Maternal Care and Infant Behavior in Japan and America

Caudill, William; Weinstein, H M

doi:10.1080/00332747.1969.11023572

Cited by 334 publications

(194 citation statements)

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“…Complementing Caudill and Weinstein's (1969) findings on younger children, Clancy's data reveals that, "Japanese mothers teach their children to pay attention to the speech of others, to intuit and empathize with their feelings, to anticipate their needs, and to understand and comply with their requests, even when these are made indirectly" (Clancy, 1990, p. 28). Children are habitually trained to perform the listener role well, a role that requires them to competently respond to subtle, indirect, and cautious intimations from the speaker (Lebra, 1993, p. 71).…”

Section: Points Out Ideal Interaction Inmentioning

confidence: 99%

“…Studies examining the acquisition of silence in infanthood, as opposed to the acquisition of language, are notably lacking, but this is somewhat made up for by Caudill and Weinstein's (1969) seminal paper on comparative childrearing practices in Japan and the United States. Through the use of a systematic, long-term observational methodology coupled with comprehensive quantitative statistical analysis, Caudill's (the chief researcher) investigation suggests that the Japanese may be socialised into less verbally active, implicit communicative behaviour from a very early age.…”

Section: Socialisation and Silencementioning

confidence: 99%

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Silence in the Second Language Classroom

King¹

2013

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This mixed-methods investigation reports on the under-researched issue of silence within Japanese university second language (L2) classrooms. An extensive, multi-site study using a structured observation methodology was employed to investigate the classroom behaviour of over 900 language learners across nine universities in Japan. To effectively measure the extent of macro-level silence within their classrooms, an original observation instrument called the Classroom Oral Participation Scheme (COPS) was specially developed for the task. A total of 48 hours of data was collected using a minute-by-minute sampling strategy which resulted in some startling results.Learners were found to be responsible for less than one percent of initiated talk within their classes, while over a fifth of total class time observed was characterised by no oral participation by any participants. Complementing the COPS' quantitative evidence of a robust national trend of silence in Japan's universities, a parallel qualitative phase of the investigation gave students a voice about their silences by drawing on over seventy-thousand words of transcribed data collected during a series of semi-structured interviews. This phase of the research provided a valuable individual-level analysis of learners' fundamental beliefs about and personal experiences of not speaking in L2 educational contexts. The final phase of the project adopted an event-specific focus on classroom silence by utilising a stimulated recall methodology to uncover what students were actually thinking and feeling whilst silent i episodes were in progress during lessons. Using Dynamic Systems Theory (DST) as its conceptual background, the investigation moves away from reductionist, single-cause explanations for learner reticence to suggest that silence actually emerges through multiple, concurrent routes. These routes (termed attractors in DST) are so abundant, and appear to be so well supported both educationally and culturally in the Japanese context, that silence has fossilised into a semi-permanent attractor state within university language classrooms.ii ACKNOWLEDGEMENTS

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Section: Points Out Ideal Interaction Inmentioning

confidence: 99%

Section: Socialisation and Silencementioning

confidence: 99%

Silence in the Second Language Classroom

King¹

2013

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“…Kagan et al (1978) found that Chinese-American infants living in Boston were less active, less vocal, and smiled less often to the presentation of visual and auditory events during the first year than did EuropeanAmerican infants. Caudill and Weinstein (1969), who observed Japanese infants in their homes, reported them to be less easily aroused than European-American infants in the United States. More recently, Lewis (1989) and Lewis, Ramsay, and Kawakami (in press) reported that Japanese infants were less reactive than European-American infants during well baby examinations and were less likely to display intense distress to an inoculation.…”

mentioning

confidence: 99%

Reactivity in infants: A cross-national comparison.

Kagan¹,

Arcus²,

Snidman³

et al. 1994

Developmental Psychology

107

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Four-month-old infants from Boston, Dublin, and Beijing were administered the same battery of visual, auditory, and olfactory stimuli to evaluate differences in level of reactivity. The Chinese infants were significantly less active, irritable, and vocal than the Boston and Dublin samples, with American infants showing the highest level of reactivity. The data suggest the possibility of temperamental differences between Caucasian and Asian infants in reactivity to stimulation.

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“…That is perhaps because, unlike Germany, which is a part of Western cultures, developmental studies in Asia, and specifically Japan, were far fewer at that time (and are still scarce today), questioning the applicability of the experimental measure devised in the U.S. in such a diverse cultural context. Beginning with the classic Japan study after WWII, reporting stark differences in socialization as well as parenting practices (e.g., Caudill & Weinstein, 1969), prominent anthropologists, sociologists, or cross-cultural researchers dominated the research in Japan. These scholars identified and emphasized the uniqueness of the Japanese people in terms of their discourse styles, interactive manners, parenting practices, indigenous beliefs, and associated various customs and rituals (e.g., DeVos, 1996;Vogel, 1996;White, 1996, Yamada, 1992.…”

Section: Attachment Controversies Historical Controversymentioning

confidence: 99%

Reconsidering Attachment in Context of Culture: Review of Attachment Studies in Japan

Behrens¹

2016

Online Readings in Psychology and Culture

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Maternal Care and Infant Behavior in Japan and America

Cited by 334 publications

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Silence in the Second Language Classroom

Silence in the Second Language Classroom

Reactivity in infants: A cross-national comparison.

Reconsidering Attachment in Context of Culture: Review of Attachment Studies in Japan

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