Traditional research in cognition assumes that fundamental processes such as memory and attention are universal. However, a growing number of studies suggest cultural differences in the attention and evaluation of information (Masuda & Nisbet 2001; Maass, et al 2006; Markus & Kitayama 1991; Heddenn, et al 2008). One cultural comparison, between Westerners, such as Americans and Easterners such as Japanese suggest that whereas Westerners typically focus on a central single object in a scene Easterners often integrate their judgment of the focal object with surrounding contextual cues. The research reported here considers this cultural difference in the context of children's developing understanding of emotions. The results demonstrate cultural differences in children as young as 3 and 4 years of age. In particular, Japanese children judge emotions based more on contextual information than facial expressions whereas the opposite is true for American children. The addition of language (labeling the emotions) increases the cultural differences.
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机译：认知的传统研究假设内存和注意力等基本流程是普遍的。然而，越来越多的研究表明信息的关注和评估的文化差异（Masuda＆Nisbet 2001; Maass，等，2006; Markus＆Kitayama 1991; Heddenn，et al 2008）。西方之间的一个文化比较，例如日语等美国人和东方人认为，而西方人通常专注于场景中的中央单身对象，则东方人经常将他们对周围的上下文提示的焦点对象的判断整合。据报道的研究介绍了儿童发展理解情绪的背景下的这种文化差异。结果展示了杨至3岁至4岁儿童的文化差异。特别是，日本儿童基于面部表情更多地基于中文信息的情绪，而美国儿童对其相反。添加语言（标记情绪）增加了文化差异。
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