University of Kansas undertook one of

the first coll ect i ons of coUe g e slang . They listed alpha-

betically the local slang form but made n o atter~pt to compare

 10

and contrast this form uith sirniliar materials reported at

other in stitutions .

Th is seems to be t he present trend in the st udy of

s lang , bein g that of comp arative studies of col lege slan g

and slan e; that is re presentative of a general undergradue.te

speech of the period . Most of the slang studies compar e the

local slang of one univers ity to other institutions. Russell

(19 29 - 30), White (1955 ), Boon (1959), Dralz (1 96h ), Poston III

(1964) , Stephenson (1 964) , Po ston III and Stillman (1965), and

Kannerstein (1967) are a few Hho have also done researc h on

college slan g . Oth e r slang studies have been done by Axley

and Prenner (1 928- 29 ) depictin£> the slang <JOrds used by the

drunk. Hench (1929-30) studied the vocabulary of bums.

Ste ph e nson (1963) studied l"i.arine Corp slang, and Shuy (1964 )

investigated tire Horker terms.

There is an innumerable amount of slang studies

pertainine; to all kinds of t r ades . Current Slang is a pamph-

let published by the University of South Dakota, Hhich gives

curren t slang expressions cove r ing all ar eas, only u p dating

the terms .

A research psycholo g ist of the Philadelphia conrrait -

t ee f or the cl in ical study of o p ium addiction began to study

the p sychology of drug addicts . His first int e rvieH Hith

those drug enslaved patients Here marked by the lack of c om-

prehension , confusion, and misunderstan ding because of lack

of knowledge of the meanings of t he slan g terms used . Pa:rnter

(1 928- 29 , 4 : 19- 2 0) said:

 11

I am persuaded noH that the study of the

peculiar language ac 'ci vi ti es of dr u g a ci dic ts
is pe rhaps the first step to be und ertaken
in the understandin g of t he ir t-1ell defined,
thr ough elusive and str ange personalities.
Some p s y cho l ogis ts refe r to lan gu age as an
imp licit form of be h avior . Hy observations
have led me to believe that the drug addict
is "hooked" by "dope" talk as Hell as by
the "dope" its e lf.

He we nt on to say th a t as s oon as one p e r son can

s p eak t h e l ang u a ge of an other , e ach i s in a positi on to under-

stand the other; and, there is pos s ible a more certain means

of evaluatin g underlying phi losophi e s and outlooks on life.

Pay nter (192 8- 29 , 4 : 20 ) b e l iev ed :

'£he Hi d e at-~ake ps y chologist must realize

that the patient is sizing h im u p , e v en
while he is being submitte d to the sruue
procedure. One tabooed question from the
psychologist, one mor a lizin g or conde mning
phrase Hill p r ove eternally fa t a l to rap-
port t-lith the pat i e nt . Tramping on the
drug a dd ic ts cod e of honor, or even at -
t empting t o violate it will s e t him a-
gainst the psy choloe;ist 1-1ho is in iQ1o -
rance of it; b e in g i gn orant of the drug
add i cts slan g , the psychol ogist Has shut
out from his intimate beliefs.

It i s on the same premise that t he inv e sti gator

thinks the re is also a gl' eat n ee d f o r p a r ents to understand

the slang t erms used by te <,nag o rs today. For t t1e same prob-

lems may ensue.

'.Che investigator t-~as unabl e to l oc ate any compara-

ti ve stud i es on the slan g us e d by t he older gen e ration and

that us ed by teenag ers today . The re were no studies f ound on

how sl ang affects par ent s and teen agers communication . No

s tudies coul d be found that compar e d slang ter·ms u se d by te en -

agers with parents comp rehension. I t oras believed this

 12

rese ar ch Hould provide some of the ansHers that are releva11 t

to these deficiencies in the litera ture pe r taining to slang .

If teenagers are using words that mean something

else to their parents , such a linguistic misunderstanding may

clari fy t h e lack of understanding attr ibuted to parents and

teenagers.

The follO>'Iing stu dy Has und er t aken to detcn•mine

parents and teenagers slang aHareness , and Hhen this awareness

be g ins to app e ar in the vocabulary of the y ounger gener at i c n.

 13

HE'i:'HOD Oi 1 PROCED dil.E

Study A

Subject~

The subjects of Study A consisted of 30 adults and

30 teenag ers .

'l'eenagers we re randomly selected fron Emery County

High School and Huntj_.-, t,ton Junior High. THo methods Hera am -

~ loyed in selecting teenagers . A list was fuade for each class

period l through 7 and placed in a box. ·1 he investigator

first select Gd 3 out of the 7 periods . 'l'hen cest A Has adr~in ­

i stered to tuese r andomly s e l ected ucr iods in botn t ne Juni or

Hi gh and Hi gh School. Then in ord e r to sel u ct Uw 30 subj e cts ,

t he investigator randomly se l ected 30 c es ts frorr, t i1e 64 tes t s

respond e d to . Age range Has fpom 13 to lSi Hi th a me F.:n age of

17 . 'l'he reason for admini stering the tes ·c s to tcli s a c;e range

was bec a use this stu dy was conc ern ed with paren ts• an d teenag-

e rs' slang awareness .

Adults Here selected randomly fr01c, par ents who have

teenaGers attending Eme ry Count:r Hi gh School and Hunti n gt on

Junior High School . Adults viePe selected by first maki n g a

l .i.st of those parenLs having te "'n ac;ern al, tending bo th scr,o o ls .

'.['heir· n "" ··'-'' •.-Je re placed in a box and 30 names I·JG I'c dl'aHn o u. t .

Of thos e random.ly su lecte d , it ·,.ra n n<Oc c; ssar ;y to g ive individ-

u al administrat i ons. r:ach S tlbj ,o ct ;,ms coflcactc.;d and a tim e

and place for h im to tal{e tne Lest Has a r ranged . If an a dt <l t

 14
was not Hilling to cooperat e, the investigator selecter an-

other that would . The reason for selecting adults Hith teen-

age children was to insure that they would have sorr.e familiar-

ity with the words b e ing used by teenagers. Age range was

from 34 to 53 with a mean age of L>5 •

Instrument

A sample of the Instrument can be found in Append ix

D. An open ended Hord list c onsistin g of 25 sl ang terms ~1as

used to obtain i nformation for the study. Criterion for t h e

selection of Hords Has assessed by d e termining if each Hord

used could be found i n three of five boo k s: Partridge (1 969) ,

Horman (1970), Dill (1 96<)) , Simmons (1969), and Larsen (1 970) .

1'hey not only need to be pres e nt, but also hav e the same or

r e l ated def'in ition . It was thought t ha t these wo rds vJOuld be

t h e ones generally acce p ted as havin g a universal meaning .

1'hese words Here also ch aract e rized by having:

(l) Dictionary d e finiti on--The definition found

in any abr idged dictionary.

(2) Traditional sl ~m g definition--The general

slang us age a s indicated by the dictionary .

(3) Drug slang definition--The definition used in

the d rug culture .

!cdministration

Permission was giv en by the Bmery County Board of

Education alloHing the investiga tor to adminis t er the tests

in each of the schoo ls. The p rincip als and teache rs Here

c o nt a cte d in each school so the neces sary arrangemeu ts c ould

 15
be made to administer the tests to the selected clas ses. The
test was given in late February of 1972.

Study B

Pilot study

The tests were to be administered in •~itten form

so a pilot study was conducted to dete rmine the lowest
Elementary grade that could be used. A pretest was given to
30 second, third, and f ourth grade subjects. The results
i ndicated that children in ti"e fourth grade were as y oung as
could be administered the test. The second and third grade
students were unable to accurately res pond to the instrument.

Subjects

Subjects were randomly selected consisting of 20

males and 20 females in each category: Elementary (4th, 5th,
6th) 1 Junior High (7th, 8th, 9th), High School (lOth, 11th,
12th), and College (13th, 14th). A total of 160 subjects were
used for Study B. Students were randomly selected from two
clas sed from each school level. 'l'he same procedure that was
used in Study A was used in the random selection of subjects
and tests for Study B.

Instrument

The same word list used in Study A was used in

Study B, only instead of writing a definition, subjects were
asked to write next to each word, the first drug word that
came to their mind in association to the stimulus word, and
if the y couldn't think of a drug word, then any word.
 16

Administration

The tests were administered in the Carbon Emery

County a re a . The Emery County s chools us ed for this study

were: Huntin c, ton Elementary, Huntington Jr. High and Emery

County High School. The Coll ege of' Eastern Ut ah was used in
Ca rbon County.

It was neces sary in Study B t o ob tain permission

f'rom the college p rofessors th a t 1-Joul d be involved . Arr ance -

me nts vi ere then made to administer the tests in their

classes . Since permission h ad a lre ady been gi v en by the &aery

County School Board , Test B wa s admini 3tered the same day a s

Test A.

The instructions ;·o r administration of t he test can

be f'o und in Appen d ix D. The subjects Here told to res pond by

Hr i ting their uo rd assoc iati on o in the S}'ace s provided. A

samp l .e of the te s t can a lso be f ound in Appe n dix D. Emphasis

Has pl a ced u pon : (1) gi ving the f'irs t response produc ed by

the stimulus Herd ; \ 2 ) re s p ondin r; ;,Ji th on ly one Herd ; (3)

l ack of' concern with s p el l in g ; and (4) spee d of responding .

To faci li ta te sp e ed, subjects He re told that they Here go in g

to be timed and the amount of' time it t ook them t o finish

should app ear on the i r tests . ~.' ime Has ;cept and each minute

Has Hritten on the bo a rd. Each subject Has instruct ed to

Hrite the number appearing on the bo ard when he fi ni s hed t h e

test.

Test s uere r eje ct ed if the coll ege stud ents He re

over 20 years of' c.ge . Tl'li s information Has provide d 1'rom

 17
the background information se c tion of t he test. If any part

of this test was left unanswered, then the test was disoarded

Also if there He re ten response HOrds the same, the test Has

dis c arded . It was believed that this ty!Je of r e sponse ;wul d

not be valid.

An ulysis of dat a

A t-test was computed on the dictionary definition s

of parents an d teenagers , as vJUs on each of the slang sets :for

each g roup in Study A. A .05 level of confidence ;ms p re-

det ermined as being the si ~na level necessary to accept this

hypothesis. Tabul at ion for Study B VIas that of response fre -

quencies of the 160 subjects for each of the 25 stimulus words.

 18

l:<'INDINGS

The findings of Study A and Study B are in t<JO se c-

tions. S tudy A has three tables . Th ese are followed by Hhat

th e results o f Study A indicat e . The second section pres ents

one table and the signific ant as ,Je c ts of Study B.

Re s pon s es f or Study A

Resp ons e s for Study A Here r eceived f1•om 30 adult s

and 30 teenagers. All were of the white r a c e. No respons e s

were received from any of the minority races. This ~1as d one
to control for any variables that coul d affec t t he outcome of
t he study .

Age s for adults r anged from 34 to 53 Hi th a mean

a ge of 45. Ages for te enag e rs ranged from 1 3 to 1 9 Hith a
mean age of 1 7 . The number of t eenagers that the par en t s

have ranged from 1 to 4 Hith a mean of 2 . Study A was com-

prised of 13 males an d 17 fe male adult subjects an d 18 ma le

and 1 2 female t eenage subje c ts, making a total of 60 par tici-

pants with 30 s ubjects in e ach r;r oup. The follo Hin g t able s

s hoH the number of v1ords Jmm,m of the 25 in each cat ecory

by parents and by teen ar;ers .
 19
Table l. Total tabulation of Hords lmo1m by each adul t
in each category: dictionary, traditional and
drug slang,

Teenage Drug
Subject Age Sex Children Dictionary Traditional Slang

l 52 M 2 23 10 6
2 51 M 1 25 20 10
3 46 I1 2 25 9 0
4 36 :1-1 2 24 18 3
5 47 I1 2 18 ll 6
6 41 F 2 21 8 6
7 40 l1 1 25 6 2
8 53 F l 22 1.5 17
9 47 F 3 2.5 14 6
10 42 ]'! 2 2.5 8 3
ll 34 :!-! 4 24 16 3
12 4.5 l1 3 24 18 1
13 45 N 2 23 18 0
14 52 I1 2 25 2 0
15 51 M 1 2.5 7 2
16 44 F 2 22 10 4
17 3S F 4 24 19 3
18 so F 1 2.5 17 3
19 49 F 2 23 1.5 ll
20 4.5 F 4 24 20 3
21 4S F 2 23 18 2
22 43 F 3 2S 0 0
23 46 F 2 2.5 16 12
24 40 F 2 2S 16 s
2.5 38 F 3 24 19 9
26 4S F 1 2S 13 lS
27 .50 F 2 2.5 lS 17
28 so F 1 24 18 1
29 39 F 3 2.5 17 4
30 4S M 3 2S 22 s
 20
Table 2 . Total t abul a tion of words lmmm by each t eenager
in e a ch c a t egory: dic tionary, traditi onal and
drug slang .

Subject Age Sex Dictionary Traditional Drug Slang

1 15 F 25 25 25
2 17 F 25 22 24
3 19 M 25 24 25
4 16 F 25 18 18
5 19 F 24 25 25
6 16 F 25 22 25
7 16 H 25 25 25
8 16 F 25 25 25
9 15 F 25 23 24
10 16 F 25 20 24
ll 19 F 24 Hl 19
12 18 F 24 25 23
13 18 M 25 22 25
14 18 H 25 20 23
15 18 M 25 25 25
16 18 H 25 22 24
17 18 1'1 24 24 23
18 19 N 25 20 25
19 19 M 24 22 23
20 19 M 25 25 25
21 16 M 25 22 24
22 17 M 25 24 25
23 17 M 25 25 24
24 16 I-! 25 19 21
25 14 M 25 25 25
26 14 N 25 25 25
27 19 M 23 20 25
28 19 M 23 19 25
29 13 F 25 25 25
30 17 F 25 25 25
 21

The total correct mean responses for e ach category

of the adult s Here compar ed to the t eenagers . A t-test Has

computed on the dictionary definitions or parents and teen-

agers, as was on e a c h of t he tr adi ti o n a l and drug slang

def initions , There was no significant di ffe renc es in the

understanding of dictionary meanings; h owev er , b oth the tra-

diti onal and drug sl ang were signi fi cant at beyond the .01

level, The hyp othe sis was a cce p ted at the .01 level for both

tradit i onal slang and drug slang , which indicated that parents

were lacking in the s lang knot~ l e d g e of these 25 t erms .

Table 3 depicts t he wo rds in the three categ ori e s

t ha t were not known by adult s of t h e word lis t compared to

teen agers, The following Table can be read by looking up the

stimulus word a t the left and reading horizontal l y. Und er

each category; dictiona r y , traditional or drug slang is the

adu l ts (A) and teenagers (T) numerical count, This repr ese nts

hoH many of the to t a l subjects res p onded i nco r rec tly to that

stimulus <lOrd for t ha t particular g roup .

 22
1
'r able 3. Total number of adults' and t eenae;ers incorrect
res ponses for each stimulus word in each c a tegory.

Words Dictiona r:z: Traditional Drug Sl o.nll;

A T A T A T

Bag 0 0 5 2 22 0
Ball 1 0 3 1 24 0
Balloon 0 0 27 8 29 2
Bang 0 0 15 4 25 2
Bull 0 0 4 1 29 2
B=er 4 2 11 1 14 3
Buzz 2 0 13 1 25 2
Can 0 0 11 4 25 3
Coke 4 1 6 1 22 2
Crash 0 0 16 3 24 0
Cut 0 0 11 0 20 0
Dirty 0 0 9 1 25 2
Dynamite 2 0 19 2 28 1
Head 2 0 12 3 25 0
Horse 0 0 12 3 17 0
Joint 0 0 6 1 20 0
Kick 1 0 13 1 22 1
Number 1 0 23 7 26 3
Pop 3 3 10 0 21 0
Roach 4 1 24 3 25 2
Smack 1 0 20 2 27 3
Snort 2 2 1 ~- 5 24 0
SnoH 2 0 18 5 25 0
Tea 1 0 17 4 25 2
Tracks 2 0 16 6 22 1
 23

The analysis indicates that there is a significant

difference in adults and teenagers understanding of the 25
slang t erms. An investigation of the preceding Tables
furthermore indicate that teenagers knew 99% of the dictionary
definitions compared to the adults 96%. The teenagers kne H
91% compared to the adults 55%on traditional slang, and the
teenagers knew 95% of the drug slang compared to t h e adults
21 %. These results and the preceding Three ~ables show the
interaction gap between parents and teenage rs. The findings
indicate that parents' knowledge of these 25 . ter.ms was infer-
ior to the tee~agers' slang awareness.

