Cultural foundations of learning: East and west

Cultural Foundations of Learning: East and West

Volumn , Issue , 2012, Pages 1-385

  Li, Jin ^a  

^a BROWN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84924522212     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9781139028400     Document Type: Book

References (492)

1. Aeschylus (1996). The Oresteia trilogy: Agamemnon, the libation-bearers and the furies. Mineola, NY: Dover.
2. Alexander, R. (2000). Culture & pedagogy: International comparison in primary education. Oxford: Blackwell.
3. American heritage dictionary of the English language (3rd ed.). (1992). New York: Houghton Mifflin.
4. Ames, R. T., & Rosemont, H., Jr., (1999). The analects of Confucius: A philosophical translation. New York: Ballantine.
5. An, S.-H. (2004). Capturing the Chinese way of teaching: The learning-questioning and learning-reviewing instructional model. In L.-H. Fan, N.-Y. Wong, J.-F Cai, S.-Q. Li, & T.-Y. Tso (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 462–482). Singapore: World Scientific.
6. Anderson, G. I. A. (Ed.) (1977). Masterpieces of the Orient (6th ed.). New York, Norton.
7. Anglin, J. M. (1977). Word, object, and conceptual development. New York: Norton.
8. Aristotle (1992). The art of rhetoric. New York: Penguin.
9. Arnett, J. J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63 (7), 602–614.
10. Asher, S. R., & Coie, J. D. (Eds.) (1990). Peer rejection in childhood. New York: Cambridge University Press.
11. Astington, J. W. (1993). The child’s discovery of the mind. Cambridge, MA: Harvard University Press.
12. Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand.
13. Atkinson, J. W., & Rynor, J. O. (1978). Personality, motivation, and achievement. New York: Wiley.
14. Atkinson, J. M., & Heritage, J. (Eds.) (1984). Structures of social action: Studies in the conversation analysis. Cambridge: Cambridge University Press.
15. Au, T. K. F., & Harackiewicz, J. M. (1986). The effects of perceived parental expectations on Chinese children’s mathematics performance. Merrill-Palmer Quarterly, 32 (4), 383–392.
16. Ayduk, O., May, D., Downey, G., & Higgins, E. T. (2003). Tactical differences in coping with rejection sensitivity: The role of prevention pride. Personality and Social Psychology Bulletin, 29 (4), 435–448.
17. Azuma, H. (1986). Why study child development in Japan? In H. Stevenson, H. Azuma, & K. Hakuta (Eds.), Child development and education in Japan (pp. 3–12). New York: Freeman.
18. Bakeman, R., & Gottman, J. M. (1986). Observing interaction: An introduction to sequential analysis. Cambridge: Cambridge University Press.
19. Bakeman, R., & Quera, V. (1995). Analyzing interaction: Sequential analysis with SDIS and GSEQ. New York: Cambridge University Press.
20. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28 (2), 117–148.
21. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26.
22. Bandura, A., & Schunk, D. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586–598.
23. Baumrind, D. (1980). New directions in socialization research. American Psychologist, 35, 639–652.
24. Behrens, K. (2004). A multifaceted view of the concept of amae: Reconsidering the indigenous Japanese concept of relatedness. Human Development, 47, 1–27.
25. Berkeley, G. (1713/2006). George Berkeley: Three dialogues between Hylas and Philonous. Upper Saddle River, NJ: Prentice Hall.
26. Berliner, D. C., & Biddle, B. J. (1995). The manufactured crisis. Reading, MA: Addison-Wesley.
27. Berlyne, D. (1966). Curiosity and exploration. Science, 153, 25–33.
28. Berry, J. W. (1969). On cross-cultural comparability. International Journal of Psychology, 4, 119–128.
29. Bertensson, S., Leyda, J., & Satina, S. (2002). Sergei Rachmaninof: A Lifetime in music. Bloomington: Indiana University Press.
30. Bilbow, G. T. (1997). Cross-cultural impression management in the multicultural workplace: The special case of Hong Kong. Journal of Pragmatics, 28, 461–487.
