Dennis Tracy A, Cole Pamela M, Zahn-Waxler Carolyn, Mizuta Ichiro
New York University School of Medicine, Child Study Center, NY 10016, USA.
Child Dev. 2002 Nov-Dec;73(6):1803-17. doi: 10.1111/1467-8624.00507.
Cultural differences and similarities in socialization during two contrasting laboratory tasks were examined in 30 Japanese mothers and their preschoolers, both temporarily residing in the United States, and 30 U.S. mothers and their preschoolers (age: M = 55.8 months, SD = 4.9). Mother and child actions, speech, emotion, and attention were coded from videotaped observations during a free play task and waiting task. Cross-cultural comparisons showed that U.S. mothers had more conversations that emphasized individual experiences, more often acted as playmates and used joint attention, maintained more physical distance, showed more positive emotions, and made more positive responses to child accomplishment. In contrast, Japanese mothers had more conversations that emphasized shared experiences, showed more divided attention, and maintained social role distinctions. Similar, but fewer cultural differences emerged for children. However, maternal and child characteristics also varied by task context. The results suggested an emphasis on autonomy in U.S. dyads and an emphasis on relatedness in Japanese dyads, but the interactions with task context revealed the coexistence of autonomy and relatedness.
研究人员对30位暂时居住在美国的日本母亲及其学龄前儿童，以及30位美国母亲及其学龄前儿童（年龄：M = 55.8个月，标准差 = 4.9）在两项截然不同的实验室任务中的社会化过程中的文化差异和相似性进行了考察。在自由玩耍任务和等待任务期间，通过录像观察对母亲和孩子的行为、言语、情感及注意力进行了编码。跨文化比较表明，美国母亲有更多强调个人经历的对话，更常充当玩伴并运用共同注意力，保持更大的身体距离，表现出更多积极情绪，对孩子的成就做出更多积极回应。相比之下，日本母亲有更多强调共同经历的对话，表现出更多分散的注意力，并保持社会角色差异。儿童方面也出现了类似但较少的文化差异。然而，母婴特征也因任务情境而异。结果表明，美国二元组强调自主性，日本二元组强调关联性，但与任务情境的互动揭示了自主性和关联性的共存。