Responses for Study B

Responses for Study B were received from 20 males
and 20 females in each grade level; Elementary, Junior High,
High School and College. A t otal of 160 subjects responded
for Study B, ages ranged from 9 to 19 with a mean age of 15.
Some of the responses to the stimulus words may not
have a drug meaning attached to the subjects. Nevertheless,
due to the instructions and purpose of this s .t udy 1 the in-
vestigator can only assume that the res ponses of each subject
were written with a drug meaning for each individual.
Response frequencies for each of the 160 subjects
of each of the 25 stimulus words were recorded. Because of
the di versity and voluminous nature of these responses, this
mater i al was included in App endix A. Table 4 shows ho-..r many
of the 20 subjects in each grou p kne\<T the correct drug associ-
ations for each stimulus word. It is Lmportant to state that
 24
the HOrds not counted still perta ined to dru8s , and that these

counts are only t hose exact me anings found in: Partridge

(19 69 ), Horman (1970), Dill (1~ 69 ), Simmons (1969), and Larsen

(1 970) .

1'he 'rable can be re ad by looking up the grade level

at the top, finding the stimulus Hord at the l ef t and reading

horizonally . The l e tters H and F depict the gender of sub-

jects, and the numerical number is the correct responses for

the grade and sex.

 25
Table 4• The Elementary , Juni or Hi gh, High School an d
College s ubj e cts• to tal corre c t drug a s s ociations
for e a ch st imulus vTord,

Stimulus
~ Elementaril Jr, Hi[~ High. School College
M F M F M F I1 F

Bag 11 8 13 11 14 13 19 18
Ball 12 11 7 7 7 10 15 16
Balloon 0 2 4 6 4 1 8 11
Bang 6 11 13 16 11 13 18 15
Bul l 1 l 3 0 3 2 7 10
Bunnne r 1 1 9 7 15 13 18 16
Bu z z 6 7 8 15 7 7 11 16
Can 1 0 5 7 7 3 14 13
Coke 0 0 1 1 2 1 11 13
Crash 1 0 1 2 4 5 11 17
Cut 3 6 5 6 6 4 13 12
Dirty 4 4 8 1 7 8 14 12
Dynamite 2 1 8 6 7 7 12 14
Head 2 3 4 5 10 3 14 17
Horse 1 1 5 1 7 6 14 16
Joint 3 3 9 6 13 11 16 19
Ki ck 5 4 9 8 8 13 10 12
Number 2 0 3 2 6 0 13 14
Pop 2 1 6 5 7 8 16 14
Roach 2 3 3 2 6 3 13 10
Sma ck 5 4 6 4 13 10 15 13
Snort 5 3 8 10 5 9 15 18
Snow 4 3 3 14. 7 7 12 10
Te a 4 3 10 3 6 7 14 13
Tra c k s _l _Q ___£ _l J ___2 ...1.2. A
Tot al 84 80 153 148 189 169 339 353
Combined
Totals 164 301 358 692
 26

The followin g percentag es were derived by combining

the total exact drug respons es f or all t he male and female

subj e cts in each group. The Elementary knew 16%, the Junior

Hi e;h kne<l 30%, the High School knew 36% and the Colle ge kn ew

69 ~ of the exact meanings . The Element ary had 1 64 exact drug

re sponses . The Juni o r High had 137 over the Elementary , the

High School had 57 over the J un i or High and the Coll eg e had

33i+ over t he High School. Though some Elementary subjects

hav e a slang knowledge , the results s ugge st t h at from the

Junior High on through College there is a steady increase of

one's understanding of s lang t erms . Not only does one's

a war eness increase but the drug meanings are more precis e to

the drug cu lture. These findings and the response fre quencies

found in Appendix A indicate th a t it is in Junior High where

slang knowledge is cul ti vat ed .

In Appendix B speci al attention is given to a few

of t he <lords g iven as re spons es to the 25 stimulus words.

The se words are the ones a layman may overlook, not realizing
their use or drug association.
 27

SUMMARY ~~D CONCLUSIONS

Summary
Problem

This research was concerned wi th the present usage

or slang, and the degree or understanding of slang terms by
parents and teenagers. Parents may not understand what their
teenagers are s aying. A linguistic misunderstanding may exist
because or confusions in meaning of the same slang terms. A
second problem was focused on the grade level at which these
terms begin to appear in the vocabulary or the younger genera-
tion.

Purpose

The purpose or this research was twofold. Study A

was conducted first to determine the degree or awareness in
meanings, the definitions of terms given, or parents and teen-
agers. Study B was conducted to evaluate the 25 slang terms
used and to determine at what grade level these terms app ear
in the vocabulary or the younger generation.

Hypothesis

The hypothesis in Study A was that teen agers• seman-

tic influence and concept attainment or 25 slang definitions
would be significantly greater than tha t or parents.
Study B was conducted to determine at what grade
level one begins to think in slang terminology .
 28
Subjects

The subjects of Study A consisted of 30 adults and

30 teenar;ers. Teenagers ages ranged from 13 to 19 Hi th a me an
a g e of l 7 . Adults ages ran ged from 3!+ to 53 Hi th a me an age
of l!-5 · A total of 160 subj e cts Here used for Study B, a13es
ranged from 9 to 19 t·lith a mean age of 15 . Subjects Here se-
lected in the counties of Ca rbon and Emery ,

Instrurnent

An op en ended 1-1o r d list cons i sting of 25 slang terms

Has used to obtain information for this study ,
'rhe slang i terns in Study A !-Jere subdivided into three
major cat e gories : dictionary , traditional slang , and drug
slang def'ini tions , The sar•le Hord list used in Stud:y A was
used in Study B, only instead of Hriting a definition, sub -
jects were as ked to write only one twrd Hith a drug meaning.

Analysis of data
In Study A a t-test was computed on the dictionary
definitions of parents and teenagers and on the traditional
slang and drug slang definitions . Tabulations for Study B Has
that of' response frequencies of' the 160 subjects for each of
the 25 stimulus Hords ,

Ji'indings
The findings of Study A are valuabl e in that they
h ave made it evident that a interacti on barrier of slang under-
s t anding does exist between p arents and teenar;ers . The hypo th-
e sis was acce p ted at the .01 level for both the traditional
 29
slang and drug slang, which indi c ates that parents are lacking

in t h e slang knowledg e of t hes e t erms . .l<rom the r esul ts of

Study B, one can with some cert a inty depic t the period that

one begi ns und erstanding drug slang termino l ogy . Though s ome

Elementary subjects have a drug slang knowle d ge , the results

s uggest that from the Juni or High on through Col l e ge ther e is

a steady increase of one 1 s understanding of drug slang terrns.

Not only d oes one 's awarene ss inc rease b u t the drug meaning s

are more perc ise to the dru g cult ure ,

Discus si on

The results sugges t that parents do not know the ter-

Jni no logy that is being used by te enagers today, and that a gap

may exist if slan g is used, and p arent s ' understanding would

be p urely c onjectural . It is be l ieved tha t a cororounic a tion

barrier does exis t between parents an d teenagers. Because the

teenagers are mo re aHare of the drug sl a ng meaning s does not

mean that they are drug us ers . Also t e enagers may not use

slang wor ds in communicatin g with their paren ts. If t h ese

slang tern1s are being used when communic a ting , it could affe ct

the l in gu istic interaction between parent and teenag er. The

inves t igat or thinks there is a need for both p ar ents and t een -

age rs to enhance their power of Hord conception, In Append ix

C is the investigator s ~swer as to how this c an be accom-

p lished. There are three o bjectives Hi thin this section; to

identify Hhy there is a co:m:wunic a tion pr oblem, to give a solu-

tion to e nhanc e understan ding , a nd to provid e a techn iq ue tha t

:may help parents and tee nager s d evelo p a closer relations hip .
 30
Limit ations of study

These are some o f the limitat io ns that are ge i'lnane

to t hi s study:

( l) 'rhis study had noth ing to do Hi tn tho ugh t and

act ion, 'l'here Has no Hay of knm1in g if' those

Hho use and un de rstand t he s lan g are drug use rs.

Also if p ar e nts kne1.-1 the slang me aning s , ;;ould

te e nage rs conj ure u p ne H J•to anings?

(2 ) There Ha s n o Hay of lmoHin g if tno s e Hho kneu

the slan ~; termi no lo gy use it in cornmunic at.ing

Hith their parents .

(3) It was realiz ed in Study B that not all t ee n-

agers go to coll eg e. ColleLe sele ction was

made be cause tu i s stuu.1 was conc erned o,Ji th de-

terrrtining the gt' ade levels at Hn ich slang ter-

minoloc;y bec;ins to a ppear in t he vocabu lary of

the younge r e;encrat ion .

Conclu sio ns

This study Has un derta,:en to de t e r mi ne parents 1 and

teenacers 1 sl an~ aH arn es s, and Hhen t h is a\.Jarn en s begins to

appe a r in the vocabulary of tr•c yount;<;r ;,e n erati o n.

In Study A t he tot a l correct mean r e s ponseu f o r e ach

c ate;;o r y of adu lts Here corr.nur od t o the teenac;er :J . A t-t e" t

1.-1as comput e d on t he dictionar, definitions of par e nts and teen-

o.e;ers , as Has on eaci1 of t t1e t i·ad it ional sl ang ac~d ciruc; sl8ne;

defi nitions. 'l 'h e rc Has no si c;ni f i.cano d if"·e r 8nces i n t h e un -

derstanding of die tion vry meanin c;8 ; ho•.Je ver, both the tr a di-
 31

tional and drug slang were significant at beyond the . 0 1 level.

The teenagers :mew '797~ of t he die tionary de finitions

comp ared to the adults 96'/o. The teenagers k nevl 9 1 ;& compared to

the adu1 ts 55~& on trad itional slang, and the teenager s lm e,·I 95:%

of the drug slang compar ed to the adu1 ts 21 %. 1'he f indings in-

dicate that parents knoHl edge of these 25 terms was inferior to

the teenage rs slang aHarness.

In Study B counts Here made for onl y those exa ct re-

sponses . Exact responses Has defined as the drug meanin g ac-

cordin g to t he five selected boolcs: Partridge (1969), iiorrnan

(1970), Dill (1 969), Simmon s (1969), and L arsen (1 970) . The

El ementary subjec·cs lrneH 1 6)~ , tho Junior High k n eH 30/o , the

High School subjects kne >-1 36% and the Colle g e subjec t s lmeH

69% of the exact Ir1e anin gs . Thoue;h some Elementa ry s u.bjects

have a slan g knovil edc;e , the res ult s sug ~; est that from the Jun -

ior Hi gh on through Coll ege the re is a steady increase of" one 1 s

unders tan ding or slang terrc, s .

It can be said that these teenar;e subj ects are more

a Hare of tile slang meanine;s compared to the adult subj ect s, a nd

that from the Junior Hi gh on througn College there is a s t eady

increase of on e ' s und ers tan ding of slang terms.

Sugg e sti on s f or furtn er study

'l'he fol lo uinc; sucgestions sr,ould be c onside red for

fur ther ro8eo.rch and c; t udy on clan;;:

(l) '.lith the Upl!ard trend in drub use , more ed t~ ca­

tion and researc·n shc-ul<i be in thCJ area of druc;s

and slang usage, since most of t ne slang us a ge

 32
today is pertaining to drugs.

(2) A similiar study coul d be done in a group more

re presentat ive of tne total population. The

results may be benefici a l to parents , uho }/ant

to know what their teenacers are saying . In-

structors, coun selors, or anyone confr-onted

with the task of communic ating and needing un -

derstanding of general slang co uld benefit.

(3) We need to explore the reasons for the differ-

ences which exist between teenagers' drug slang

associat ions and their actual choice of assoc i-

ations.
(4) Res earch should be focu sed on the eff ects of

slanc on the conmunication betHeen parents and

teenagers .
(5 ) A r esearch should be conducted to determine if

the investigators ' model in Appendix C co uld

in fact enhance parent and tee n ager understan d-

ing.
 33

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Paynter, Richard H. (1928-1929). The Lan guage of Drug

Addicts. American Speech 4:19-20.
Pintry, Carl., and Rando l ph , Vance. (19 26) . Kansas Uni-
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Poston, Lawr ence, III. (1 964) . Some Problems in the Study

of Campus Sl ang. American Speech 39:114-123.
Poston, Lawrence, III., and Stillman , Francis J., (1 964) .
Notes on Campus Vocabulary . American Speech 40:193-
19.5.
Hus s ell, Jason Almus. (1929-1930). Colligate University
Slang. AJ;w rican Speech 5 : 23b- 239 .

Saul, Vernon w. (192tl-192 J ). 'l'he Vocabulary of Bums.

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Shuy, Ro ge r 11. (19 61,) . Tire Worker Te r ms . Alne rican Speech
39:268-277.
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Happening. Marc-L aird l:'ublications, Santa Barbara ,
California. 174 p.
 35
Stephenson, Edward A, (1963), Mari ne Corp Slang , Arnerican
Speech 38 :76-7 9 .
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Watson, J. B. (19 20 ), Is Thinking Merely the Action of

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Whitman , Walt. (l o85) . Slan g In Amer ican, North Ame rican

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•r echnolog ical Re vi ew LJ.3 : 266 ,
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 36

APPENDIXES
Appendix A. Response Frequencies
Appendix B. List of Words for the r,ayman
Appendix c. Investigators Inferences
Appendix D. Ins trument
 37

APPENDIXES
 Appendix A

Response Freauencies

Rosanoff and Ros&noff (1913) and Woodrow and Lm·1 ell

(1916) found that young children's word associations diffe r

from those of adults, Until re cently there h a v e not been

v ery extensive data to perr,,i t examination of these diff'er-

ences. Experimental studies by Brown and Berko (1960) and

Ervin (1 961) uti lizing small srunples of children po int to a

strong change in t ype of association with advancin g age

Entwisle (1964, 3:19),

It i s well known that some asso ciations are very

transit, others very permanent. The investigator believes

that the recording of resp onse frequencies and presenting

them in this -;ray gives a better• overall picture of the sub-

jects actual thought patterns. It is also assumed that these

responses are mea suring the individual's p res e nt permanent

associations.
The following computations consist of' the response

frequencies for each of thb ~.5 words. Each stimulus word is

numbered and appears in al! 'habctical order at the top of the

page , The r es p onses to each stimulus Hord are also in alpha-

betical order und appears in the response column. The numer-

ical d uta shows how many subj e cts, male or female, in each

g roup, responded to each stimulus word f'or that res pons e word.