31. Bishop, J. H., & Bishop, M. M. (2008). An economic theory of academic engagement norms: The struggle for popularity and normative hegemony in secondary schools. Unpublished manuscript.
32. Boehnke, K. (2008). Peer pressure: a cause of scholastic underachievement? A crosscultural study of mathematical achievement among German, Canadian, and Israeli middle school students. Social Psychology of Education, 11 (2), 149–160.
33. Bornstein, M. (Ed.) (1995). Handbook of parenting, Vol. 4. Hillsdale, NJ: Erlbaum.
34. Bradly, R. H., & Corwyn, R. F. (2005). Caring for children around the world: A view from HOME. International Journal of Behavioral Development, 29 (6), 468–478.
35. Brickman, P., & Bulman, R. J. (1977). Pleasure and pain in social comparison. In J. M. Suls & R. L. Miller (Eds.), Social comparison processes: Theoretical and empirical perspectives (pp. 149–186). Washington, DC: Hemisphere.
36. Brophy-Herb, H. E., Schiffman, R. F., Bocknek, E. L., Dupuis, S. B., Fitzgerald, H. E. et al. (2011). Toddlers’ social-emotional competence in the contexts of maternal emotion socialization and contingent responsiveness in a low–income sample. Social Development, 20 (1), 73–92.
37. Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.
38. Brown, T. (1994). Affective dimensions of meaning. In W. F. Overton & D. S. Palermo (Eds.), The nature and ontogenesis of meaning (pp. 167–190). Hillsdale, NJ: Erlbaum.
39. Bruner, J. (1987). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
40. Bruner, J. (2008). Culture and mind: Their fruitful incommensurability. Ethos, 36 (1), 29–45.
41. Bruner, J. S. (1986). Value presupposition of developmental theory. In L. Cirillo & S. Wapner (Eds.), Value presuppositions in theories of human development (pp. 19–28). Hillsdale, NJ: Erlbaum.
42. Buck, R. (1999). The biological affects: A typology. Psychological Review, 106 (2), 301–336.
43. Caudhill, W., & Weinstein, H. (1969). Maternal care and infant behavior in Japan and America. Psychiatry, 32, 12–43.
44. Chamberlain, P., & Patterson, G. R. (1995). Discipline and child compliance in parenting. In M. Bornstein (Ed.), Handbook of parenting, Vol. 4 (pp. 205–225). Hillsdale, NJ: Erlbaum.
45. Chandler, M. J., Lalonde, C. E., Sokol, B. W., & Hallett, D. (2003). Personal persistence, identity development, and suicide: A study of Native and non-Native North American adolescents. Monograph of the Society for Research in Child Development, 68 (2), vii–130.
46. Chang, H. C. (1997). Language and words: Communication in the Analects of Confucius. Journal of Language and Social Psychology, 16, 107–131.
47. Chang, H. C. (1999). The “well-defined” is “ambiguous:” Indeterminacy in Chinese conversation. Journal of Pragmatics, 31, 535–556.
48. Chang, T. H. (1999). China during the Cultural Revolution, 1966–1976: A selected bibliography of English language works. Westport, CT: Greenwood.
49. Chao, R. K. (1996). Chinese and European American mothers’ views about the role of parenting in children’s school success. Journal of Cross-Cultural Psychology, 27, 403–423.
50. Cheek, J. M., & Buss, A. H. (1981). Shyness and sociability. Journal of Personality and Social Psychology, 41, 330–339.
51. Chen, C., & Stevenson, H. W. (1989). Homework: A cross-cultural examination. Child Development, 60, 551–561.
52. Chen, F.-N. (2005). Residential patterns of parents and their married children in contemporary China: A life course approach. Population Research & Policy Review, 24 (2), 125–148.
53. Chen, X.-Y. (2008, October) at the conference, Bridging developmental and cultural psychology: New syntheses in theory, research, and policy. Worcester, MA: Clark University.
