Editing Generation gap (section)

===Language use===
It can be distinguished by the differences in their language use. The generation gap has created a parallel gap in language that can be difficult to communicate across. This issue is one visible throughout society, creating complications within day-to-day communication at home, in the workplace, and in schools. As new generations seek to define themselves as something apart from the old, they adopt new lingo and slang, allowing a generation to create a sense of division from the previous one. This is a visible gap between generations we see every day. "Man's most important symbol is his language and through this language, he defines his reality."<ref name="Prasad1992">{{cite book|author=Ramaa Prasad|title=Generation Gap, a Sociological Study of Inter-generational Conflicts|url=https://books.google.com/books?id=FYElqUmQttgC|access-date=7 June 2012|date=1 December 1992|publisher=Mittal Publications|isbn=978-81-7099-351-3}}</ref>

====Slang====
Slang is an ever-changing set of colloquial words and phrases that speakers use to establish or reinforce social identity or cohesiveness within a group or with a trend in society at large.<ref name="Eble">Slang and Sociability, Eble, Connie, Chapel Hill Press: the University of North Carolina, 1996</ref> As each successive generation of society struggles to establish its own unique identity among its predecessors it can be determined that generational gaps provide a large influence over the continual change and adaptation of slang. As slang is often regarded as an ephemeral dialect, a constant supply of new words is required to meet the demands of the rapid change in characteristics.<ref name="Eble" /> And while most slang terms maintain a fairly brief duration of popularity, slang provides a quick and readily available vernacular screen to establish and maintain generational gaps in a societal context.

====Technological influences====
Every generation develops new slang, but with the development of technology, understanding gaps have widened between the older and younger generations. "The term 'communication skills,' for example, might mean formal writing and speaking abilities to an older worker. But it might mean e-mail and instant-messenger savvy to a twenty-something."<ref>{{cite news | first = Denise | last = Kersten | title = Today's Generations Face New Communication Gaps | date = 15 November 2002 | url = https://www.usatoday.com/money/jobcenter/workplace/communication/2002-11-15-communication-gap_x.htm | work = USAToday.com | access-date = 23 May 2012}}</ref> People often have private conversations in secret in a crowded room in today's age due to the advances of [[mobile phone]]s and [[text messaging]]. Among "texters" a form of slang or texting lingo has developed, often keeping those not as tech-savvy out of the loop. "Children increasingly rely on personal technological devices like cell phones to define themselves and create social circles apart from their families, changing the way they communicate with their parents. Cell phones, instant messaging, e-mail, and the like have encouraged younger users to create their own inventive, quirky, and very private written language. That has given them the opportunity to essentially hide in plain sight. They are more connected than ever, but also far more independent. Text messaging, in particular, has perhaps become this generation's version of [[Pig Latin]]."<ref>{{cite news | first = Laura M. | last = Holson | title = Text Generation Gap: U R 2 Old (JK) | date = 9 March 2008 | url = https://www.nytimes.com/2008/03/09/business/09cell.html | work = The New York Times | access-date = 23 May 2012}}</ref>

Technological innovations that have occurred between generations have made some skills obsolete: for example, [[shorthand]] (e.g. [[Gregg shorthand]]), a system of [[stenography]] often used in the 20th century to take notes and write faster using abbreviated symbols, rather than having to write each word. However, with new technology and the keyboard, newer generations no longer favour these older communication skills. Over 20 years ago, shorthand was taught in many high schools, but now students have rarely seen or even heard of it.<ref>{{cite web | url = http://gregg.angelfishy.net/ | title = Gregg Shorthand | access-date = 7 June 2012 | last = Owen | first = Andrew | archive-date = 16 September 2013 | archive-url = https://web.archive.org/web/20130916005417/http://gregg.angelfishy.net/ | url-status = dead }}</ref>

The transitions from each level of lifespan development have remained the same throughout history. They have all shared the same basic milestones in their travel from childhood, through midlife and into retirement. However, while the pathways remain the same—i.e. attending school, marriage, raising families, retiring—the actual journey varies not only with each individual but with each new generation.<ref name="Settersten, Richard A. 2005">Settersten, Richard A., [[Furstenberg, Frank F.]], and [[Rumbaut, Rubén G.]], eds. On the Frontier of Adulthood: Theory, Research, and Public Policy. Chicago, IL, USA: University of Chicago Press, 2005. ProQuest ebrary. Web. 30 March 2015.</ref>