The tables can be read by lo oking up a particular stimulus

word, sel e ctin~ the res ponse of interest, and reading along

the rou, the fr equen c y of that res ponse for each group.
 39

Table 5. The 160 subjects response fr equencies for each

stimulus word.
Response Elementary Jr, High High School College
Word M F M F H F M F

1. MQ.
Alcohol 0 1 0 0 0 0 0 0
Bar 0 0 0 0 0 0 1 0
Bl ack 0 0 0 1 0 0 0 0
Bunch 0 0 0 0 0 1 0 0
Cap 0 1 0 0 0 0 0 0
Carrier 0 0 0 0 0 0 0 1
Crack 0 0 0 1 0 0 0 0
Drugs 0 1 1 1 1 1 0 4
Fix 0 0 0 0 0 1 0 1
Glue 0 0 6 0 0 1 6 1
Grain 1 0 0 0 0 0 0 0
Grass 1 0 0 0 0 3 0 0
Gun l 0 0 0 0 0 0 0
Hand 0 0 1 0 0 0 0 0
Hash 1 0 0 0 0 0 0 0
Herion 0 0 1 1 2 0 0 1
Hold 0 0 0 1 0 0 0 0
Idea 0 0 0 0 1 0 0 0
Lady 0 0 1 0 1 0 1 0
Lid 0 0 0 0 1 0 3 1
LSD 2 0 1 0 1 0 0 0
l-1arijuana 2 1 3 2 4 j 0 1
Money 0 0 0 3 0 0 0 0
Nickel 0 0 0 0 1 0 0 0
Open 0 1 0 0 0 0 0 0
Packet 0 0 0 0 1 0 0 0
Paper 0 0 1 3 0 2 0 0
Personality 0 0 0 0 1 0 0 0
Pills 3 3 0 0 0 1 7 4
Plastic 0 0 0 1 1 0 1 1
Pot 2 2 0 0 0 0 0 0
 40

Table 5, (con 1 t,)

Response Elementary Jr. High High School College

Word M F M F M F M F

~
Pouch 0 0 0 0 l 0 0 0
Powder 0 0 0 1 0 0 0 0
Purse 0 0 0 2 0 0 0 0
Sack 3 7 3 2 3 4 0 1
Shoot 1 0 0 0 0 0 0 0
Six 0 1 0 0 0 0 0 0
Smoke 1 1 0 0 0 0 0 0
Speed 2 0 0 0 0 0 0 0
Stash 0 0 0 0 0 0 0 l
Tab 0 l 0 0 0 0 0 0
'l'hing 0 0 0 0 1 1 1 3
Trash 0 0 2 0 0 0 0 0
Trip 0 0 0 0 0 1 0 0

Weed 0 0 0 1 0 l 0 0
2. ~
ABA 0 0 0 0 0 0 1 0

Acid 0 0 0 0 0 1 0 0
Air 0 0 0 0 l 0 0 0
Amphetamines 0 0 0 0 0 0 0 l
Bat 1 1 0 3 l 0 0 0

Base 0 0 3 0 0 0 1 0
Basket 0 0 l 0 0 0 0 0
Bearing 0 0 l 0 0 0 0 0
Blue 0 0 0 0 l 0 0 0

Bounce 0 0 0 2 l 3 0 l
Circle 0 0 0 l 0 0 0 0

Co caine 0 0 0 0 0 0 0 l
0 0 0 0 l 0 0 0
Coke
Colors 0 0 0 l 0 0 0 0

0 1 0 0 0 0 0 0
Doll
0 0 0 0 0 0 0
Dope 3
Table .') . (con•t .)

Response El ementary Jr. High Hi gh School Colle ge

Word M F M F M F M F

~
Drug 0 1 0 0 0 0 0 0
Foot 1 0 0 0 1 0 1 0
Free 0 0 0 0 0 1 0 0
Fuck 0 0 1 0 0 0 0 0
Fun 0 2 0 2 1 2 2 0
Game 0 0 2 1 2 0 0 0
Gas 0 1 0 0 0 0 0 0
Good time 0 0 1 0 0 0 0 0
Goof 0 0 0 0 1 0 0 0
Grass 1 0 0 0 0 0 0 0
Hard stuf f 0 0 1 0 0 0 0 0
Her ion 1 1 l 0 0 1 0 0
Immoral 0 0 0 0 0 0 0 1
Intercourse 0 0 0 0 0 0 1 5
Joint 0 0 0 0 0 1 0 0
Kick 1 0 0 1 0 0 0 0
Kill 0 1 0 0 0 0 0 0
LSD 0 0 1 0 1 0 0 0
Marijuana 3 3 0 0 0 0 0 0

Moth 0 0 0 1 0 0 0 0

NBA 0 0 0 0 0 0 1 0
Out 0 0 0 0 0 1 0 0

Party 0 0 0 0 1 0 0 1
Pills 2 2 0 0 1 3 0 1
Play 0 0 0 1 1 0 1 0
Pot 1 1 0 0 0 0 0 0

Racket 1 0 0 0 0 0 0 0

Reds 0 0 0 2 0 1 0 0

Roll 0 0 0 0 1 0 0 0
Round 1 3 1 4 1 2 0 1

Rubber 1 1 1 1 0 0 0 0
 42
Table 5. (con 1 t.)

Response Element a ry Jr. High High School Coll ege

Word M F M F M F M F

~
Sex 0 0 1 1 1 1 3 3
Screw 0 0 2 0 1 1 8 3
Shot l 1 0 0 0 0 0 1
Sneeze 0 1 0 0 0 0 0 0

Soft 0 0 0 0 0 1 0 0

Speed 1 0 0 0 0 0 0 0

Swollen 0 0 0 0 0 0 0 1
Syringe 0 0 1 0 0 0 0 0

Tobacco 1 0 0 0 1 0 0 0

Trip 0 0 2 0 0 0 0 0

Yarn 0 0 0 0 1 0 0 0

3· BALLOON
Acid 0 0 0 0 l 0 0 0

Air 2 2 4 2 3 3 4 4
Asprin 0 0 0 0 0 0 0 1
Bag 0 1 0 0 0 0 0 0

Ball 1 2 0 0 0 1 0 0

Bang 0 0 2 0 0 0 2 0

Bar 0 0 1 0 0 0 0 0

Black 1 0 0 0 0 0 0 0

Bl ow 1 0 1 0 0 3 0 0
Blues 0 0 0 1 0 0 0 0
Bubble 0 0 0 0 1 0 0 0

Bust 0 0 0 0 0 1 1 0

Drugs 0 0 0 0 0 0 0 1

End 0 0 0 0 0 1 0 0

Expande d 0 0 0 0 1 0 0 u
Fix 0 0 0 0 1 0 0 1
Float 1 0 0 1 1 1 0 0

Fly 0 1 u 0 0 0 0 0
1 0 0 0 0 0 0
Fun 0
 43
Table 5. (con•t.)

Res ponse Elementary Jr. High High School College

Word M F M F M F 11 F

BALLOON
Gas l 0 0 2 l l 0 l
Glue 0 0 l 0 0 0 2 l
Grass 0 l 0 0 0 0 0 0
Her ion 0 0 l 2 2 l 0 l
High 0 0 0 0 0 l 0 0
Hit 0 0 0 0 0 l 0 0
Inflate 0 0 0 0 l 0 0 0
Light 0 0 0 0 l 0 0 0
LSD l 0 0 0 l 0 0 0
Marijuana 4 l 3 0 0 l 0 0
Morphine 0 0 0 0 l 0 0 0
Narcotics 0 l 0 0 0 0 0 0
Needle 0 0 0 0 0 l 0 0
Package 0 (J l 0 0 0 0 0
Pill 0 0 0 0 0 l 0 0
Plastic u 0 0 0 0 l 0 0
Pop 5 3 2 4 2 0 0 0
Pot l 2 \) 0 0 0 0 0
Red (J 0 l l 0 0 l l
Round 0 0 l l u 2 3 0
Rubber 0 l 0 l l u l l
Sack 0 0 0 l u 0 0 0
l l 0 0 0 (J (J
Shot 0
Smack 0 0 0 0 0 0 4 3
Smoke u l 0 0 0 0 0 0
Soft 0 l 0 (J 0 0 0 (J

Speed 0 0 0 0 0 0 l u
Swell 0 0 0 0 0 0 0 l
Suffocate 0 l 0 u 0 0 0 0

Sun 0 0 0 u l 0 0 0

'l' ire l 0 0 0 0 0 0 0
 44
Table 5. (con 1 t.)

Respon se Elementary Jr. High High School College

Word M F M F M F M F
BALLOON
Toy 0 0 0 0 l 0 0 0
Trip 0 0 0 1 0 0 0 0
Trojan 0 0 2 2 0 0 1 3
\Vater 0 0 0 1 0 0 0 1

4· BANG
Acid 0 1 0 0 0 0 0 0
Blast 0 0 0 1 0 0 0 0
Blow 0 0 0 0 1 0 0 0
Boom 0 0 0 0 1 0 0 0
Bullet 2 0 0 0 0 0 0 0
Burst 0 0 0 0 0 0 0 1
Ding 0 0 0 0 0 0 0 1
Downer 0 0 0 0 0 l 0 0
Drunk 0 0 1 0 0 0 0 0
Explode l 0 0 0 0 0 0 0
Explos ion 0 0 0 0 1 0 0 0
Finger 0 0 1 0 0 0 2 0
Fix 0 0 0 0 0 0 0 1
Fly 0 1 0 0 0 0 0 0
Glue l 0 0 0 0 0 0 0
Gun 2 9 5 9 3 6 5 2
Hammer 1 1 0 0 0 0 0 0
Her ion 1 0 0 0 0 1 0 0
High 0 0 0 0 0 0 0 1
Hilling 0 0 0 0 1 0 0 0
Hit up 0 0 0 0 0 0 0 1
Immoral 0 0 0 0 0 0 0 1
Intercourse 0 0 0 0 0 0 1 3
I r ritate 0 0 0 0 l 0 0 0
Joice 0 0 0 0 0 0 0 1

Joy 0 0 0 0 1 0 0 0
 45
Table 5. (con 1 t.)

Response Elementa ry Jr. High High School Colle ge

Word M F M F M F M F

BANG
Kill 0 0 0 0 0 1 0 0
LSD 3 0 2 0 2 0 0 u
Marijuana 1 1 1 1 0 0 0 0
Medicine 0 1 0 0 0 0 0 0
Mind 1 0 0 0 0 0 0 0
Nas ty 0 0 0 0 0 1 0 0
Pills 1 0 0 0 0 0 0 0
Pin 0 1 0 0 0 0 0 0
Pop 2 2 1 2 0 0 0 0
Pot 1 1 1 0 0 0 0 0
Pow 0 0 0 0 0 0 1 0
Screw 0 0 l 2 1 1 5 4
Sex 0 0 0 1 1 1 3 l

Shock 0 0 0 0 1 0 0 0
Shoot 0 0 () 2 1 1 0 0
Shot 3 2 6 1 4 3 2 1
Smash 0 0 1 0 0 0 0 1
Speed 0 0 0 0 0 1 0 0
Suicide 0 0 0 0 0 0 1 0
Thrill 0 0 0 0 1 1 0 1
Trip u 0 0 1 0 2 0 0
5. ~
Alcohol 0 1 0 0 0 0 0 0

Animal 0 3 0 2 1 1 0 0

Bad 0 0 0 0 1 0 0 0

Be a r 0 0 0 0 0 0 1 ()

Black 0 0 0 1 0 0 0 0

Bug 0 1 0 0 0 0 0 0
Bullet 1 0 0 0 0 0 0 0

Cigarette 0 0 1 () 0 1 0 ()

Conversation 0 0 0 0 1 0 0 0
 46
Table 5. (con t.) 1

Response Elementary Jr. High High School

Word M
College
F I>! F M F N F
~
Cop 0 0 1 1 0 1 6 1
Corn 0 0 0 0 1 0 0 0
Cow 8 4 7 9 8
5 1 1
Crazy 1 0 0 0 0 0 0 0
Dead 0 1 0 0 0 0 0 0
Die 0 1 0 0 0 0 0 0
Dog 0 0 0 0 0 1 2 1
Dope 1 0 0 0 0 0 0 0
Dozer 0 v 0 0 0 0 1 0
Fighter 0 0 0 1 0 0 0 l
Gossip 0 0 0 0 l l 0 l
Her ion l 0 1 0 0 0 0 l
Hide 0 1 0 0 0 0 0 0
Horns l l 0 l 0 1 l 0
Hurt 0 0 0 l 0 0 0 0
Kick 0 1 0 0 0 0 0 0
Large 0 0 0 0 0 2 0 0
Lie 0 0 0 1 0 0 0 2
LSD 2 0 0 0 1 0 0 0
Mad l 0 l 0 0 0 0 0
Male 0 0 0 0 2 l 0 l
Marijuana 0 1 0 0 2 0 0 1
Mean 0 0 l 1 0 0 0 0
Methedrine 1 0 0 0 0 0 0 0
Narc. v 0 0 0 0 0 1 5
None 0 0 0 0 0 1 0 0
Pills 0 l 0 0 0 0 0 0
Pot 1 l 0 0 l 0 0 0
Rider 0 0 l 0 0 0 0 0
Rodeo 0 0 0 l 0 0 0 0
Run 0 0 0 1 0 0 l 0
Sex v 0 l 0 0 0 0 0
 47

Table 5, (con 1 t,)

Response Elementa ry Jr. High High Scho o l College

Word M F M F M F H F

~
Shit 1 1 3 0 2 1 6 5
Shot 1 1 0 0 0 0 0 0
Smoke 0 0 3 0 0 0 0 0
St ate p a trol v 0 0 0 1 1 0 0
Stud 0 0 0 0 1 0 0 0
Up 0 1 0 0 0 0 0 0
6. ~
Acid 0 0 0 0 0 2 0 0
Amphetamines 1 0 0 0 0 0 0 0
Bad trip 0 0 8 5 1.5 10 13 14
Beggar u 1 0 l 0 l 0 0
Beer 1 0 0 0 0 0 0 0

Blood 0 1 0 0 0 0 0 0
Bitter 0 0 l 0 0 0 0 0

Chronic 0 0 1 0 0 0 0 0

Clown 0 0 .1. 0 0 0 0
0 0 0 l 0 0 0 0
Crazy
Depressed 0 0 0 0 0 0 2 0
Dis appoint 0 0 0 0 0 0 0 1
Dope 0 l 0 0 0 0 0 0
Dope addict 0 0 0 l 0 0 0 0

Drag 0 0 0 0 0 0 l l
Driver 0 l 0 0 0 0 0 0

Drunk 2 1 0 0 0 0 0 0
0 0 0 0 0 1 0 l
Dud
0 0 0 1 0 0 0 0
Freak out
0 0 0 l 0 0 0 0
Hard trip
0 0 2 0 l 0 0 0
Her ion
2 l l 0 l 0 0 0
Hi ppy
0 0 l 0 0 0 0 0
Hit
1 0 0 0 0 0 0
Hitch 0
 48

Table 5, (con't.)

Response Elementary Jr. High High School Colle g e

Word M F .H F M F M F

BUI1MER

Incorrect 0 0 0 0 0 1 0 0
Lamb 3 2 2 3 0 1 0 0
Lazy 0 0 0 1 0 0 0 0
Loafer 0 0 0 0 0 0 1 0
LSD 2 3 0 0 2 0 0 0
Man 0 1 0 0 0 0 0 0
Marijuana 2 0 2 0 1 0 0 0
Mistake 0 0 0 0 0 1 0 0
No good 1 0 1 0 0 1 1 0
Pills 1 0 0 0 0 0 0 0
Pooper 0 0 0 0 0 0 1 0
Pot 2 2 0 0 0 0 0 0
Randy 0 0 0 1 0 0 0 0
Rang 0 1 0 0 0 0 0 Gt
Reds 0 0 0 1 0 0 0 0
Ride 0 1 0 0 0 0 0 0
Sheep 1 0 0 0 0 0 0 0
Shot 0 2 0 0 0 0 0 0
Smoke 0 0 0 1 0 0 0 0
Snap dragon 1 0 0 0 0 0 0 0
Spit 0 0 0 1 0 0 0 0
Stink 0 0 0 1 0 0 0 0
Stupid 0 0 1 0 0 0 0 0
Stupor 0 1 0 0 0 0 0 0
•rramp 1 0 0 0 0 2 1 3
7o BUZZ
Air 1 0 0 0 0 0 0 0
Affect 0 0 0 0 0 0 0 1
Alarm 0 0 1 0 0 0 0 0

Around 0 0 0 0 0 0 1 0
Be e 5 5 5 12 3 4 2 1
 49
Table 5. (con't.)

