Perception of Emotional Responses to Social Interactions by Chinese and American Children

Dados Bibliográficos

ID7842820
AutoresHelene Borke (Carnegie-Mellon University Pittsburgh, Pennsylvania, 15213., autor correspondente), Sarah Su (National Taiwan Normal University)
Ano1972
Volume3
Fascículo3
Páginas309-314
Data de publicação1972-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Cross-Cultural Psychology (JOURNAL)
Identificadores do periódicoISSN: 0022-0221 • E-ISSN: 1552-5422
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/002202217200300309
OpenAlexW2099305838
IdiomaEN
Citações recebidas13
Referências citadas4

In the first stage of this study, groups of Chinese and American kindergarten children were asked to describe the kinds of situations that would make them feel happy, sad, afraid, or angry. Situations mentioned in each emotional category by both Chinese and American kindergarten children were written up as short stories and administered to second grade children from each cultural group. The responses of the Chinese and American second grade children to the social interaction situations were generally consistent with the spontaneous answers given by the kindergarten youngsters. The Chinese and American groups differed in that the Chinese second grade children perceived significantly more angry reactions whereas the American second grade children perceived significantly more sad reactions. An explanation was suggested on the basis of probable variations in child rearing practices in the two cultures

Chinese americans · Developmental psychology · Ethnic group · Perception · Child and Animal Learning Development · Child Development and Digital Technology · Early Childhood Education and Development · Psychology · Social Psychology