In 2011, the National Sleep Foundation conducted a poll that focused on sleep and the use of technology; 95% of those polled admitted to using some form of technology within the last hour before going to bed at night. The study compared the difference in sleep patterns in those who watched TV or listened to music before bedtime, compared to those who used cell phones, video games and the Internet.<ref name=":0" /> The study looked at baby boomers, Generation Xers, Generation Yers (millennials), and Generation Zers. The research, as expected, showed generational gaps between the different forms of technology used. The largest gap was shown between texting and talking on the phone; 56% of Gen Zers and 42% of Gen Yers admitted to sending, receiving, and reading text messages every night within one hour before bedtime, compared to only 15% of Gen Xers, and 5% of baby boomers. Baby boomers were more likely to watch TV within the last hour before bedtime, 67%, compared to millennials, who came in at 49%. When asked about computer/internet use within the last hour before bedtime, 70% of those polled admitted to using a computer "a few times a week", and of those, 55% of the Gen Zers said they "surf the web" every night before bed.<ref name=":0">Rosenberg, Russell, et al. National Sleep Foundation 2011 "Sleep in America" Poll. (White Paper.) 2011.[https://sleepfoundation.org/sites/default/files/sleepinamericapoll/SIAP_2011_Summary_of_Findings.pdf]</ref>

====Language brokering====
{{Main|Language brokering}}
Another aspect of language use which works to define a generation gap occurs within families in which different generations speak different primary languages. To help communicate within a family, "language brokerage" may be used: that is, the "interpretation and translation performed in everyday situations by bilinguals who have had no special training".<ref>{{cite journal | title = Language brokering in linguistic minority communities: The case of Chinese- and Vietnamese-American students | journal = The Bilingual Research Journal | year = 1996 | first = Lucy | last = Tse | volume = 20 | issue = 3–4 | pages = 485–498| doi=10.1080/15235882.1996.10668640}}</ref> In some immigrant families, the first generation speaks mainly their native tongue; the second generation speaks mainly the host language (i.e. that of the country in which they now live) while still retaining fluency in their parent's dominant language; and the third generation mainly uses the host language, and retain little or no conversational skills in their grandparents' native tongue. In such families, the second generation family members serve as interpreters not only to outside persons, but within the household, further propelling{{clarify|date=August 2023}} generational differences and divisions by means of linguistic communication.<ref>{{cite journal | title = Once a broker, always a broker: Non-professional interpreting as identity accomplishment in multigenerational Italian-English bilingual family interaction | journal = Multilingua | year = 2008 | first = L.M. | last = Del Torto | volume = 27 | issue = 1/2 | pages = 77–97| doi=10.1515/multi.2008.005| s2cid = 201097043 }}</ref>

In some immigrant families and communities, language brokering is also used to integrate children into family endeavors and into civil society. [[Child Integration|Child integration]] has become very important to form linkages between new immigrant communities and the predominant culture and new forms of bureaucratic systems.<ref>Bauer, Elaine (2010) "Language brokering: Practicing active citizenship", mediation 10, http://mediazioni.sitlec.unibo.it {{webarchive|url=https://web.archive.org/web/20140606205004/http://mediazioni.sitlec.unibo.it/ |date=2014-06-06 }}, ISSN 1974-4382</ref> It also helps child development by [[Observational learning|learning, and pitching in]].

====Workplace attitudes====
{{Speculation section}}{{Expand section|overfocus on millennials, lacking discussion of other generations|date=November 2024|small=no}}
''[[USA Today]]'' reported that younger generations are "entering the workplace in the face of demographic change and an increasingly multi-generational workplace".<ref>{{cite news|last=Armour|first=Stephanie|date=6 November 2005|title=Generation Y: They've arrived at work with a new attitude|url=http://usatoday30.usatoday.com/money/workplace/2005-11-06-gen-y_x.htm|newspaper=USA Today|access-date=8 May 2014}}</ref> Multiple engagement studies show that the interests shared across the generation gap by members of this increasingly multi-generational workplace can differ substantially.<ref>{{cite news|title=Winning the generation game|url=https://www.economist.com/news/business/21586831-businesses-are-worrying-about-how-manage-different-age-groups-widely-different|newspaper=The Economist|date=26 September 2013|access-date=1 December 2014}}</ref>

Researchers, who found evidence that millennials are relatively more confident in their abilities, speculate that they were 'buoyed by an educational system with inflated grades and standardized tests' and that this may complicate relations with colleagues of other generations.<ref name=":1">{{Cite journal|last=Myers|first=Sadaghiani|title=Millennials in the Workplace: A Communication Perspective on Millennials' Organizational Relationships and Performance|journal=Journal of Business and Psychology|year=2010|volume=25|issue=2|pages=225–238|doi=10.1007/s10869-010-9172-7|pmid=20502509|pmc=2868990}}</ref>