Res ponse Element ary Jr. High High School Coll ege
Word !1 F !1 F M F M F

~
Bell 0 0 0 0 1 1 0 1
Biz 1 1 0 0 0 0 0 0
Bullet 1 0 0 0 0 0 0 0
Bum trip 0 0 0 0 1 0 0 0
Busted 0 0 0 0 0 u 1 0
Call 0 0 0 1 0 1 2 0
Class 0 0 0 0 0 1 0 0
Coming of'f' u 0 0 0 0 0 0 2
Cop 0 0 0 0 0 1 0 0
Crack 0 0 0 1 0 0 0 0
Crazy 2 0 0 0 0 0 0 0
Door 0 0 1 0 u 0 0 0
Drink 0 0 0 0 1 0 0 0
Drunk 0 1 0 0 0 0 0 0
End 1 0 0 0 0 0 0 0
Er 0 0 0 0 0 0 0 1
Fast 0 1 0 1 0 0 0 1
Feeling 0 0 0 0 0 0 0 3
Fiz z 0 0 0 1 0 0 0 0
Fly u 2 0 0 0 0 0 0
Fuzz 0 2 0 0 u 1 0 u
Hair 0 0 1 0 0 0 0 0
Hair cut 0 0 1 0 0 0 0 0
Her ion 1 0 0 0 0 1 0 0

Heart 0 1 0 0 0 0 0 0
Hi e;h 0 0 3 0 1 0 2 2
Hit 1 0 0 0 0 0 u u
0 0 0 1 (J
Horn 0 0 0
Hum 0 0 0 0 u 1 0 u
Leave 0 0 0 0 1 0 0 0

Lie 0 0 0 1 0 0 0 0
 50

Table 5. (con 1 t.)

Res nonse Elementary Jr. High High School College

vlord M F M F M F M F
BUZZ
Li s t 0 u 0 0 1 0 0 0
Loud 0 0 0 0 0 1 0 0
LSD 0 1 3 0 1 0 1 0
Marijuana 1 2 3 0 1 0 0 0
Mind 0 1 0 0 0 0 0 0
Noise 0 u 0 1 2 1 1 1
Off 0 0 0 0 0 0 2 0
Out 0 0 0 0 0 1 0 0
Phone 0 0 0 0 0 0 0 1
Pills 1 0 0 0 0 1 0 0
Pot 1 0 u 0 0 0 0 0
Pulsation 1 0 0 0 0 0 0 0
Qqick 0 0 0 0 0 1 0 0
Ring 0 0 0 0 1 I) 1 0
Rush 0 0 0 0 0 0 3 3
Shave 2 0 0 0 u 0 0 0
Short 0 0 0 0 0 1 0 0
Shot u 1 0 0 0 1 0 0
Sound u 0 2 0 0 2 0 0
Speed 1 0 u 0 0 0 u 0
Split 0 0 0 0 1 0 0 0
Talk 0 0 0 0 3 0 0 v
Telephone 0 0 0 1 1 0 0 0
Tingle 0 0 0 1 0 0 3 2
Trip begins 0 1 0 0 1 0 0 1
z-z-z 0 1 0 0 0 0 0 0
8. ~
Alcohol 0 1 0 0 0 0 0 0
Bathroom 0 0 0 0 1 0 0 0
Beans 0 0 0 1 0 0 1 0
Bennies 0 1 0 0 0 0 0 0
 51

Table 5. (con•t.)

Res ponse Elementary Jr. High High School College

Word M F M F M F M F

~
Be er 2 1 u 2 u 2 0 2
Bottle 0 1 2 0 0 0 0 u
Can 0 l 1 0 0 0 0 0
Chew l 0 0 0 0 0 0 0
Cigar 0 l 0 0 0 0 0 0
Coke l 0 0 0 0 0 0 0
Compartment 0 0 0 0 0 0 l 0
Container 0 0 0 0 0 l 3 0
Dirt 0 0 0 l 0 0 0 0
Dope 2 0 0 0 0 0 0 0
Downer 0 0 0 0 0 0 0 l
Drink u 0 0 0 l 0 0 0
Drugs (i 0 0 l 0 0 0 l
Eat u 0 0 l 0 0 0 0
Fire 0 0 0 0 l 0 0 0
Fix 0 0 0 0 0 l 0 0
Food 1 l 0 0 0 1 0 0
Fruit 2 0 0 0 0 0 0 0
Glue l 0 0 0 0 l 0 l
Grounded 0 0 0 0 1 0 0 0
Hard 0 1 0 0 0 0 0 0
Head 0 0 0 l 0 0 0 0
Her ion 0 0 l 0 0 0 0 0
Jail 2 0 0 0 4 3 2 1
Junk 0 0 0 0 0 l 0 0
Kick 0 0 0 0 0 l 0 0
Lid l 0 4 0 6 0 8 11
Lose 0 0 0 0 l 0 0 0
Man 0 l 1 0 0 0 0 0
Marijuana. 0 0 1 0 0 0 0 l
 52

Tabl e 5 . (con 't.)

Response Element ary Jr. High High School College

Word M F M F M F M F

.9!!
May 0 1 0 0 0 0 0 0

Metal 2 1 0 1 0 0 0 0
Methedrine 0 1 0 0 0 1 0 0

Open 0 1 0 0 0 0 0 u
Opener 0 2 0 0 0 0 0 0

Peroxide 0 1 0 0 0 0 0 0

Pill 1 1 0 0 0 0 0 0

Pipe 0 0 0 0 0 0 1 0

Play 1 0 0 0 0 0 0 0

Pop 0 1 1 1 0 1 0 0

Pot 0 0 4 1 (; 0 0 0

Put out (I 0 0 0 0 1 0 0

Same 1 0 0 0 0 0 0 0

Shot 0 0 0 0 0 1 0 0
1 0 0 0 0 0 0
Shut up 0
0 0 1 0 0 (; 0 0
Skoal
Soup 0 0 0 0 l) 1 0 0
Stash 0 0 0 1 (.; 0 0 0
1 0 0 0 0 0 () 0
STP
Syrup u 0 1 0 0 0 0 0

0 1 0 0 () (; 0 0
Tan
0 0 0 1 0 0 0
Thiamine (I

1 0 1 5 1 2 2 1
Tin
Tomatoes 0 0 0 1 v 0 0 0
1 u 2 2 1 1 2 1
Trash
Weed 0 0 0 u u 1 0 0

0 0 1 0 0 0 0
Well ()

Will 0 u 0 0 2 0 u (I

9o Q.Qg
Acid 0 1 v 0 0 u 0 0

Asprin u v 0 v lJ 0 1
3
 53

Table .') , (con•t.)

Res p onse Element a ry Jr. High High Schoo l Coll ege

Word 11 F 1-1 F M F M F

COKE
Bad 0 0 0 0 0 1 0 0
Beer 1 1 1 0 0 0 u 0
Bottle 1 0 0 2 1 0 0 0
Caffeine 1 3 0 0 0 0 0 0
Cigarette 0 1 0 0 0 0 0 0
Cocaine 0 0 1 1 2 1 ll 13
Coffee 1 1 0 1 0 0 0 0
Cola 0 0 1 0 0 0 1 0
Cough 0 0 1 0 0 1 0 0
Dexedrine 0 0 0 1 0 0 0 0
Drink 0 3 0 5 5 7 5 3
Drugs 0 1 0 1 0 0 0 u
Grass 1 0 0 0 0 0 0 0
Herion 0 0 0 0 2 0 0 0
Hit 0 0 1 0 0 0 0 0
LSD 1 0 3 0 0 1 0 0
Marijuana 0 1 0 0 0 0 0 0
Methedrine 0 0 0 0 0 1 0 0
Mixture 0 0 0 1 0 0 0 0
Needle 0 0 0 0 0 0 0 1
Nico tine 0 0 1 0 0 0 0 0
Pepsi 0 0 1 0 2 1 1 0
Pills 2 0 0 0 0 0 0 0
Poison 0 0 0 u 0 1 0 0
Pop 6 7 10 6 4 4 2 0
Pot ash v 0 0 0 0 u 0 1
Pot stove 1 u 0 0 (! 0 0 u
Rotten 0 u 0 0 0 1 0 0
Seven u p (! 1 0 0 0 0 0 1
Snort 0 0 0 0 1 u 0 0
Soda water Li 0 0 1 0 0 0 u
 54
Tabl e 5. (con't,)

Res p onse Elementary Jr, High High School College

Word M F M F M F M F

COKE
Spee d 2 0 0 0 0 0 u 0
Stimulant 0 0 0 0 2 0 0 0
Strong 0 0 0 l 0 0 0 u
Thi r st u u 0 0 l 0 0 0
Ugh u v 0 0 0 1 0 0
10. CRASH
Acc i dent 0 0 v 3 l 3 l 1
Aci d 0 l u 0 0 u 0 0
Alcohol u u l 0 0 0 v u
Amphetamines u 0 0 0 l 0 u 0
Ass u l 0 0 u \) 0 0
Bag 0 1 0 u (i 0 0 0
Band u l 0 0 0 0 0 0
Bang 3 2 l 0 3 4 0 0
Break 0 u (i 2 0 l l u
Break up () 0 0 0 3 u v 0
Bad trip 0 0 l 0 0 2 l l
Boom 0 0 0 l 0 0 0 0
BUlTJill3r 0 0 0 l 0 0 0 0
B1Ust 0 0 l 0 0 0 0 0
C:an u l 0 0 0 0 0 0
c ,a r u l l 2 0 2 l 0
C:igaret t e 0 l 0 l 0 0 0 0
C<omi:tg down u 0 0 0 l 2 8 8
Dead l 0 0 0 0 0 0 0
D<ope l l u 0 0 0 0 0
D<own 0 0 0 0 l 0 l 0
D;r>ug J 0 0 0 0 1 0 0 0
Dll'un.r 2 l l 0 0 0 0 0
Ftall l 0 0 l 0 0 0 2
Flooi 0 l 0 0 0 0 0 0
 55

•rabl e 5. (con't. )

Response Elementary Jr. High High School Coll ege

Word H F H F H F H F

CRASH

Get c a ught 0 0 0 1 0 0 0 0
Glue 0 0 3 0 0 0 0 0
Grass 0 0 1 1 0 0 0 0
High u 0 0 0 0 1 0 0
Hippy 1 0 0 0 0 0 0 0
Hit 0 2 0 1 0 0 0 0
Hurt 1 0 0 0 0 0 0 0
Kill 0 0 0 0 0 1 0 0
LSD 1 0 1 0 1 0 1 0
Marij uan a 0 0 1 0 0 0 0 0
Mess 0 0 0 0 1 0 0 0
Money 1 0 0 0 1 0 0 0
Noise 0 0 1 0 1 0 0 0
Ouch 0 1 0 0 0 0 0 0
out 0 0 1 0 0 0 0 0
Party 0 0 0 0 0 0 0 1
Pill u 1 0 0 0 0 0 0
Police 0 0 0 1 0 1 0 0
Pop 0 0 1 0 0 0 0 0
Pot 1 0 () u 0 0 0 0
Psych out 0 0 0 0 0 0 1 3
Pulsation 1 0 0 0 0 0 0 0
Sleep 0 0 0 0 2 0 0 3
Smack 1 0 0 0 0 0 0 0
Smas h 1 0 0 0 1 0 1 0
Stomp 1 0 0 0 0 0 0 0
Stop 0 0 0 0 1 0 0 0
Symbol 0 0 0 0 0 1 0 0
Tab 0 1 0 u 0 0 0 0
Trip end 0 0 0 0 0 1 0 0
Wreck 3 3 5 5 1 1 4 1
 56
Tab l e 5, (con 1 t,)

Response Elementary Jr. High High Scho ol College

Word M F l1 F M F M F
11, CUT
Acid 0 0 3 0 0 0 0 0
Bad 0 0 l l 0 0 0 0
Ble e d l l 0 0 2 3 2 2
Blood 0 2 0 2 1 0 1 0
Break 0 0 0 0 0 1 0 0
Broken 0 0 0 0 0 1 0 0
Bumped off 0 0 0 0 1 0 0 0
Came 1 0 0 0 0 0 0 0
Chop 1 1 0 0 0 0 1 1
Die 0 2 0 0 0 0 0 0
Dilute u 0 0 u 0 0 0 2
Dope 1 0 0 0 0 0 0 0
Down 0 1 u 0 0 0 (J 0
Drunk 0 l 0 0 0 0 0 0
Finger 0 0 l 0 0 0 u 0
Fix 1 0 1 0 0 0 0 0
Glass 1 1 0 0 0 0 0 u
Going off 0 0 1 (J u u 0 0
Grass 0 1 0 1 0 0 0 0
Hair 0 0 2 1 0 0 0 1
Hand 1 () 0 0 0 0 0 0
Her ion 1 u u u 1 1 1 2
High 0 0 0 0 0 1 0 0
Hurt 2 0 l 2 1 0 0 0
Incision 0 0 0 0 1 0 0 1
Infection 1 0 0 0 0 0 0 0
Knief 3 0 2 2 0 1 l 0
Leave 0 0 0 1 0 0 1 1
Li ds 0 0 0 0 1 0 0 0
LCM 0 0 0 0 0 1 0 1
LSD 0 0 1 0 0 0 0 0
 57

Tabl e 5. ( con •t.)

Response Elementary Jr. High High School College

Word M F M F M F M F
CUT
Marijuana 0 1 0 0 1 0 0 1
Mix 0 0 0 0 1 0 7 4
Mixed 0 0 1 0 0 0 2 2
Mixture 0 0 0 1 0 1 0 0
Money 0 0 0 0 0 0 0 1
Mud 0 1 0 0 0 0 0 0
Needle 0 1 0 0 0 0 0 0
Operation 0 1 0 0 0 0 0 0
Pain 0 0 2 0 0 0 0 0
Pills 0 1 0 0 0 0 0 0
Pot 1 1 0 0 0 0 0 0
Razor 0 0 0 0 0 1 0 0
Rip 0 0 0 0 0 l 0 0
Saying 0 0 0 0 l 0 0 0
Scis s ors 0 l l 2 0 1 0 0
Scrape 1 0 0 0 0 0 0 0
Scratch 1 0 0 2 0 1 1 0
Sever 0 0 0 0 1 0 0 0
Share 0 0 0 l 0 0 0 0
Shot 1 1 0 0 0 0 0 0
Short 0 0 0 0 0 1 0 0
Slash 0 0 0 0 0 1 0 0
Slice 0 0 1 0 3 0 0 0
Sore l 0 0 0 0 0 0 0
Sour 0 0 0 l 0 0 0 0
Split 0 1 1 1 2 1 3 0
Stitch 0 0 0 1 0 0 0 0
Stop 0 0 0 0 0 2 0 0
Suicide 0 0 0 0 0 1 0 0
Tear 0 0 0 0 3 0 0 0
Wound 0 0 1 0 0 0 0 0
 58

Tabl e 5, (c on't,)

Res ponse Elementary Jr. High High School College

Word M F M F M F M F
CUT
Wrist 0 1 0 1 0 0 0 0
Ugly 1 0 0 0 0 0 0 0
Up 0 0 0 0 0 0 0 1
12. ~
Addict 0 0 0 0 0 1 0 0
Back 0 0 1 0 0 0 0 0
Bad 0 0 0 1 0 1 0 0
Bath 0 0 0 1 0 0 0 0
Bennies 1 0 0 0 0 0 0 0
Black 0 l 2 l l 0 0 0
Chronic 0 0 l 0 0 0 0 0
Cigarette 0 l 0 0 0 0 0 0
Clean 0 4 5 0 l l 3 2
Dis eased 0 0 0 0 0 0 0 1
Dope l 0 0 0 0 0 0 0
Do se 1 0 0 0 0 0 0 0
Do ~mer 0 0 0 0 0 0 0 l
Drug l 0 l 0 0 l 3 1
Filth 2 0 0 6 3 l l 0
Fix 0 l 0 0 0 0 0 0
Germs 0 0 0 l 0 0 0 0
Grubby 0 0 0 0 l 0 0 0
Rep 0 0 0 u l 0 0 0
Her ion u 0 0 0 0 3 0 0
Hippy l 0 0 l 0 0 0 0
Ignorant 2 l 0 0 l 0 0 0
Impure 0 0 0 0 0 0 0 l
Ingredi ent 0 1 0 0 0 0 0 0
Know 0 1 0 0 0 0 0 0
LSD 0 0 3 0 0 0 0 0
Marijuana l 1 0 0 1 0 0 l
 59
Table 5. (con 1 t.)

