Japanese and American children’s moral evaluations of reporting on transgressions
Bibliographic Data
| ID | 9789196 |
|---|---|
| Authors | Ivy Chiu Loke (University of Toronto, corresponding author), Gail D Heyman (0000-0001-7764-3205, University of California San Diego), Shoji Itakura (0000-0003-1713-2002, Kyoto University), Rie Toriyama (The University of Tokyo), Kang Lee (0009-0005-7219-5489, University of Toronto) |
| Year | 2014 |
| Volume | 50 |
| Issue | 5 |
| Pages | 1520-1531 |
| Publication date | 2014-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0035993 |
| PMID | 24588520 |
| OpenAlex | W2322461290 |
| Language | EN |
| Citations received | 8 |
| References cited | 13 |
American and Japanese children's evaluations of the reporting of peers' transgressions to authority figures were investigated. Seven-, 9-, and 11-year-old children (N = 160) and adults (N = 62) were presented with vignettes and were asked to evaluate the decisions of child observers who reported their friend's either major or relatively minor transgression to a teacher. The results showed that, in both countries, participants across all age groups considered it appropriate to report major transgressions. However, compared with older participants, the youngest children thought it was appropriate to tattle (i.e., to report more minor transgressions). The results also showed a cross-cultural difference: Japanese compared with American participants considered it appropriate to report minor transgressions. The age-related findings are discussed with reference to children's social experience and improving cognition. The cross-cultural findings are discussed with reference to potential differences in the emphases placed on respecting authority relationships, empathy, and social interdependence by the 2 cultures
Cognition · Developmental psychology · Empathy · Minor (academic · Psychiatry · Social cognition · Cultural Differences and Values · Emotions and Moral Behavior · Psychology · Social and Intergroup Psychology · Social Psychology
Cross-cultural, developmental psychology
Forgiving Without Letting Go
For whom is it worth lying? Prosocial lies in school children
How do Children Evaluate the Gossiper of Negative Gossip
Cultural Similarities and Differences in Explaining Others’ Behavior in 4- to 9-Year-Old Children From Three Cultural Contexts
The Impacts of Moral Evaluations and Descriptive Norms on Children's and Adolescents’ Tolerance of Transgression
Adolescents’ moral reasoning when honesty and loyalty collide
Tattling with Chinese Characteristics
The Development of Close Relationships in Japan and the United States
Social and Cognitive Correlates of Children’s Lying Behavior
Amae - A Key Concept for Understanding Japanese Personality Structure
Consistency and Change in Children’s Tattling on their Siblings
I'm Telling! The Content, Context, and Consequences of Children's Tattling on their Siblings
Japanese and American Children's Reasoning about Accepting Credit for Prosocial Behavior
The sources of normativity
Children's moral evaluations of reporting the transgressions of peers
Cross-cultural differences in children's choices, categorizations, and evaluations of truths and lies
Japanese and American Children’s Reasons for the Things They Do In School
Culture and the self
Child Rearing and Compliance
Chinese and Canadian Adults' Categorization and Evaluation of Lie- and Truth-Telling about Prosocial and Antisocial Behaviors
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,73 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |