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Cultural comparisons suggest that an understanding of other minds may develop sooner in the independent settings, whereas inhibitory control may develop sooner in interdependent settings. From a western lens, this pattern might be considered paradoxical, since there is a robust positive relationship between theory of mind (ToM) and inhibitory control in western samples. In independent cultures, an emphasis on one’s own mind offers a clear route to ‘simulate’ other minds, and inhibitory control may be required to set aside own perspective to represent the perspective of others. However, in interdependent cultures, social norms are considered the key catalyst for behaviour, and metacognitive reflection and/or suppression of own perspective may not be necessary. The cross-cultural generalizability of the western developmental route to ToM is therefore questionable. The current study used an age-matched cross-sectional sample to contrast 56 Japanese and 56 Scottish 3- to 6-year-old’s metacognition, ToM and inhibitory control skills. In contrast to the individualistic perspective dominant in Scotland, in Japan, the word for self, jibun, translates as "one's share of the shared life space". We replicated the expected cultural advantages for ToM (Scotland > Japan) and inhibitory control (Japan > Scotland). Following the predictions of simulation theory, we find that the development of inhibitory control mediates the link between metacognition and theory of mind in Scotland. However, this model does not predict Japanese ToM. This confirms that individualistic mechanisms do not capture the developmental mechanism underlying ToM in Japan, highlighting a bias in our understanding of ToM development.

This study examined young children’s understanding of apparent crying and its potentially misleading consequences. Gross and Harris (1988) showed that 6-year-olds can understand that one can simulate an emotion while feeling another, and that such a display can mislead others. In this study, 69 children aged 4, 5, and 6 were given “crying tasks” and “Standard and Second-order False Belief tasks”. In “crying tasks”, participants were asked to identify whether the protagonist was actually crying, and whether the other character believed that the protagonist was actually crying. The results indicate that children’s understanding of apparent crying develops between the ages of 4 and 6. However, most of the children did not understand its misleading consequences. Furthermore, relationships were found between the understanding of apparent crying and the False Belief tasks. This finding suggests that the development of young children’s understanding of apparent crying relates to the development of theory of mind.

Findings from cross-cultural theory-of-mind studies highlight potential measurement effects and both general (e.g., East-West) and specific (e.g., pedagogical experiences) cultural contrasts. We compared theory-of-mind scores for children from UK and Italy (two Western countries that differ in age of school entry) and Japan (a Far-Eastern country in which children, like their Italian counterparts, start school later than British children). Confirmatory factor analysis was applied to data from 268 age-gender- and verbal ability-matched 5- to 6-year olds. Key findings were that (i) all 8 indicators loaded onto a single latent factor; and (ii) this latent factor explained significant variance in each group, with just one indicator showing differential item functioning. Supporting the importance of pedagogical experiences, British children outperformed both their Italian and Japanese counterparts.

Caregivers’ emotional responses to children influence children’s social and emotional development. This study investigated the association between maternal emotional expressiveness in the context of mother–child interactions and young children’s sensitivity to teacher criticism. Sensitivity to teacher criticism was assessed among 53 Japanese preschoolers using hypothetical scenarios in which a puppet child representing the participant made a small error, and a puppet teacher pointed out the error. Self-report questionnaires were used to measure maternal expressiveness. The results demonstrated that negative maternal expressiveness toward one’s own children was positively related to children’s ratings of their own ability and negatively related to children’s motivation to continue with the task after teacher criticism. Positive maternal expressiveness was not related to children’s sensitivity to criticism. These findings suggest that children who have experienced more negative emotion from mothers may be more likely to hold negative beliefs about how others will respond to their behavior more generally. This may, in turn, lead to a defensively positive view of one’s own abilities and a disinclination to persevere as protection from additional opportunities for teacher evaluation.