Response Elementary Jr. High High School College

word M F M F M F M F

DIRTY
Mean 0 l l u 0 0 0 0
Medicine 0 l 0 0 0 0 u 0
Mess 0 0 0 0 l 0 0 0
Hinded 0 0 0 l 0 0 0 2
Movies 0 0 0 0 l 0 l 2
Mud 2 l 0 l l 0 0 0
Naked l 0 0 0 0 0 0 0
Nasty 0 0 l l l 2 0 0
Needles 0 u 4 l 6 l lU e
No good 0 0 0 0 0 l 0 u
Not cle an 0 0 0 0 0 l 0 u
People 0 0 0 2 0 l 0 u
Play 0 0 u 0 0 l 0 0
Pot l l 0 0 0 0 0 0
Ragged 0 l 0 0 0 l 0 0
Secret l 0 0 0 0 0 0 0
Scrounge l 0 0 0 0 0 0 0
Slum 0 0 0 0 0 l 0 0
Smoke l l 0 0 0 0 0 0
Soup 0 0 l 0 0 0 0 0

Stink 0 0 0 l 0 0 0 0

strong 0 0 0 l 0 0 0 0
Syringe 0 0 0 0 0 l l l

'D.0 bacco 0 u 0 0 l 0 0 0

Tramp l 0 0 0 0 0 0 0

Ugly l 0 0 l 0 0 0 0

Una ani tary 0 0 0 0 0 l l 0

\.Jell u u 0 0 0 l 0 0

Words 0 3 0 0 0 0 0 0

Wound l 0 0 0 0 0 0 0
 60

•rable 5. (con't,)

Res ponse Elementary Jr. High High School College

•·lord M F M F M F M F
13. DYNAIHTE
Amount 0 0 0 0 l 0 0 0
Bad drug 0 0 0 l 0 0 0 0
Bag 0 0 0 0 0 0 l 0
Bang 2 0 2 3 0 0 0 0
Blast l 0 l l l 2 0 0
Blow 0 0 0 0 l 0 0 l
BloH up 0 3 0 l l l 0 l
Bomb 0 l 0 0 0 2 l l
Boom 1 2 1 l 0 0 l 0
Booze 0 l 0 0 0 0 0 0
Candy 1 0 0 0 0 0 0 0
Cof'fee u l 0 0 0 0 0 0
Cut 0 l 0 0 0 0 0 0
Dam l 0 0 0 0 0 0 0
Dangerous 0 0 0 0 l 0 0 0
vrugs 0 0 0 0 l 0 0 0
Explode 0 1 0 1 0 0 2 l
Explosion 3 l 2 1 2 0 1 0
Explosive l 0 1 1 l l l 2
Freaky 0 0 0 0 0 l 0 0
Fight 0 1 0 0 0 0 0 0
Fire 0 0 0 l 0 0 0 0
Firecracker 0 0 l 0 l 0 0 0
loUn 0 0 l 0 0 l 0 0
louse 2 0 0 0 0 0 0 0
Good 0 0 0 2 0 0 l 0
Good trip 0 0 0 0 0 0 0 1
Good stuff' 0 0 0 0 0 0 0 l
Hard stuff' 0 0 0 0 l 1 0 0
Hard trip 0 0 0 1 0 0 0 0
Her ion 0 0 4 1 0 0 1 0
 61

Table 5. (con 1 t.)

Res ponse Elementary Jr. High High School College

Word M F M F M F M F

DYNAMITE
Hi~;h 0 0 0 0 0 0 4 4
LSD 1 1 4 0 5 4 1 1
Loud 0 0 0 3 0 0 0 0
Loaded 0 0 0 0 0 0 2 2
Harijuana 3 0 1 0 0 0 0 0
Methedrine 0 0 0 0 0 1 0 0
Hind 0 1 0 0 0 0 0 0
Neat 0 0 0 0 0 1 0 0
Noise 0 1 1 0 0 0 0 0
People 0 0 0 0 0 1 0 0
PoH 0 1 0 0 0 0 0 0
Powder 2 0 u 0 0 0 0 u
Power 0 0 0 0 0 1 0 0
Powerful 0 0 0 0 1 2 0 2
Popular 0 0 0 0 1 0 0 0
Pot 1 1 0 0 0 0 0 0
Pretty 0 0 1 0 0 0 0 0
Reds 1 0 0 0 0 0 0 0
Sexy 0 0 0 0 0 0 2 2
Shot 0 0 0 0 0 1 0 (J

Speed 0 0 0 0 0 0 1 1
Sticks 0 0 0 1 1 0 1 0
Strong drug 0 0 0 1 0 0 0 0
Threatning u 0 0 0 1 0 0 0
Tick 0 1 0 0 0 () 0 0
TNT 0 1 0 0 0 0 0 0
Vodka 0 1 0 0 0 0 0 0
14. HEAD
Ache 1 0 2 4 0 1 0 0
Addict 0 0 0 0 0 0 0 1
Amount 0 0 0 1 0 0 0 0
 62

Table 5, (con 1 t,)

Response Elementary Jr. High High School College

Word N F M F M F M F

~
Ankle 1 0 0 0 0 0 0 u
Arm 0 1 0 0 0 0 0 0
Asprins 0 0 0 1 0 0 0 0
Assisted 0 1 0 0 0 0 0 0
Bad 0 0 0 0 0 0 1 0
Barbiturate 0 0 0 0 0 1 0 0
Big shot 0 0 0 0 1 0 0 0
Blown up 0 0 1 u 0 0 0 0
Body 1 0 0 1 0 0 2 0
Boss 0 3 0 0 0 0 0 0
Boy 0 0 0 1 0 0 0 0
Brain 6 4 2 1 0 0 0 0
Crazy 0 0 0 0 0 1 0 0
Dead 0 1 1 0 0 0 0 0
Dealers u 0 0 1 2 0 0 0
Deep 0 0 0 0 1 u 0 0
Dope 0 1 0 0 0 0 0 0
Doper u 0 0 0 1 0 0 1
Drug user 0 0 2 1 3 2 13 13
EYes 1 0 0 0 0 u u 0
Face 0 0 1 0 1 0 0 0
Feet 0 0 1 0 0 0 1 0
First 1 0 0 0 0 1 0 0
Foot 1 0 1 0 0 1. 0 1
Freak 0 0 0 0 0 0 1 0
Go 0 0 0 0 u 1 u 0
Hair 0 u 0 0 0 1 u 0
Help 1 0 0 0 0 0 0 0
Herion 0 0 0 0 1 1 0 1
High 0 0 0 0 0 1 0 0
Hip 0 0 1 0 0 u 0 0
 63

Table 5. (can't.)

Response Elementary Jr. High High School College

Word M F M F K F M F

~
Hippie 0 0 0 0 l 1 0 1
Hit 0 0 0 0 0 1 0 0
HU!Ilan 0 0 1 1 0 0 (j 0
Hurt 0 l 0 1 0 0 0 0
Kick 0 1 0 0 0 0 0 u
Leader 0 0 0 0 0 0 0 l
Lid 0 u v u 1 1 v 0
Lose u 0 0 1 0 (J 0 0
Man 1 0 0 0 1 0 0 0
Marijuana 2 0 1 0 0 0 0 0
Methedrine 0 1 0 0 0 0 0 0
Mind 0 0 0 0 2 0 0 0
Monster 0 1 0 0 0 0 0 0
Mouth 0 1 0 0 0 0 0 0
Nail 0 0 0 l 0 0 0 0
Neck 0 1 0 0 0 0 0 0

Person l 0 l 2 1 0 0 0

Pimple 0 0 0 0 1 0 0 0
Pot 0 l 0 0 0 1 0 0

Red 0 0 0 l 0 0 0 0
Shoulders l 0 l 0 0 l 0 0

Sick 0 1 0 0 0 0 0 0

Skoal l 0 0 0 0 0 0 0

Skull 0 0 0 0 0 1 0 0

Smart 0 0 0 0 0 1 0 0
Smashed 0 1 0 0 0 0 0 0

Speed freak 0 0 0 0 0 0 1 l
Spin 0 0 0 0 0 l 0 0

Start 0 0 l 0 0 0 0 0

Tail 0 0 l 0 0 0 0 0

Think l 0 l 0 1 l 0 0
 6!1-

Table 5. (con•t.)

Elementary Jr. High High School College

Res p onse F
M F M F M F M
Word
HEAD

Toe 0 0 l l 0 0 0 0
Top 0 0 0 l 2 0 l 0
15. ~
Animal 0 2 l 4 2 4 0 0
Arabian 0 0 0 0 0 0 l 0
Around 0 0 0 0 0 l l 0

Back l 0 0 0 0 l 0 0
Bridle l 0 0 0 0 0 0 0

Bumpy 0 0 0 l 0 0 0 0

Coke 0 0 0 0 0 0 1 0

Colt 0 l l l 0 0 0 0

Cow l 0 2 3 6 2 2 2
Cowboy l 0 l 0 0 0 0 0

Drug 0 0 0 1 0 0 0 0

Dumb 0 l 2 l 0 0 0 0

Face 0 0 0 0 0 l 0 0

Fall l 0 0 0 0 0 0 0

Fast 0 0 0 1 0 0 0 0

Fill 0 1 0 0 0 0 0 0

0 2 0 0 0 0 0 0
Fly
l 0 0 0 0 0 0 0
Gallop
0 1 0 0 0 0 0 0
Glue
0 1 0 0 0 0 0 0
Go
l 0 0 0 0 0 0 0
Grass
l 0 0 0 0 0 0 0
Herder
0 1 5 1 7 6 13 16
Her ion
0 0 1 0 1 0 0
High 0
0 1 0 0 0 0 0 0
Jockey
0 0 1 0 0 0 0
Jump 0
0 1 1 0 0 0 0
Kick 0
1 0 0 1 0 0 0
Marijuana 0
 6$

Table 5. (con 1 t .)

Response Elementary Jr. High High School College

Word 11 F M F M F M F

~
Medicine 1 0 0 0 0 0 0 0
Mule 0 1 0 0 0 0 0 0
Pill 1 1 1 0 0 0 0 0
Pony 0 2 0 0 0 1 0 0
Pot 0 0 1 0 0 0 0 0
Power 0 0 0 1 0 0 0 0
Quarter 0 0 0 1 0 0 0 0
Race 0 0 1 0 1 0 0 0
Ride 3 2 2 1 1 0 1 1
Saddle 1 0 0 0 0 0 0 0
Shit 0 0 1 0 0 0 0 0
Shoe 1 0 0 1 0 1 0 0
Smoke 0 0 0 0 1 0 0 0
Snow 1 0 0 0 0 0 0 0
Speed 1 0 0 0 0 1 0 0
Stud 0 0 0 0 0 1 0 1
Tobacco 0 0 0 0 1 0 0 0
Talk 1 0 0 0 0 0 0 0
Thief 0 0 1 0 0 0 0 0
Thrown off 0 1 0 0 0 0 0 0
vlhiskey 1 1 0 0 0 0 0 0
White 0 0 0 0 0 0 1 0
Vodka 1 0 0 0 0 0 0 0
16. ~
Alcohol 2 0 0 0 0 0 0 0
Amount 0 0 0 0 1 0 0 0
Ankle 0 0 0 1 0 0 0 0
Arm 0 0 1 2 0 1 0 0
Bar 0 1 0 1 0 0 0 0
Beer 5 6 1 2 1 2 0 0
Bend 1 0 0 0 0 1 0 0
 66

Table 5, (con't,}

Response Elementary Jr. High High School College

Word M F M F M F M F

illE!:
Bendable 0 0 0 l 0 0 0 0
Body 1 1 0 0 0 0 0 0
Bones 1 1 3 0 1 0 1 0
Busted 1 0 0 0 0 0 0 0
Caf'e 0 1 0 0 0 0 0 0
Cigarette 0 0 1 0 0 0 1 3
Connected 0 0 0 1 0 1 0 0
Creaky 1 0 0 0 0 0 0 0
Dope l 0 0 0 0 0 0 0
Drink 0 l 0 0 0 0 0 0
Drug 0 l 0 0 1 0 0 0
Drunk 2 0 0 0 0 0 0 0
Elbow 0 0 l 1 1 0 0 0
Finger 0 0 0 1 0 0 0 0
Fix 0 0 0 l 0 1 0 3
Grass 0 0 0 0 3 2 4 0
Habit 0 0 1 0 0 0 0 0
Herion 0 0 0 1 0 1 1 0
Hip 0 1 0 0 0 0 0 0
Knee 0 0 1 0 0 0 1 0
Limb 0 0 0 1 0 0 0 0
LSD 0 0 0 0 2 0 0 0
Marijuana 1 0 5 4 6 6 6 3
Muscle 0 0 0 1 0 0 0 0
Muzzle 0 1 0 0 0 0 0 0
Needle 0 0 0 0 0 2 0 0
Number 0 0 0 0 0 0 1 0
Pack 0 1 0 0 0 0 0 0
Place 0 1 0 1 0 1 0 0

Pot 0 2 3 0 1 0 4 1
Ref'er 0 0 0 0 0 0 0 8
 67

Table 5. (c on 1 t.)

Response Element a:ry Jr. High High School Colle ge

Word ]'! F M F M F M F

~
Shot 1 1 0 0 1 0 0 1
Smoke 0 0 0 1 2 1 0 0
Speed 1 0 2 0 0 0 0 0
Stack 1 0 0 0 0 0 0 0
Weed 0 0 0 0 0 1 1 1
Whiskey 1 1 0 0 0 0 0 0
Vain 0 0 1 0 0 0 0 0
17. !fl9K
Acid 2 0 0 0 0 0 0 0
Alright 0 0 0 0 0 0 1 0
Baby 0 0 0 0 0 1 0 0
Ball 0 0 2 3 l l 2 0
Bite 0 0 0 l 0 0 0 0
Bleed 0 l 0 0 0 0 0 0
Boot 0 0 0 l 0 0 0 0
Buck 0 l 0 0 0 0 0 0

Cigarettes 2 0 0 0 0 0 0 0

Close 0 0 0 0 0 0 l 0

Cold turkey 0 0 0 0 1 0 0 0

Dead l 0 0 0 0 0 0 0

Die 0 0 0 l 0 0 0 0

Donkey 0 2 0 0 0 0 0 0

Dope 0 l 0 0 0 0 0 0

Drugs 0 0 l 0 0 0 l l
Drunk 0 l 0 0 0 0 0 0

Effect 0 0 0 0 0 0 l 0

Far out 0 l 0 0 0 0 0 0

Fight 0 2 0 0 l 0 0 0

Foot 0 0 l l 0 0 0 l
Football 0 0 l 0 0 0 0 0

Fun 0 0 0 2 l 3 0 2
 68

Table 5. (con•t.)

Reaponse Elementary Jr. High High School College

Word M F M F M F }1 F

~
Get off 0 0 0 0 0 0 l 0
Glue l 0 0 0 0 0 0 0
Habit 2 0 4 0 2 3 5 3
Hard 0 0 0 l 0 0 0 0
Hate 0 l 0 0 0 0 0 0
Head 0 0 0 l 0 0 0 0
Heart 0 l 0 0 0 0 0 u
Heavy trip 0 0 0 0 l 0 0 0
Her ion 0 0 0 0 l l 0 u
High 0 0 0 0 l l 0 3
Hit l 4 2 l 0 2 0 (J

Horse 0 0 0 l 0 () u 0
Hurt 5 u l 2 2 l 0 l

Jackass u 0 0 0 0 l 0 (J

Join l u v 0 0 0 0 0
Kiss 0 l 0 0 0 0 0 0

Leg 0 0 0 l 0 0 0 0
LSD 0 0 l l 3 0 0 0
Mad 0 0 l 0 0 0 0 0
Marijuana 0 0 0 0 2 l 0 l
More 0 0 1 0 0 0 0 0

Mule 0 0 1 0 0 0 0 0

Off 0 0 0 1 0 0 0 0

out 0 0 0 1 0 0 0 0

0 0 1 0 0 0 0 0
Pass
Pot 0 0 1 0 0 0 2 0
0 0 0 0 0 0 1 0
Punt
Quit 0 0 0 0 0 0 l 1

Re action 0 0 0 1 0 1 0 2
0 0 0 0 l 0 0 0
Relax
1 0 0 0 0 0 0 0
Retarded
 69

Tabl e 5. (con' t.)

