Among other conclusions, this study found that:  In contrast, both male and female daycare teachers used language that was similar both quantitatively and qualitatively, with both focusing on dialogue based in the present and on the immediate needs of the children. Differences included that the male teachers tended to address the children by name more often than did the female teachers, and that the male teachers issued more imperatives than did the female teachers. Gleason's research eventually extended into the study of children's acquisition of routinesthat is, standardized chunks of language (or language-plus-gesture) that the culture expects of everyone, such as greetings, farewells, and expressions of thanks. Gleason was one of the first to study the acquisition of politeness, examining English-speaking children's use of routines such as "thank you", "please", and "I'm sorry". Researchers in this area have since studied both verbal and non-verbal routinization, and the development of politeness routines in a variety of cultures and languages. Gleason's 1976 paper with Weintraub, "The Acquisition of Routines in Child Language", analyzed performance on the culturally standardized Halloween Trick-or-treat routine in 115 children aged two to sixteen years. Alterations in ability and the function of parental contribution were analyzed concerning cognitive and social components. They discovered that in the acquisition of routines (in contrast to acquisition of much of the rest of language) parents' major interest is for their children to achieve accurate performance, with little stress on children's understanding of what they are expected to say. Gleason and Weintraub found that the parents rarely if ever explain to children the meaning of such routines as "Bye bye" or "Trick or treat"there was no concern with the child's thoughts or intentions as long as the routine was performed as expected at the appropriate times. Thus, parents' role in the acquisition of routines is very different from their role in most of the rest of language development. Gleason and Greif analyzed children's acquisition of three ubiquitous routines in "Hi, Thanks, and Goodbye: More Routine Information" (1980). Subjects were eleven boys and eleven girls and their parents. At the conclusion of a parent–child play period, an assistant entered the playroom bearing a present, in order to evoke routines from the children. The study's purpose was to analyze how parents communicate these routines to their children; major questions proposed included whether or not some routines were more obligatory than others, and whether mothers and fathers provide different models of politeness behavior for their children.