54. Chen, X.-Y., & French, D. C. (2008). Children’s social competence in cultural context. Annual Review of Psychology, 59, 591–616.
55. Chen, X.-Y., Lei, C., Liu, H.-Y., & He, Y.-F. (2008). Effects of the peer group on the development of social functioning and academic achievement: A longitudinal study in Chinese children. Child Development, 79 (2), 235–251.
56. Cheng, C.-Y. (1987). Chinese philosophy and contemporary human communication theory. In L. Kincaid (Ed.), Communication theory: Eastern and Western perspectives (pp. 23–43). San Diego, CA: Academic Press.
57. Cheng, K.-M. (1996). The quality of primary education: A case study of Zhejiang Province, China. Paris: International Institute for Educational Planning.
58. Child Welfare League Foundation (n.d.). Report on school bullying. Retrieved March 15, 2010 from http://www.children.org.tw/database_report.php?typeid=34
59. Chomsky, N. (1972). Language and mind. San Diego, CA: Harcourt.
60. Cicero (1986). Cicero on oratory and orators. [Trans. by J. S. Watson]. Carbondale: Southern Illinois University Press.
61. Cole, M. (1998). Cultural Psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
62. Cole, M., Cole, S. R., & Lightfoot, C. (2005). The development of children (5th ed.). New York: Worth Publishers.
63. Coley, R. J. (2002). An uneven start: Indicators of inequality in school readiness. Princeton, NJ: ETS.
64. Colvin, G. (2008). Talent is overrated: What really separates world-class performers from everybody else. New York: Portfolio.
65. Conti, R., Amabile, T. M., & Pollack, S. (1995). Enhancing intrinsic motivation, learning, and creativity. Personality and Social Psychology Bulletin, 21, 1107–1116.
66. Cooper, C. (2004). Sights and sounds of the Athenian Court. New York: Routledge.
67. Corriveau, K. H., & Harris, P. L. (2010). Preschoolers (sometimes) defer to the majority in making simple perceptual judgments. Developmental Psychology, 46 (2), 437–445.
68. Cortazzi, M., & Jin, L.-X. (2001). Large classes in China: “Good” teachers and interaction. In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives (pp. 115–134). Hong Kong: Comparative Education Research Centre.
69. Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171–200.
70. Covington, M. V., & Beery, R. (1976). Self-worth and school learning. New York: Holt, Rinehart & Winston.
71. Covington, M. V., & Omelich, C. L. (1979). Effort: The double-edged sword in school achievement. Journal of Educational Psychology, 71, 169–182.
72. Cowell, F. R. (1973). Cicero and the Roman Republic (5th ed.). New York: Penguin.
73. Coyle, D. (2009). The talent code: Greatness isn’t born. It’s grown. Here’s how. New York: Bantam Dell.
74. Crystal, D. S., Chen, C.-S., Fuligni, A. J., Stevenson, H. W., Hsu, C. - C., Ko, H.-J. et al. (1994). Psychological maladjustment and academic achievement: A cross-cultural study of Japanese, Chinese, and American high school students. Child Development, 65, 738–753.
75. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
76. Csikszentmihalyi, M., & Rathunde, K. (1998). The development of the person: An experiential perspective on the ontogenesis of psychological complexity. In R. M. Lerner (Ed.), Handbook of child psychology. Vol 1: Theoretical models of human development (5th ed., pp. 635–684). New York: Wiley.
77. Dahlin, B., & Watkins, D. (2000). The role of repetition in the processes of memorizing and understanding: A comparison of the views of Western and Chinese secondary school students in Hong Kong. British Journal of Educational Psychology, 70, 65–84.
78. d’Ailly, H. (2003). Children’s autonomy and perceived control in learning: A model of motivation and achievement in Taiwan. Journal of Educational Psychology, 95 (1), 84–96.
79. Damasio, A. (2005). Descartes’ error: Emotion, reason, and the human brain. New York: Penguin.
80. Damerow, P. (1998). Prehistory and cognitive development. In J. Langer & M. Killen (Eds.), Piaget, evolution, and development (pp. 227–270). Mahwah, NJ: Erlbaum.