Jr. High High School College

Response Elementary M F
M F M F M F
Word
~
Sc r a pe 0 1 0 0 0 0 0 0

Shot 1 0 0 0 0 0 0 0

Slap 0 1 0 0 0 0 0 0

Slug 0 0 1 0 0 0 0 0

Smack 0 1 0 0 0 0 0 0
1 0 0 0 0 0 0 0
Smoke
0 0 0 0 1 0 0 0
Sock
0 0 0 0 1 0 0
Speed 0
0 1 0 0 0 0 0 0
Stomp
0 0 0 0 0 0 1
stop 0
0 0 0 1 0 2 2
Thrill 0
1 0 1 1 0 0
Trip 2 0
0 0 0 0 0 2 2
Turned on 0
0 0 0 1 0 0
Up 0 0
0 0 0 0 1 0 0
Uppers 0
18. ~
0 0 0 0 0 0 1
Ace 0
0 0 0 0 0 0
Acid 1 0
0 0 0 0 1 1
Act 0 1
0 1 0 0 0 0
Age 1 0
0 0 0 0 0 0
Alcohol 0 1
0 1 0 0 0 0
Algebra 0 0
1 0 0 0 0
Allot 0 0 0
2 5 0 0
Amount 0 0 1 3
0 1 0 0 0 0
Call 0 0
0 0 0 1 0 0
Cocaine 0 0
0 0 0 0 0 0
Column 0 1
l 0 0 0 0 0
Convict 0 0
0 0 0 0 0 0
Count 1 1
0 0 0 0 0 0
Dope 1 0
0 0 0 0 0
Drugs l 0 0
 70

Table S. ( con ' t .)

Res p onse Elementary Jr. High High School Coll e ge

Word M F M F M F M F

~
Eight 0 0 0 0 l 0 0 0
Eighteen 0 l 0 0 0 0 0 0
Eighty 0 l 0 0 0 0 0 0
Fifty 0 0 0 0 0 1 0 0
Five 2 l l 0 1 l 0 0
Fix 0 0 l 0 0 0 0 l
Four l 0 l 0 0 0 0 0
Girl 0 0 0 0 0 0 l 0
Group 0 0 0 0 0 l 0 0
Instant 0 l 0 0 0 0 0 0
Joint 0 0 2 l 6 0 10 12
Letter 0 0 l l l 0 0 0
Low 0 0 0 0 0 0 l l
LSD l l 0 0 0 0 0 0
Many 0 0 0 0 0 l 0 0
Marijuana 2 0 l 0 0 0 l 1
Measurement 0 0 0 0 0 1 0 0
Mind 0 1 0 0 0 0 0 0
Mixed l 0 0 0 0 0 0 0
Needle 0 0 0 0 0 0 0 1
Numeral 0 0 l 1 l 0 0 0
One 2 2 0 3 0 2 2 1
One hundred 0 l 0 0 0 0 0 0
Phone 0 l 0 0 0 0 0 0
Pills 0 0 l 0 l 0 0 0
Pot 0 0 0 l 0 0 0 0
Pure 0 0 l 0 0 0 0 0
Seven 3 0 2 0 0 0 0 0
Seventeen 0 0 0 l 0 0 0 0
Six 0 0 0 2 1 0 0 0

Sixteen 0 0 0 0 0 l 0 0
 71

Tabl e 5. (con ' t . )

Res ponse Elementary Jr. High High School College

Word M F M F M F M F

~
Smoke 0 0 0 0 0 0 1 0
Snuff 0 1 0 0 0 0 0 0
Some 0 0 1 0 0 0 0 0
Song 0 0 0 0 0 1 0 0
Symbol 0 0 0 0 1 0 0 0
Taken 0 0 0 0 0 1 0 0
Ten 1 1 1 1 1 1 0 0
Thing s 0 0 0 0 1 0 0 0
Thirteen 0 1 1 0 0 1 0 0
Three 1 0 2 1 1 1 1 0
Tobacco 1 0 0 0 0 0 0 0
Tumble 0 1 0 0 0 0 0 0
Twelve 0 0 l l l 0 0 l
Two 0 1 0 0 l 0 0 0
Weed 0 0 0 0 0 0 l 0
vlord 0 l 0 0 0 0 l 0

Wow 0 0 0 0 0 l 0 0
19. .!':Qf
Acid 1 0 0 0 0 0 0 0
Amphetamines 0 0 0 0 0 1 0 0

Balloon 2 l 0 0 0 0 0 0

Bang 0 0 l 0 0 0 0 0

Beer l 0 0 0 0 0 0 0

Bottle 1 0 2 0 1 0 0 0

Caffeine 1 0 0 0 0 0 0 0

Cake 1 0 0 0 0 0 0 0

0 0 0 2 0 0 0 0
Can
4 l 3 l 0 l
Coke 1 4
0 1 0 0 0 0 1 1
Corn
0 1 0 0 0 0 0 0
Cup
0 1 0 1 0 0 0 2
Dad
 72

Table 5. (con 't.)

Res p onse Elementary Jr. High Hiw School Colle g e

Hord N F 11 F F M F

POP
Disolved 0 0 0 0 0 1 0 0
Do ue 0 0 0 1 0 0 0 0
Drink 1 1 1 3 2 5 1 0
Drop 0 0 0 1 0 0 5 0
Drug 1 0 0 0 0 0 0 0
Explore 0 2 0 0 0 1 0 0
Finker 0 0 0 0 0 0 0 1
Good 1 0 0 0 0 0 0 0
Gun 0 0 0 1 0 0 1 1
Help 0 1 0 0 0 0 0 0
Her ion 0 0 1 0 1 0 1 0
Hit 0 0 1 0 0 2 0 1
Kicked 0 0 0 0 1 0 0 0
LSD 0 1 0 0 1 0 0 0
Marijuana 1 0 1 1 1 0 0 0
Mean 0 0 0 1 0 0 0 0
Nerves 0 1 0 0 0 0 0 0
Oil 0 0 0 0 0 1 0 0
Old man 0 0 0 0 1 0 0 0
Out 1 0 1 0 0 0 0 0
Pain 0 0 1 0 0 0 0 0
Pills 1 0 4 3 6 5 9 13
Pot 0 2 0 0 0 0 0 0
Pow 0 0 0 0 1 0 0 0
Put 0 0 0 1 0 0 0 0
Root beer 1 0 0 0 0 0 0 0
Seven up 2 0 1 0 0 1 0 0
Shot 0 1 1 0 0 0 0 0
Slap 0 0 0 1 0 0 0 0
Smoke 0 1 0 0 0 0 0 0
Soda 1 0 0 0 0 1 0 0
 73
Table 5. (con •t. )

Re search Elementary Jr. Hi gh High Scho ol College

Word }\ F M F l-1 F l''i F

POP
Speed l 0 0 0 0 0 0 0
Sprite 0 0 l l 0 0 0 0
Sto p l l 0 0 0 0 0 0
Strawbe rry 0 0 0 l 0 0 0 0
Swallow 0 0 0 0 0 0 l 0
Take 0 0 0 l l l l 0
Thirst 0 0 0 0 l 0 0 0
Weezle 0 l 0 0 0 0 0 0
20 , RO ACH
Animal 0 0 l l 0 0 0 0
lmt 0 0 0 2 l 0 l 0
Bag 0 2 0 0 0 0 0 0
Bat l 0 0 0 0 0 0 0
Ben zedrine 0 0 0 0 0 0 0 l
Bother 0 0 0 0 0 l 0 0
Branch 0 l 0 0 0 0 0 0
Bug 4 6 3 10 5 7 l 3
Butt 0 0 l 0 0 0 3 l
Cat 0 l 0 0 0 0 0 0
Chi cken 0 l 0 0 0 0 0 0
Clip 0 0 2 0 2 2 7 7
Cock 2 0 2 l l l 0 0
Coffee l 0 0 0 0 0 0 0
Cop 0 0 0 0 l 0 0 2
Crawly 0 0 0 0 0 l 0 0
Cut l 0 l 0 0 0 0 0
Dead 0 0 l 0 0 0 0 0
Do p e 0 0 0 0 0 l 0 0
Drug s l 0 0 0 0 0 0 0
Ea t 0 l 0 0 0 0 0 0
End 0 0 0 2 0 0 0 0
 74

'I' abl e ;; . (con 't.)

Response Element a r y Jr. High Hi gh Sch ool College

Word M F ~1 F M F M F

~
Fly 0 0 u 0 0 l 0 (;

Germ l 0 0 0 0 0 u lJ

Get u 0 l 0 0 u 0 ()

Gone 0 l 0 0 0 0 0 u
Grass 0 3 l 0 0 0 0 0
Grassho pper 0 0 0 l 0 0 0 0
Her ion l 0 0 0 l 0 0 0
Holder 0 0 0 0 0 0 l 0
Insect 0 0 2 l 0 l 0 l
Joint end 0 0 (.) 0 2 l 2 l
Junkie 0 u 0 0 0 0 u l
Killer l 0 l 0 0 0 (; u
Kid u 0 0 0 0 l 0 0
Leach 0 0 0 0 l 0 0 0
LSD l 0 l 0 u u 0 0
Man 0 0 l 0 0 0 0 0
Marijuana 2 0 0 0 0 0 3 2
Hash 0 0 l 0 0 0 0 0
Neat l 0 0 0 0 0 0 0
Misquito 0 0 0 0 0 0 l 0
Names 0 l 0 0 0 0 0 0
Needle 0 0 0 0 0 l 0 0
Pack l 0 0 0 0 0 0 0
Packag e 0 0 0 0 l 0 0 0
Pest 0 0 0 0 0 2 0 0
Pipe 0 0 0 0 2 0 0 0
Police 0 0 0 l l 0 0 0
Pot 0 l 0 0 0 0 0 0

Pouch 0 0 0 l 0 0 0 0
Salem l 0 0 0 0 0 0 0

Shoot 0 0 0 0 l 0 0 0
 75

Table 5. (con 1 t . )

Response Elementary Jr. Hi gh High School College

Word M F N F M F 11 F

~
Sniffing 0 0 0 0 0 0 0 l
Stomach 0 l 0 0 0 0 0 0
Tell 0 0 0 0 0 0 l 0
Thieves 0 0 0 0 l 0 0 0
Tramp l 0 0 0 0 0 0 0
Work 0 l 0 0 0 0 0 0
Write 0 0 l 0 0 0 0 0
21. ~
Aroo 0 0 0 l 0 0 0 0
Bad 0 0 0 0 0 0 l 0
Bad trip 0 0 0 0 l 0 0 0
Black magic l 0 0 0 0 0 0 0

Chew l 0 0 0 0 0 0 0

Die 0 l 0 0 0 0 0 0

Drink 0 l 0 0 0 0 0 0

Drunk l 0 0 0 0 0 0 0

Eat l l 0 0 0 0 0 0

Face 0 0 0 0 l 0 0 0

Fight 0 l 0 0 1 0 l l
Germs l 0 0 0 0 0 0 0

Glue 0 0 0 l 0 0 0 0

Hard 0 0 l 0 0 0 0 0

Her ion 0 0 0 l 6 2 4 10

High 0 0 l 0 0 0 0 0

Hippy l 0 0 0 0 0 0 0
6 3 7 7 4 2
Hit 5 4
Hurt l 0 0 2 0 0 0 0

Kick 1 l 0 0 0 0 0 0

Kiss 0 5 7 4 4 6 0 4
0 0 0 2 0 0 0 0
Lips
l 0 0 0 0 0 0 0
Love
 76
Table .') . (con ' t .)

Re s ponse Elementary Jr. High High School College

Word M F M F N F M F

Sl1ACK
LSD 0 0 2 0 0 l l 0
Nad 0 0 0 l 0 0 0 0
Marijuana 0 l 0 0 0 0 0 0
Noise 0 0 0 l 0 0 0 0
Opium 0 0 0 0 0 0 l 0
Pop 0 0 0 l 0 0 l 0
Pot l 1 l 0 0 0 0 0
Po·w 0 1 0 0 0 0 0 0
Punch l 0 0 0 0 0 0 0
Shake 0 l 0 0 0 0 0 0
Slap 0 l l 0 0 l 0 l
Slug l l 0 0 0 0 0 0
Smile 0 0 0 0 0 1 0 0
Sniff' 0 0 0 0 0 0 0 1
Sock l 0 1 0 0 0 0 0

Spe ed 0 0 0 0 0 l 6 1

Submarine 0 0 0 0 0 1 0 0

Sug ar 0 0 0 2 0 0 0 0

Taste 0 0 0 0 0 0 l 0

Tracks 0 0 0 1 0 0 0 0

Winston 2 0 0 0 0 0 0 0
22. ~
Alcohol 0 1 0 0 1 0 0 0

Beer 0 1 0 0 0 0 0 0

Blow l 1 1 0 2 0 0 0

Boar 1 0 0 0 0 0 0 0

Booze 0 0 0 0 1 l 0 0

Breath 0 0 0 0 0 l 1 0

Bull 2 0 3 l 0 0 l 0

Chew 0 0 0 0 l 0 0 0

Cigare t te 1 l 0 0 0 0 0 0
 77

Table 5. (c on ' t . )

Response Elementary Jr. High High School Colle ge

Word M F M F M F M F
SNORT
Cocaine 0 0 1 0 1 0 0 0
Cold 0 1 0 0 0 0 0 0
Do pe 1 0 0 0 0 0 0 0
Drink 0 2 0 0 6 3 0 0
Drug 0 0 0 1 0 0 0 0
Drunk l 2 1 0 0 0 0 0
Glue 0 0 3 3 0 0 5 4
Good 0 0 l 0 0 0 0 0
Grunt 1 0 1 0 0 0 0 0
Handke rchi ef' 0 1 0 0 0 0 0 0
Hard stu:ff 0 0 l 0 1 1 0 0
Hash 1 0 0 0 0 0 0 0
He hi 0 1 0 0 0 0 0 0
Her ion 0 0 0 1 0 l 0 0
Horse 1 1 0 2 0 0 0 0
Ignorant 0 0 0 1 0 0 0 0
Inhale 0 0 0 1 l 0 6 4
LSD 0 0 1 0 l 0 0 0
Mad 0 0 l l 0 0 0 0
Marijuana 0 l 0 0 0 0 1 2
Monster 1 0 0 0 0 0 0 0
More 0 0 1 0 0 0 0 0
Noise 0 0 0 l 0 1 0 0
Nose l 2 1 2 1 2 2 3
Nose hit 0 0 l 0 0 2 1 3
Pig 0 0 0 5 0 2 0 0
Pills 0 1 0 0 0 0 0 0
Puff 0 0 0 0 0 1 0 0
Runt 0 0 0 0 0 0 1 0
Shot 0 0 1 0 0 1 0 0
Sick 0 0 1 0 0 0 0 0
 78

Table 5. (con' t.)

