Children in Asian cultures say yes to yes—no questions: Common and                 cultural differences between Vietnamese and Japanese children

We investigated whether children's response tendency toward yes—no questions concerning objects is a common phenomenon regardless of languages and cultures. Vietnamese and Japanese 2- to 5-year-old ( N = 108) were investigated. We also examined whether familiarity with the questioning issue has any effect on Asian children's yes bias. As the result, Asian children showed a yes bias to yes—no questions. The children's response tendency changes dramatically with their age: Vietnamese and Japanese 2- and 3-year-olds showed a yes bias, but 5-year-olds did not. However, Asian 4-year-olds also showed a yes bias only in the familiar condition. Also, Asian children showed a stronger yes bias in the familiar condition than the unfamiliar condition. These two findings in Asian children were different from the previous finding investigated North American children (Fritzley & Lee, 2003). Moreover, there was a within-Asian cross-cultural difference. Japanese children showed different response tendencies, which were rarely observed in Vietnamese children. Japanese 2-year-olds and some 3-year-olds showed a “no answer” response: they tended not to respond to an interviewer's questions. Japanese 4- and 5-year-olds also showed an “I don't know” response when they were asked about unfamiliar objects. Japanese children tended to avoid a binary decision. We discussed the cross-cultural differences.

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Cross-Cultural Differences in the Valuing of Dominance by Young Children

Journal of Cognition and Culture ◽

10.1163/15685373-12340058 ◽

2019 ◽

Vol 19 (3-4) ◽

pp. 256-272 ◽

Cited By ~ 2

Author(s):

Rawan Charafeddine ◽

Hugo Mercier ◽

Takahiro Yamada ◽

Tomoko Matsui ◽

Mioko Sudo ◽

...

Keyword(s):

Young Children ◽

Cultural Differences ◽

Cultural Difference ◽

Cross Cultural ◽

Japanese Culture ◽

Developmental Research ◽

Cross Cultural Differences ◽

Cultural Research ◽

Cross Cultural Research ◽

Dominant Individual

AbstractDevelopmental research suggests that young children tend to value dominant individuals over subordinates. This research, however, has nearly exclusively been carried out in Western cultures, and cross-cultural research among adults has revealed cultural differences in the valuing of dominance. In particular, it seems that Japanese culture, relative to many Western cultures, values dominance less. We conducted two experiments to test whether this difference would be observed in preschoolers. In Experiment 1, preschoolers in France and in Japan were asked to identify with either a dominant or a subordinate. French preschoolers identified with the dominant, but Japanese preschoolers were at chance. Experiment 2 revealed that Japanese preschoolers were more likely to believe a subordinate than a dominant individual, both compared to chance and compared to previous findings among French preschoolers. The convergent results from both experiments thus reveal an early emerging cross-cultural difference in the valuing of dominance.

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NO CROSS-CULTURAL DIFFERENCES IN THE GETTIER CAR CASE INTUITION: A REPLICATION STUDY OF WEINBERG ET AL. 2001

Episteme ◽

10.1017/epi.2015.17 ◽

2015 ◽

Vol 12 (3) ◽

pp. 355-361 ◽

Cited By ~ 21

Author(s):

Minsun Kim ◽

Yuan Yuan

Keyword(s):

Cultural Differences ◽

Strong Evidence ◽

Empirical Data ◽

Cultural Difference ◽

East Asian ◽

Asian Population ◽

Cross Cultural ◽

East Asians ◽

Replication Studies ◽

Cross Cultural Differences

AbstractIn “Normativity and Epistemic Intuitions” (NEI), Weinberg, Nichols and Stich famously argue from empirical data that East Asians and Westerners have different intuitions about Gettier-style cases. We attempted to replicate their study about the Gettier Car Case. Our study used the same methods and case taken verbatim, but sampled an East Asian population 2.5 times greater than NEI's 23 participants. We found no evidence supporting the existence of cross-cultural difference about the intuition concerning the case. Taken together with the failures of both of the existing replication studies (Nagel et al. 2013; Seyedsayamdost 2014), our data provide strong evidence that the purported cross-cultural difference in intuitions about Gettier-style cases does not exist.