81. Damon, W., & Hart, D. (1988). Self-understanding in childhood and adolescence. New York: Cambridge University Press.
82. D’Andrade, R. G. (1992). Schemas and motivation. In R. G. D’Andrade & C. Strauss (Eds.), Human motives and cultural models (pp. 23–44). New York: Cambridge University Press.
83. D’Andrade, R. G. (1995). The development of cognitive anthropology. New York: Cambridge University Press.
84. Davidson, N., Scherer, K., & Goldsmith, H. (Eds.) (2003). Handbook of affective science. New York: Oxford University Press.
85. de Bary, W. T. (1991). Learning for one’s self. New York: Columbia University Press.
86. DeCasper, A. J., & Spence, M. J. (1986). Prenatal maternal speech influences newborn’s perceptions of speech sounds. Infant Behavior and Development, 3, 133–150.
87. deCharms, R. (1984). Motivation enhancement in educational settings. In R. Ames & C. Ames (Eds.), Research on motivation in education: Student motivation (pp. 275–309). New York: Academic Press.
88. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Academic Press.
89. Delpit, L. D. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.
90. Descartes, R. (1637/2007). Discourse on method. Miami, FL: BN Publishing.
91. Descartes, R. (1642/2007). Meditations. Miami, FL: BN Publishing.
92. Doi, T. (1981). The anatomy of dependence (J. Bester, Trans.). New York: Kodansha International.
93. Doidge, N. (2007). The brain that changes itself: Stories of personal triumph from the frontiers of brain science. New York: Penguin.
94. Dweck, C. (1975). The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 31, 674–685.
95. Dweck, C. S. (1999). Self-theories. Philadelphia: Psychology Press.
96. Dweck, C. S., & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.
97. Eaton, M. J., & Dembo, M. H. (1997). Differences in the motivational beliefs for Asian-American and Non-Asian students. Journal of Educational Psychology, 89 (3), 433–440.
98. Edwards, C., Gandini, L., & Forman, G. (Eds.) (1998). The hundred languages of children: The Reggio Emilia approach–advanced reflections (2nd ed.). Westport, CT: Ablex.
99. Edwards, C. P. (1989). The transition from infancy to early childhood: A difficult transition and a difficult theory. In V. R. Briker & G. H. Gossen (Eds.), Ethnographic encounters in Southern Mesoamerica: Essays in honor of Evon Z. Vogt, Jr. (pp. 167–175). Austin: University of Texas Press.
100. Eid, M., & Diener, E. (2001). Norms for experiencing emotions in different cultures: Inter- and intranational differences. Journal of Personality and Social Psychology, 81 (5), 869–885.
101. Eimas, P. D. (1985). The perception of speech in early infancy. Scientific American, 252 (1), 66–72.
102. Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Maternal socialization of emotion. Psychological Inquiry, 9, 241–273.
103. Eisenberg, N., Spinrad, T. L., & Cumberland, A. (1998). The socialization of emotion: Reply to commentaries. Psychological Inquiry, 9 (4), 317–333.
104. Elliott, J. G., Hufton, N. R., Illushin, L., & Willis, W. (2005). Motivation, engagement, and educational performance: International perspectives on the contexts of learning. New York: Palgrave Macmillan.
105. Ennis, R. (1987). A taxonomy of critical thinking dispositions and abilities. In J. Baron & R. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 9–26). New York: Freeman.
106. Exline, J. J., & Geyer, A. L. (2004). Perceptions of humility: A preliminary study. Self and Identity, 3, 95–114.
107. Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Executive summary of “The Delphi Report.” Milbrae: The California Academic Press.
108. Feather, N. T. (1989). Attitudes towards the high achiever: The fall of the tall poppy. Australian Journal of Psychology, 41 (3), 239–267.