Response Elementary Jr. High High School College

Word M F H F M F 11 F

SNORT
Skoal 0 0 0 1 0 0 () u
Sleep 0 0 0 0 0 1 0 0
Smell 0 0 1 0 0 1 0 0
Smoke 0 1 0 0 0 0 0 0
Sneeze 1 0 0 0 0 0 0 0
Snifi' 1 0 0 0 1 1 1 4
Snore 0 1 0 0 0 0 0 0
Snot 0 0 0 0 1 0 0 0
Snufi' 1 0 0 0 0 1 0 0
Stoppe d 1 0 0 0 0 0 0 0
Stui'i' up 0 1 0 0 0 0 0 0
SwalloH 1 0 0 0 0 0 0 0
Swig 0 0 0 0 1 0 0 0
Talk 0 0 0 0 0 0 1 0
Tail 1 0 0 0 0 0 0 0
Tall 1 0 0 0 0 0 0 0
Whiskey 1 0 0 0 1 0 0 0
23 . SNOW
Acid 0 1 0 0 0 1 0 0
Amphetamines 0 0 0 0 1 0 0 0
Ball 1 0 0 1 0 2 0 2
Binge 0 0 0 0 0 0 0 1
Blurry 1 0 0 0 0 0 0 0
Bright 0 0 0 0 1 0 0 0
Can 0 1 0 0 0 0 0 0
Champaign 0 1 0 0 0 0 0 0
Cloud 1 0 0 0 0 0 0 0
Cocaine 0 0 0 0 1 0 1 1
Cold 2 1 1 0 0 2 1 0
Colle ge 0 0 0 0 0 0 0 1
Cr ys t al 0 0 0 0 0 0 1 0
 79
Table 5. (con 1 t.)

Response Elementary Jr. High High School College

Word M F M F M F M F

SN0 \-1

Da<m l 0 0 0 0 0 0 0
Dead l 0 0 0 0 0 0 0
Deceive 0 0 0 0 0 0 2 4
Dirty 0 l 0 0 0 0 0 0
Do~mer 0 0 0 0 0 2 0 0
Drink 0 l 0 0 0 0 0 0
Drug 0 0 0 l 0 0 0 0
Fall 0 l 0 0 0 l 0 0
Flakes 0 l l 0 0 0 0 0
Frost 0 0 0 0 l 0 0 0
Good 0 0 0 l 0 0 0 0
Her ion 0 0 0 0 0 0 2 l
High 0 0 l 0 0 0 0 0
Ice 0 0 0 0 l 0 0 0
Job 0 0 0 0 0 0 2 0
Light headed 0 0 l 0 0 0 0 0
LSD 0 0 3 0 l 0 0 0
Man l 0 0 0 0 0 0 0
Marijuana l 0 3 0 0 0 0 0
MDA 0 0 0 0 l 0 0 0
Melt l 0 0 0 0 0 0 0
Opium 0 0 0 2 l l 3 7
Pill 0 0 l l 0 0 0 2
Plow 0 0 l 0 0 0 0 0
Pot 2 0 0 0 0 0 0 0
Powder 0 0 0 0 2 0 3 0
Pretty 0 l 0 0 0 0 0 0
Rain 0 5 3 0 3 l 2 0
Salt l 0 0 0 0 0 0 0
Ski 0 0 0 0 l 0 0 0
Sleet 0 0 l 0 0 0 0 0
 8o

Table 5. ( con • t . )

Response Elementary Jr. High High School College

Word M F M F M F M F

m!Q!!
Slippery 0 0 0 0 l 0 0 0
Sun 0 0 l 0 0 0 0 0
Trap 0 l 0 0 0 0 0 0
Water 2 l 0 0 l 2 0 0
Weather 0 l 0 0 0 0 0 0
Wet 0 0 0 l l 0 l 0
White 4 3 3 ll 2 6 2 l
Winter l 0 0 2 l l 0 0
Under 0 0 0 0 0 l 0 0
24. ~
Asprin l 0 0 0 0 0 0 0

Bag 0 0 2 0 0 l l 0
Beverage 0 0 0 0 0 2 0 0
Burned 0 0 0 0 l 0 0 0
Caf'feine l l l 0 l 0 l 0

Coffee 3 8 5 6 7 5 0 3
Cup 0 l 0 0 0 0 0 0

Drink 4 3 2 5 3 5 2 3
Drug 0 0 l 0 0 0 0 0

Good 0 0 0 0 0 0 l 0
Grass 0 l 2 0 4 l 6 0

Her ion 0 0 l 0 0 0 0 0

Hot 0 l 0 3 0 0 l 0

Injection 0 0 0 0 0 0 0 l
Instant 0 0 0 0 l 0 0 0

Keys 0 l 0 0 0 0 0 0

Kick 0 l 0 0 0 0 0 0

Leaves 0 0 0 l 0 1 0 0

Liquid 0 l 0 0 0 0 0 0

LSD 0 0 0 1 0 0 0 0

Marijuana 3 0 l l 2 2 5 9
 81

Table 5, (con 't.)

Response Elementary Jr, Hi gh High School College

Word M F M F M F N F

TEA
Nary Jane 0 0 0 0 0 l 0 0
Mil'e 0 0 l 0 0 0 0 0
Nicotine 0 0 2 0 0 0 0 0
Party l 0 0 0 0 0 l 0
Picture l 0 0 0 0 0 0 0
Pot l l l 0 0 l 2 4
Sea l 0 0 0 0 0 0 0
Shaky l 0 0 0 0 0 0 0
Shot l 0 0 0 0 0 0 0
Smoke 0 0 0 l 0 0 0 0
Speed 0 0 0 l 0 0 0 0
Start 0 0 0 0 l 0 0 0
Stimulant 0 0 0 0 0 l 0 0
Stui'f' 0 0 l 0 0 0 0 0
Thing 0 l 0 0 0 0 0 0
Tobacco l 0 0 0 0 0 0 0
Ulk 0 0 0 l 0 0 0 0
-
Water l 0 0 0 0 0 0 0
25 . TRACKS
Amphetamines 0 v v u 0 0 0 1
Animal 0 0 0 0 0 0 l 0
Arm 0 0 0 0 l 0 5 3
Bear 2 0 l 0 0 0 0 0
Been 0 0 0 0 0 l 0 0
Beer l 0 0 0 0 0 0 0
Big f'oot l 0 0 0 0 0 0 0
Car l 3 0 l 0 0 0 l
Caught 0 l 0 0 0 0 0 0
Crazy l 0 0 0 0 0 0 0
Deer 0 0 l 2 0 l 0 0
Dirt 0 l 0 0 0 0 0 0
 82

Tabl e S. ( c on 't.)

Response Element a ry Jr. High High Scho ol College

W rd N F M F M F M F

TRACKS
Dizzy 0 0 l 0 0 0 0 0
Driver l 0 0 0 0 0 0 0
Drunk 0 1 0 0 0 0 0 0
~at 0 l 0 0 0 0 0 0
Evidence 0 0 0 0 0 l l 2
Fast 0 0 0 0 0 l 0 0
Feel 0 l l l l 2 0 0
Follow 0 2 l 0 0 l 0 0
Foot 0 l 0 0 0 0 0 0
Head out 0 0 l 0 0 0 0 0
Her ion l 0 l 0 l l 0 0
High 0 0 0 l 0 0 0 0
Hunt 0 0 1 0 0 0 0 0
J eep 0 0 0 0 1 0 0 0
Leave 0 0 3 0 3 0 0 1
LSD 1 0 0 0 0 0 0 0

Narijuana 0 2 0 0 0 0 0 0
Narks 0 0 1 0 1 0 l 0
Mouse 0 0 1 0 0 0 0 0
Needle marks 0 0 0 1 3 1 8 9
Nicotine 0 0 0 0 1 0 0 0
Path 0 0 0 1 0 0 0 0
People 2 0 0 1 0 0 0 0
Police 0 0 0 0 0 0 0 1
Prints 3 2 2 0 l 0 0 0
Race 0 1 0 l 0 3 0 0
Railroad 2 1 0 1 2 2 3 0
Run 0 0 1 2 2 0 0 0
Scars 0 0 0 1 0 0 0 1
Sign 0 0 0 0 l 0 0 0
 83

Tabl e 5. (con ' t . )

Res ponse Element a ry Jr. Hi gh High School College

Word M F M F M F M F
1'RACKS
Shoe 0 0 0 1 1 0 0 0
Shot marks 0 0 0 1 0 0 1 0
Snow 0 0 0 1 0 0 0 0
Snuff 1 0 1 0 0 0 0 0
Sp illed gr a ssO 0 0 0 0 2 0 0
Step 1 0 0 0 0 0 0 0
Tape player 0 0 1 0 0 0 0 0
Tire 0 1 1 0 0 l 0 0
Trail 1 0 0 0 0 0 0 0
Train 0 1 l 3 1 3 0 2
Truck 1 1 0 l 0 0 0 0
 Appendix B

Li nt of ': lord s fo r tile L2.yrr;an

i>.ce -- a rdari juana cie; ar< tte

l\.lcohol -- de ri ve d from the e thyl , al::; o c a ll ed ethc n ol .

Pl'im a r y an d c o ntiimou s cicpr e::s;;.n t o f -cl1e c ent ral
nervous sys t c;·,J

Baby--mari j uana

i3anc;-- an injection or no. rco~ic.~ , also s exu ul intercour se

Bar -- a solid block of marijuana stuc k to gecher c;lth h one y o r

su gar wat er

Bee -- a add icts hab it, c.l so an amount o f marijuan a suf'i'icl c nt

to fil l a penny mat c h box

Bend- - h i gh or intoxicate d i'rolrl a hallucin o gen or n a rcotic

Big Shot - -the high level n arcotics dealer , generally the

Hholesaler uho su;Jplies the pushe r

Black--very potent ha.sish , also o p ium

Blast--to smoke marijuan a

BloH- -to inh ale coc aine

Blue--a combination o f eliJ:ir t erpin h y dr at8 (a terpentine

derivat iv e in a hi c;h pe rcent e>c;e of alcohol )

Bomb --h i gh pot ency, undiluted neri on , or a fat , l;r e - rolled

marijuana ci garette

Boot--a strong pleasurabl e sens a ti on ; an o.logous t o 1: ic/. , ctw

teclmi que or injectin g herion intraveno us l j , & lit t le
at a time

Bos s -- hic;h J, otency , un a l t eruted drU[:;i; , als o foelin r:; of' pleoa o -
ure related to tak inc clrucs

Cancl y -- cocain 8 or herion s n ii'f0d

Candyman -- a pusher or peddler of uru g s

Cap -- g elatin cap s ule or narcotics, U. Z ilal.LJ heri vn or r~".u rph:;..ne

 85
Carrier-- to have drugs on the person

Coffee- - because LO>D was frequently sold in C81r1br id e; e cof fe e

houses , th e ph ras e "Let 1 s g et some coff ee " became
code for "Let ' s get some LSD"

Crack -- a common form of theft a:nong addicts bre ak ing into

cars

Crystal-- the drug is supc lied in white cry stals

Dog- - h crion

Doll - -barbicur at e or smphecwdne p ills

Pootball--Di.)l<, "tOJ:Iinc •. ills, also p ill containin g dilaudid,

a synthetic o: -ia t e

li'r~ uit - - amonc; t eo n D.gerc. , a c ar1<8 in Hhich each participant

takes one pill from e ve r.f bottle found in t he far ,il y
med ::. ci ne cabin e t (fruit salad )

Gtm- - a hypod e rr•1ic needle, used to inject narcot i cs

Hai r Cut -- marijuana

I-leart-- a.rnph etamine s

Hit-- a successful injec tion of herion into the v eins , al so

to take dru10s

Joy- - derived f'row j oyp op , a shot, 'Go inject herion occasion -

al l y for p lea sure

Nail --hyp od e nnic ne edle

Nickel-- a five doll a r me a s .1re of' h e rion , diluted to rou[; .i l y

three per c e nt Hi t h qui nine and/ or mill( s u[;e.r

.t'aper -- a .l'olded p iece o f paper cont aininc; narcotics

.fin-- a marijuana c i garette u:Jua.lly rolled thin tJC1' Uwn an

ordinary cigare tte

Fi ocs -- deri v ed fro;n toke pi jJes , tiny sno r t ster., ;;ipes in

- Hhich marijuan a. is smoked

Hed s-- seconal capsule s or wari juana gr m-Jin c .'·Jild

Run - -a period of con tinuoun hea.vy ar,Jphctai •. ine use

Scissors- - mari juana

Shit - -a deprocution of the qH<Jl it y of dil•tGcd heri on on the

marke t , als o hasish , par·Lc;oric , 8.nd L3D
 86

Short--car, dru& add i cts crack sho rts to supply their habit

Sick-- suffering withdrawl symptoms

Stick--marijuana cigar e t te purch e.sed a l r· eady rolle d

Tabs -- capsul es cont aining LSD

'l'in -- a sm all amount of opiv.m

'l'Op--a bran d of Hheat - st ra\-1 cigare cte paper inpree;nated H:!.th

different flavors, in which lo os e marijuana is
rolled for smok inc

'l'rash-- sometimes r eferad to as v1aste -- dc stroy pulverize ,

hit hard, obliter&te

Up-- in the statu of in coxication 1'rom sm·,e cirug, e specic"lly

amphe tamin e or LSD- 25

·;!hi te -- c o caine , morphine of' usually her ion

'l 'hese definitions Here tak en f rom a Die tionary on

Drugs , Lin gcman ( 1969) •

 Appendix C

Investiv,ato r's Inf ere nces

1'he i n ve stic;a tor thinks there is a ne ed for :os.re:1 ts

to unders t and their teens.gers world , A t e chn~ cuc has be en pro ~

vided as a solution to h el p achieve this so ne eded Loal. I ts

use ,,,ill not only help identify t he r, robler.; , but paren ts ar1d

teenagers can act uallJ see Hhat it i s doing to tC1ei r re l 8.t5..on -

s hi ;, , It i s ho.>ed that its use will bring par'ents and t een ~

agers closer toe;ether anCi e nhanc e t hei r p ov;er of v10rd con~

c aption .

'l'hc findin ;o; s indi c a t e that f'loorr, Junior High on

through Col lege there is a ste a dy increase in on e ' s understand -

i n g of slan g terms. Also that parents e.re lacldng in sl anc;

!m oul edge . It is be li e ved if slan t; is cr sed when parents e.nd

teenac;ers are commun icati n g , p aren ts lmderstand in c l·•ould be

purely conjectural . This teenager slan g advantage could be

due to p&rents lac i(adaisi c B.l , do s sal attitude s , an a tho non -

verbal cues of i r,;po ni ten ce . It c ould also exis t because some

teenag ers think the l ess p arent~ know , the less u~ ; h oll a r.

1'/hatev e r t he reason , it is beli e v ed slang usage f or sor~e te en -

1
age r s is a Hay of e scap in g tr1e ir parents dogm ati c R.nd onmi po -

t e nt attitudes .

The inv estigB.to r believecl if p<.rrc nts ' connmmi c at-ion

Hith tl.1.eir te ,__, naLer is a c·.~es:3i ng ;.;ar.1e , as t11e r e s \J.lts s ugces t,

the teenager :1i l l win e v er'y time . It is thou t ~t if p~ren ta

·,;ould as" fo r clari fi cation and emJ,loy 1110rc empathy in thc,ir

communic ation , there coulei p ossibly be more un de rstanding of

the teenage rs' word usage .

rl'he follOHin ~ diE:.grarri indicates ;rLl&.t t h e investi-

e;atol' thin Ks is happening in the communication process betHes n

some paren ts teenagers:

Slang
\'lord Inter-or<-; t ed
El icited Definition

hi sunders tanding

Sl an£ has its plac e just us the c olloc u ial ;.;o rds of
• ••
everyday oonvers&.tion. It is res.lized th8.t p o .u lar t e ru ::; l ike

slang are so sloppy, they moan everything to everybody anci

nothing s p ecific and accurate to anyb o dy. Nev e rtne l ess , par-

ent s should as K f'o r cl arifi c a tion of mea.nin:;s , t-!h e n they don ' t

understand hOl·I the Hord is b e in g used . 'rh e inv e3tigr. tor oh in!w

that if cl a rif'icat i on were souc;ht, th e re uould be no roisu.nder-

standing of' meanings and the diae;ram Hvuld loolc like this :
Slang
'v/ord Int erp r e t e d
Eli cited Definition

These diagrams are illustratin::; the need foP paPents

and teen :.:.gers to communic a te on a cont inu um with r.1ore under -

standin r; . Since a dicho t omy does exist 11ith the linguistic

slang terrninology , both p a2 s nts and teenagers sno ul d realize

that the re is a need co solve this dichotomy and enhanc e their

power of' .rord conc eption . 1'he investigator bel ie ve s t hat

parents are not only L:J.Ckin[j in linguistic nnderstill1din g but

a lso in the areas of' connnunicating feelin c;s, ill1d the under-

stan d ing of specific ado lescent p roblems , ranging from author-

ity coni'licts ru1d identity crisis to drugs , dres s an d the pill .