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Cross-Cultural Difference in Product Preference in Consumer Review-Based Text Mining Methods: a Case Study on Smart Band

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1071181320641330 ◽

2020 ◽

Vol 64 (1) ◽

pp. 1383-1387

Author(s):

Cai Wang ◽

Myung Hwan Yun

Keyword(s):

United States ◽

Text Mining ◽

Cultural Differences ◽

Cultural Difference ◽

The United States ◽

Cross Cultural ◽

Cross Cultural Differences ◽

Mining Methods ◽

Product Preference

The aim of this study is to compare the cross-cultural differences in product preference among users from different countries, taking Mi band 3 as a case study. With the development of global market, more and more products and services are sold across the globe. Users from different cultures have different behaviors, cognitive styles, and value systems. Therefore, product should be designed to meet the needs and preferences of users from different cultural groups. Compared to traditional research method such as survey questionnaire or interview that requires variety of foreigners as participants, text mining methods from online reviews save much more cost and time. We collected review data from the following three websites: Naver of South Korea, Jingdong of China, and Amazon of the United States. Text mining methods including opinion mining, sentiment analysis, and semantic network analysis were performed. Firstly, product aspects were extracted from reviews according to word frequency. This indicates how much users are paying attention to different aspects of the product. Fine-grained sentiment analysis was conducted to find out customer satisfaction with different product aspects. Then, the words most associated with each product aspect were listed. Cluster analysis was conducted and the topic of each cluster was summarized. Lastly, cross-cultural difference among three countries from the results was observed and discussed. Though there exist similar issues in product preferences among South Korea, China, and the United States, cross-cultural differences about Mi band 3 are shown in many product aspects. The outcome can suggest implications for making strategies in product internationalization and product localization for the global marketing of smart band.

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De Voorkeur Voor Expertevidentie in Nederland en Frankrijk

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.73.02hor ◽

2005 ◽

Vol 73 ◽

pp. 9-18

Author(s):

Jos Hornikx

Keyword(s):

Cultural Differences ◽

Cultural Difference ◽

Statistical Evidence ◽

Cross Cultural ◽

Expert Evidence ◽

Persuasive Messages ◽

Cross Cultural Differences ◽

Lay People ◽

Evidence Type

Numerous studies have investigated the persuasive effects of different evidence types as support for claims in persuasive messages, but little attention has been paid to the preference that people have for these evidence types. In Hornikx (2003), expert evidence, which relies on the expert's confirmation of the claim, was more frequently used in French than in Dutch persuasive information brochures. As text writers are professionals, experienced in designing persuasive texts, their preferences for evidence types may differ from those of lay people. In order to test whether this cultural difference also applies to lay people, 174 Dutch and French students were given claims supported by evidence, and were asked to rank the evidence types in function of their preference. Two subtle cross-cultural differences appeared: the French put expert evidence more frequently in the first position, and ranked it more frequently before statistical evidence, which was the most preferred evidence type in both groups.

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Cross-cultural differences in mother-preschooler book sharing practices in the United States and Thailand

Journal of Child Language ◽

10.1017/s0305000920000562 ◽

2020 ◽

pp. 1-24

Author(s):

Sirada ROCHANAVIBHATA ◽

Viorica MARIAN

Keyword(s):

Cultural Differences ◽

American English ◽

The United States ◽

Cross Cultural ◽

Narrative Style ◽

Cross Cultural Differences ◽

Narrative Skills ◽

Maternal Scaffolding ◽

American Children ◽

Book Sharing

Abstract Cross-cultural differences in book sharing practices of American and Thai mother-preschooler dyads were examined. Twenty-one Thai monolingual and 21 American-English monolingual mothers and their four-year-olds completed a book sharing task. Results revealed narrative style differences between the American and Thai groups: American mothers adopted a high-elaborative story-builder style and used affirmations, descriptions, extensions, and recasting more than Thai mothers. Thai mothers adopted a low-elaborative story-teller style and used more attention directives and expansions than American mothers. American children produced longer narratives than their Thai peers, whereas Thai children repeated their mothers’ utterances more than their American counterparts. Maternal and child narrative styles were associated. These results suggest that maternal scaffolding styles differ across cultures and influence children's developing narrative skills.

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Cognitive gadgets: A provocative but flawed manifesto

Behavioral and Brain Sciences ◽

10.1017/s0140525x19001134 ◽

2019 ◽

Vol 42 ◽

Cited By ~ 2

Author(s):

Marco Del Giudice

Keyword(s):

Theory Of Mind ◽

Cultural Differences ◽

Twin Studies ◽

Cross Cultural ◽

Evolutionary Approach ◽

Genetic Inheritance ◽

Double Standards ◽

Cross Cultural Differences ◽

Cherry Picking ◽

Dichotomous Thinking

Abstract The argument against innatism at the heart of Cognitive Gadgets is provocative but premature, and is vitiated by dichotomous thinking, interpretive double standards, and evidence cherry-picking. I illustrate my criticism by addressing the heritability of imitation and mindreading, the relevance of twin studies, and the meaning of cross-cultural differences in theory of mind development. Reaching an integrative understanding of genetic inheritance, plasticity, and learning is a formidable task that demands a more nuanced evolutionary approach.

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