Growing up, millennials looked to parents, teachers, and coaches as a source of praise and support. They were part of an educational system with inflated grades and [[standardized test]]s, in which they were skilled at performing well. Millennials developed a strong need for frequent, positive feedback from supervisors. Today, managers find themselves assessing their subordinates' productivity quite frequently, despite the fact that they often find it burdensome. Additionally, millennials' salaries and [[employee benefits]] give this generation an idea of how well they are performing. Millennials crave success, and good-paying jobs have been proven to make them feel more successful.<ref name=":3">{{Cite journal|last=Ng|title=New Generation, Great Expectations: A Field Study of the Millennial Generation|journal=Journal of Business and Psychology}}</ref>

However, according to the engagement studies, mature workers and the new generations of workers share similar thoughts on a number of topics across the generation gap. Their opinions overlap on flexible working hours/arrangements, promotions/bonuses, the importance of computer proficiency, and leadership. Additionally, the majority of millennials and mature workers enjoy going to work every day and feel inspired to do their best.<ref name=":2">{{cite web|url=https://www.randstadusa.com/about/news/talking-about-my-generation-new-study-finds-millennial-and-mature-workers-attitudes-align/|title=Millennial and mature workers attitudes align|website=Randstad USA|access-date=1 December 2014|archive-date=23 January 2015|archive-url=https://web.archive.org/web/20150123191336/https://www.randstadusa.com/about/news/talking-about-my-generation-new-study-finds-millennial-and-mature-workers-attitudes-align/|url-status=dead}}</ref>

In 2020 the [[National Academy of Sciences|NAS]] completed a literature review on workplace generational differences, looking at a variety of measures including job satisfaction, manager's perceptions, and personality. For a great deal of research, it reported that it was difficult to surmise whether an effect was a result of one's generation, or rather a result of a person's age{{Efn|'Age' being distinct from 'generation'. A pattern of behaviour may be common to all individuals at e.g. age 25 regardless of if they reach 25 in the 1990s, the 2000s, the 2010s, and so on.}} or historical events/trends. Among research which accounted for this by following attitudes over time, the review found mild effects, writing, "individuals from the same 'generation' are just as likely to be different from one another as from individuals of different generations."<ref>{{Cite book |url=https://nap.nationalacademies.org/read/25796/chapter/1 |title=Read "Are Generational Categories Meaningful Distinctions for Workforce Management?" at NAP.edu |date=2020 |doi=10.17226/25796 |isbn=978-0-309-67732-5 |language=en}}</ref> Other researchers have drawn similar conclusions.<ref>{{Cite journal |last1=Rudolph |first1=Cort W. |last2=Rauvola |first2=Rachel S. |last3=Costanza |first3=David P. |last4=Zacher |first4=Hannes |date=2020-09-04 |title=Generations and Generational Differences: Debunking Myths in Organizational Science and Practice and Paving New Paths Forward |journal=Journal of Business and Psychology |language=en |volume=36 |issue=6 |pages=945–967 |doi=10.1007/s10869-020-09715-2 |pmc=7471586 |pmid=32901173}}</ref><ref>{{Cite journal |last1=Lyons |first1=Sean |last2=Kuron |first2=Lisa |date=February 2014 |title=Generational differences in the workplace: A review of the evidence and directions for future research: Generational Differences in the Workplace |url=https://onlinelibrary.wiley.com/doi/10.1002/job.1913 |journal=Journal of Organizational Behavior |language=en |volume=35 |issue=S1 |pages=S139–S157 |doi=10.1002/job.1913|url-access=subscription }}</ref><ref>{{Cite journal |last1=Costanza |first1=David P. |last2=Badger |first2=Jessica M. |last3=Fraser |first3=Rebecca L. |last4=Severt |first4=Jamie B. |last5=Gade |first5=Paul A. |date=2012-12-01 |title=Generational Differences in Work-Related Attitudes: A Meta-analysis |url=https://link.springer.com/article/10.1007/s10869-012-9259-4 |journal=Journal of Business and Psychology |language=en |volume=27 |issue=4 |pages=375–394 |doi=10.1007/s10869-012-9259-4 |issn=1573-353X|url-access=subscription }}</ref><ref>{{Cite journal |last1=Zabel |first1=Keith L. |last2=Biermeier-Hanson |first2=Benjamin B. J. |last3=Baltes |first3=Boris B. |last4=Early |first4=Becky J. |last5=Shepard |first5=Agnieszka |date=2017-06-01 |title=Generational Differences in Work Ethic: Fact or Fiction? |url=https://link.springer.com/article/10.1007/s10869-016-9466-5 |journal=Journal of Business and Psychology |language=en |volume=32 |issue=3 |pages=301–315 |doi=10.1007/s10869-016-9466-5 |issn=1573-353X|url-access=subscription }}</ref>