In the follo vring s ub-heading entitled "Solution To

Unde rstanding " is t he investi g ator's ansHer as to Hha t is

ne e ded to achieve compl ete understanding . Since th e parents

were the def'icien t ones, it is directed to therr. Hi th the hopes

th a t teenagers will facilitat e and hel p the par e nts achi e ve

this so needed goal.

Solution to understanding

The investigator th inks there is a need f'or parents

to miximize p e rsonal and soc ial needs uhile at the same time

maximizi ng one 1 s mind. This appl j_es not only to functioning

as an individual, but as a member of society . If al l t his is

true, then lang u <-,ge forms a t t ne impeto, not only of society,

but of man himself.

When parents att emp t to communicate with thei r teen-

agers and f'ail, they must first realize that it involves a

constant inter action bet Heen tne po rson and his environment

each modifyin g the other. It is felt t h a t if' a parent c •ill

increas e his kno1-1ledge about the -,10rla in Hh ich his teenage r

lives, the parent Hill b e a bl e to understand that world, and

by the understru1ding oi' that -.Jorld in •1hich he also lives, he

 9u

understands not onl y hims elf , but his teenag e r. It is Hhen

one fully understands bo th u orlds that he is en a bling himself

to r emain in the median for both Horlds , inste ad at either

extreme and •m til parent s ~•1d teen age rs can d o this, are they

truly con sidered ns having und e rst a£ld ing.

~·!hen talking to the par en ts in this study , the

inv c2 ti gn.tor thour.ht that they ap pear ed fri shtened be cai.lse of

hm1 their ch ilclr·c-n l ook and dre s s . The y are m1ar e of the drug

traff ic but a r e afraid to fi nd out if the ir teenat;er• is in-

volved . Some Han te d to knm: hoH to talk to t heir teenagers .

As the r esults indicate , a r;ood s t art ing place is to first

learn h is language .

'l'h e follo1·1 in g techni oue Has devised as an an:nier to

the par en t s 1
plea of hmr to commu nic a t e 11i t h th ei r teenagers .

It is beli everi if used b y p arents and teen agers it can b e of

benefit in helping achieve ba.sic un de rst nnding . It is b G-

lieved t h is techni que Hill not only enh ance comr,.unications ,

but may als o h e lp in the dev elo!> in g of a clos er relationship

with anyone 1-1ho is confront ed ·.-ri th a p robl em . Th is metho d

WP. S devis ed to help p arents and t e ena[:;ers relate in a posi -

tive Hay . It i s c alled hot-r po sitive me di ati on can le :,.d to

con sis t en cy in any rel ao :lonship . I t is based on tbe mer1 i a ti on

mod e l as the title s ur;. es t s . Sac h inuivi<Juul has his or he r

01-m 1va;y o1' co pin c; wi th or :.:olvin[l p r· obl ems a s t h"y arise ,

eith er b y e xtrap ol a t ion of ::;orn:o J!l' e vi otlsl.:r le arned pri nci. J.lo s,

by trial and error, o r by rati on ;u. ly analy zing ti·le ns.ture of

t h e problem . Sin ce t ri 31 Lnd error is somet i mes too hi t ;h of

a pri ce to , :ay 1Tr1en dc c.lin c \·'i th hu.mWl probl :oms , and sin ce
 91

extrapolation of' sou e previously le arnec\ princi ;;les , and the

rational analysi s of' the n ature of' some problem must depend on

p revious exper i en ces; the investiga tor thought it neccs::;ary t o

dev is e a techni oue tha t \·JOuld eliminate the time end risl:,

while at the same time , enh8n ce the outcome , The p rer•ciscs of

this techn ic:ue Here d e t ermj.ned by employin g hacil er ' s (1963 ,

.l' • 3d! ch a ining par ad i c;rn .

I f A, then B
and if' B, then c
t hen i f A, t he n c

The princi ple of me diati on and Brown ' s (1965, p .

590) idea th a t a person likes his beliefs and his behavior

con sis t e nt , a nd if he find::; them incon sistent , he maneuve rs

in o ne Ha y or another to reduce th e discrepancy-- by altering

his b e liefs, by ch anging his beh a vior or both . I f' all this

is true , t h e n here i s hoH positive media tion can lead to c on -

sistency ,

Hethodof'deciding ( h) , (B) , (C)

1'his i s done by ob t a in ing the fol lo Hine; inrorrE. tion:

(l) \fu :J. t is y our probl em?

(2 ) \fuy is this a problem?

(3) Wha t i s this d oin g to your· r e l a tionship?

or
\fuat is t hi s doing to you person ally'!

It is t h ought that in ansoTCring the ::;e nue::;tiuns pertainin G to

t ho p ro blem, it uil l not o n ly en a ble the in d ividua ls to see

their p ~' ob l em , its imp lications, but also its e ff'ect.

Med i ation mo de l , i f' A=B and B=C , then C=A , If p ur-

e nt is s ay ing A ( I'm s ure I understand my teen age r) = B (I ' m

 92

sure my t eenage r understands me) =C ( -,·le can c om ,unicate) then

C ( l-Ie cun com.municate) =A (I 1m sure I underst=d my te e nage r) .

As can be seen , ( ABC ) h a ve consistency . But DOH lets

turn to a hypo thetic al relationship Hith different b e liefs .

(A) I am not sure I understand my teenager.

(B ) I mn not sure my te e nage r understo.nds me .

( G) We cannot corw1uni cate .

TH.C:N

( GJ \'le cannot communicate =

(A) I am not sure I understand my te e n aGer .

'l'hough there is still consistency , the r e l u tionshi p is not a

h appy one und in need of help . \'/hat the investi e;ator thin ;cs

is need ed is cha.YJge of con c ept ( A) , th o. t of not understanding

his teen ager to a positive conc ept that he does under·s t ond his

teen ~·.ger . I f' th is Cc'n be &ccmnp li sncd , then it ' s assumed th a t

consist ency uil l be ma int a ined at a f a vorG.ble level in the

r elat ion ship .

'fhis technique is basic in 'vhat it is employing 1-1hat

all c ounselors try to do, that of identifying the problem and

e l iminating it . 'rh i s mode l i s 2irr.ple ond c c-n be employed <.m d

unde r s t ood by onyone havint, pc1·sonul ,n·oblems or i n a u ist t.nt

relut:Lonship Hithout u counselor 1

:J u ssl z t ~~ ce . It must be

stres::e d that this technique i:-; only t heo ry and the inve:::ti -

c;ator· i c: as :::vlu j_n[~ thr' t if ef(Jc> ioycd , trw overall pr o gno sis can

only be as positive tm0 cun ~: i3tont as t he two ure ~illinL to

re d u c e the di screpanci e s .

If tes vs of this k i nd Here administered to a group

more represent at ive of the total population , paren t s could

 93

possibly use the fin u in g s as a guide in l sarnine; the usage of

cert ain terms . It is imp ort a nt that par en os are famili ar ized

Hi th 2nd h a ve some kno·. J·l edge of' their teen c..e;c l":J us age , because

words are the sy1nbols by Hhich man expressen his thouc;hts a nd

his exp e riences. It is believed if parents a re not aware a nd

let the ir children 1 s slang languat;e surp a ss theirs, tt1ere l. i UY

soon come a day of reckoning an d the parents may he2.r "you

don ' t understand." Pa rents shoul d enter their child's int e rnal

fr=e of reference and e;roH Hi th their child. It is assumed

that if this awareness is present and preserved throughout

develo pment , parents Hill ulso develop the fe e ling tone of

their children and it Hill be l ess d i fficult for them to em-

ploy empathy in the understandinc; of his languac;e, thGu [;ht ,

and a ct ions .
The investigator thinks the re is a de f i n ite gup in

parent slan g understanding . Also parents :::..'1d t e enagers need

to communic ate on a continuum, but most imp ortant there is a

need for overall understanding on the parts of both teenagers

and parents .
 94

Anoe n<iix D

Instrumen t

TEST i\ P.L...iEN'l' S

Please fill in the following back g round information .

Age _ __ Sex_ __ Nwnber of teena:se children_ __

IN:>TRUC'l'IONS: You ar e to define each of the f o llo1·.ri ng uords

three ( 3) Hays.

(l) DICTIOl'J:,RY D.c;l•'I HI 'l'ION: 'The defj_nition

which you think may be found in any
a bridged dictionary.

\ 2) TRJ,Dl1'IO HJ\L DE l,'IiH'l' ION: HoH you think

this word is used as a slang t erm .

( 3) DRUG SL,\.NG: The definition that you

think is used in the drug culture.

EXANPLE A SCORE
(l) DICTIONARY--grade or rating on a test

l2) TRADI'l'IOHAL--make sexual cont a ct

\3) DRUG SL .JW--to purchase drugs

Kii: AN PLE B FIX

(l J DICTION:\HY--to r epa ir or mend

( 2) TRADI'l'IuN ;I.L--a predicrunen t

( 3) DRUG SL.\:;G--sho t of her ion or some drug

NO'l'E: 'l'he ansHers should b e your o'm Hhe ther or not they
agree with the opinions or o ther p eople. Your WISHers
Hill be kept anonymous , therefore , plea r; e b e frank
and honest in your re p lies . 'l'H/cHK YOU

IF YOU DO HOT FLlLLY UHDER::l'l'!:liD, i-'L..I .'. .;E .. SrC !<'UH CL, ,.HI F IC/,'I'I(Jil .
 95

TEST A TE£NAGERS

Please flll in the follmling bac l:ground information •

Ar;e _ __ Sex_ __ Grade _ __

INSTR UCt iONS: You are to define each of the folloHinG; t!Ords
three (J) ways.

(l) DICTICJllARY D,_,:i"INITICJII : The definition

which you think may be found in any
abridged dictionary.

( 2) TRADI'l'I ONAL DEFH! I.L'ION: Hm·r y ou think

this word is used as a slang term .

(J ) DRUG SLAHG: The definition that you

think is used in the dpug culture.

J!:.!CAHPLE A SCO~lE

(l) DICTIO;!AHY- crade or P at in g on a test

( 2) 'l'R ADI'rJ:CJ, i;iL- make sexual contact
( 3) DRUG SLAIW - to purch c: se drut;s

EXAI-iPL.to; B F IX
(l) DIC 'r iOHJ\flY- to re pair or mend
( 2) TRAlJI'l'IOiiAL- a pr ed icament
(J) DRUG SL ANU- shot of herion or some drue;

NOTE : The ansHers should be your O\ID Hhether or no t they

ar;ree uith the op inio ns of other people . Your ans \Je rs
will be kept anonymous, t herefore , please b e frank
and honest in your r·eplles. THANK YOU

IF £0U DO NO'r FULLY UNDEHS1'AND, PLEASE AS1C FOR CLARH'IC.:ATIUN.

IF YOU UlJD'"Rt>'l'iciW THE I NST[(uC'l'IUl'!S, YOU hAY NOW STAH'r.

 96

Copy of Test A
BAG
l. Dictionary

2. Traditional

3· Drug Slang

BALL
l. Diction a ry

2. Traditional

3.• Drug Slang

BALLOON
l. Dictionary

2. Traditional

3. Drug Slang
BANG
l. Dictionary

2. Traditional

3· Drug Slang

BULL
l. Dictionary

2. Traditional

3. Drug Slang

BUHHER
l. Dictionary

2. 'rradi tional

3. Drug Slang
 97
BU ZZ

1. Dicti onary

2. Traditional

3· Drug Slang

CAN

1. Diction a ry

2. Traditional

3. Drug Sl an

COlili

1. Diction a ry

2. Traditional

3. Drug Slang

CRASH

1. Dictiona ry

2. Traditiona l

3. Drug Sl a n g

CUT

1. Dictiona ry

2. •rradi tional

3· Drug Slang

DIHTY

1. Dict ionary

2. 'l.'r adi tional

3. Drug Slang

DYNAi'!ITE

1. Dictionary

2. •r radi tion a l

3· Drug Slang
 98

HEAD
1. Diction ary
2. Traditi onal

3· Drug Slang
HORS~

1. Dictionary
2. '.Cr o.d i ti onal

3· Drug Slang
JOINT
1. Dictionary
2. Traditional

3· Drug Slang
KICK
1. Die tionill'y
2. 'l'r ad i tional

3· Dr u g Slang
NliHBt:R
1. Diction ary
2. Tradit i onal

3· Drug Slang
POP
1. Dicti on ary
2. Tradi tion o.l

3. Drug Sl ang
ROACH
1. Dicti onary
2. Tr aditional

3· Drug Slang
 99

SNACK

l. Dictionary

2. Traditional

3. Drug Slang

SNOHT

l. Dictionary

2. Tr aditional

3· Drug Slan

SNO vl

l. Dictiona ry

2. Traditional

3. Dru g Sl ang

TEA

l. Dictionary

2. Tradition a l

3· Dr ug Sl a n g

TRACKS

l. Dictionary

2. Tr adi t ional

3. Drug Slan i'

 100

TJ:.:ST B

Ple ase rill in the rollowing backgr ound informa tion .

Sex_ __ Grade _ __
Age _ __

INSTRUCT IONS

This is a drug iWrd asso ci a tion test . You a re to Hrite n e xt

to each HOrd, the fir st drug Herd t hat y ou t hinlc or. If you
cannot think or a drug Herd, then Hri te any word that comes
to your mind. The r e are no right or Hrong ansHers. Don't
vrorry if y ou are not sure hovr to s pell the Herd, spel l it t he
best you can. Write only one cJOrd on each line. Do not skip
any Herds and be sure to write cle a rly. This is a t e st or
speed , you Hill b e timed. VJhen you get through ui th a ll the
110r ds on the li st , Hrite t h e numbe r that appears on the board
on the back or you r te s t. This .rill tell me hoH long i t t ool'
you to rinish .

BXANPLE A
Fix !!h9.!.

EXAh PLE B
Pot marijuana

NOTE: The answers should be your ovm 1-1he the r or not they
agree Hith the opinion '; or other people . 'lour ansHers
uill be kept ano nymous, t hc rerore , p l ease be rr ank
and honest in your re vl i os . 'i'Hf!.n K YOU

STOP I

DO NOT STiill'i' UN'l' I L YOU fd:!l!: IlW'i'HUCT!!:D TO DO SO.

 l vl

Copy o:f Test B

BAG
BALL
BALLOON
BANG
BULL
BUNYJER
BUZZ
CAN
COKE
GRAS
CUT
DIRT
DYNAl'UT

HEAD
HORS
JOINT
KIC
NUNB ,
POP.
ROAC
SHAG
SNOR
SNO
TEl
TRAC K
 102

VI'l' A
i(irn Earl

Candidate for the De gree of

Master of Science
Thesis: Seman tic Influence o.nd Conce p t :ltt a inment of Slang
and Its Effects on Purents 1 and Teen age rs' Linguistic
:interaction.
l-1a jor F'ield: Family and Child Development
Biographical Information :
Personal Date.: Born at Price , Utah , March 6 , 1949,
son of Geor ge sx1d hary Earl ; marri ed Linda Jensen
June 20, 1969; tHo children; Kirnberlee and Timothy ,
Education: Attended Slementary and Junior High School
i.n Huntington , Utah, Graduate from Emery County
High School at Castle Dale, Utah in 1967; received
A. S. Degree fr om Col lege of Ea3tern Utah in 1969;
received B. s . Degree from Iieber Sta te Colleg e in
1971, with a major in Psychology ; completed require-
ments for the Has t er of Science Degree, ma joring in
I1arriage and Fanily Relations , at Utah State Uni ver-
sity in 1972.