The behavioral and cortisol responses of Japanese infants and Caucasian American infants, 4 months of age, were observed during and following routine inoculation. The Caucasian American group showed a more intense initial affective response and a longer latency to quiet than the Japanese group; the Japanese group showed a greater cortisol response. A 4-group taxonomy was created based on high or low behavioral and cortisol response: high behavior-high cortisol, low behavior-low cortisol, high behavior-low cortisol, and low behavior--high cortisol. There were significant differences between the 2 groups of infants using this taxonomy: Infants in the Caucasian American group were more likely to fall in the high behavior-low cortisol group, while infants in the Japanese group were more likely to fall in the low behavior-high cortisol group.

The behavioral and cortisol responses of Japanese infants and Caucasian American infants, 4 months of age, were observed during and following routine inoculation. The Caucasian American group showed a more intense initial affective response and a longer latency to quiet than the Japanese group; the Japanese group showed a greater cortisol response. A 4-group taxonomy was created based on high or low behavioral and cortisol response: high behavior-high cortisol, low behavior-low cortisol, high behavior-low cortisol, and low behavior--high cortisol. There were significant differences between the 2 groups of infants using this taxonomy: Infants in the Caucasian American group were more likely to fall in the high behavior-low cortisol group, while infants in the Japanese group were more likely to fall in the low behavior-high cortisol group.

The emotional responses to achievement contexts of 149 preschool children from three cultural groups were observed. The children were Japanese (N=32), African American (N=63) and White American of mixed European ancestry (N=54). The results showed that Japanese children differed from American children in expressing less shame, pride, and sadness, but more of both exposure and evaluative embarrassment. African American and White American children did not differ from one another. American children however showed more evaluative as opposed to exposure embarrassment. This finding supports the idea that success and failure are interpreted differently by Japanese children during the preschool years. The low amount of sadness and shame expression, and the limited range of number of different expressions observed in the Japanese children agree with the general finding that East Asian infants and young children differ from Western infants and children primarily in the display of negative expressions. These results demonstrate that cultural differences, whether due to temperament or direct socialization of cultural values, influence how children respond to achievement situations.

No abstract

No abstract