109. Fingarett, H. (1972). Confucius: The secular as sacred. New York: Harper & Row.
110. Fischer, H. A., Manstead, A. S. R., & Rodriguez Mosquera, P. M. (1999). The role of honor-related vs. individualist values in conceptualizing pride, shame, and anger: Spanish and Dutch cultural prototypes. Cognition & Emotion, 13 (2), 149–179.
111. Fischer, K. W., & Tangney, J. P. (1995). Self-conscious emotions and the affect revolution: Framework and overview. In J. P. Tangney & K. W. Fischer (Eds.), Selfconscious emotions: The psychology of shame, guilt, embarrassment, and pride (pp. 3–22). New York: Guilford.
112. Fisher, C. B., Wallace, S. A., & Fenton, R. E. (2000). Discrimination distress during adolescence. Journal of Youth & Adolescence, 29, 679–695.
113. Fiske, A. P., & Haslam, N. (2005). The four basic social bonds: Structures for coordinating interaction. In M. W. Baldwin (Ed.), Interpersonal cognition (pp. 267–298). New York: Guilford.
114. Fivush, R., & Nelson, K. (2006). Parent-child reminiscing locates the self in the past. British Journal of Developmental Psychology, 24 (1), 235–251.
115. Flowerdew, J., & Miller, L. (1995). On the notion of culture in L2 lectures. TESOL Quarterly, 29 (2), 345–373.
116. Fordham, S., & Ogbu, J. U. (1986). Black students’ school success: Coping with the “Burden of ‘Acting White.’” The Urban Review, 18, 176–206.
117. Forster, K. I. (1976). Accessing the mental lexicon. In R. J. Wales & E. Walker (Eds.), New approaches to language mechanisms (pp. 257–287). Amsterdam: North Holland.
118. Fox, S., Scheffler, I., & Marom, D. (Eds.) (2003). Visions of Jewish education. New York: Cambridge University Press.
119. Francis, N. W., & Kucera, H. (1982). Frequency analysis of English usage: Lexicon and grammar. Boston, MA: Houghton Mifflin.
120. Frattaroli, J. (2006). Experimental disclosure and its moderators: A metaanalysis. Psychological Bulletin, 132, 823–865.
121. Frei, J. R., & Shaver, P. R. (2002). Respect in close relationships: Prototype definition, self-report assessment, and initial correlates. Personal Relationships, 9, 121–139.
122. Frijda, N. H. (1986). The emotions. Cambridge: Cambridge University Press.
123. Fukuyama, M. A., & Greenfield, T. K. (1983). Dimensions of aggressiveness in an Asian-American student population. Journal of Counseling Psychology, 30, 429–432.
124. Fülöp, M. (1999). Students’ perception of the role of competition in their respective countries: Hungary, Japan, and the USA. In A. Ross (Ed.), Young citizens in Europe (pp. 195–219). London: University of North London.
125. Fung, H. (1999). Becoming a moral child: The socialization of shame among young Chinese children. Ethos, 27, 180–209.
126. Fung, H., & Chen, E. C.-H. (2001). Across time and beyond skin: Self and transgression in the everyday socialization of shame among Taiwanese preschool children. Social Development, 10 (3), 420–437.
127. Fung, H., & Liang, C. H. (2008). [Vietnamese mothers, Taiwanese children: Socializing practices with young children in Sino-Vietnamese cross-border marriage families in Taipei, Taiwan]. [Taiwan Journal of Anthropology], 6, 47–88.
128. Fung, H., Miller, P. J., & Lin, L. C. (2004). Listening is active: Lessons from the narrative practices of Taiwanese families. In M. W. Pratt & B. E. Fiese (Eds.), Family stories and the life course: Across time and generations (pp. 303–323). Mahwah, NJ: Erlbaum.
129. Galton, F. (1869/2006). Hereditary genius: An inquiry into its laws and consequences. Amherst, NY: Prometheus.
130. Gao, G. (1998a). “Don’t take my word for it:” Understanding Chinese speaking practices. International Journal of Intercultural Relations, 22, 163–186.
131. Gao, G. (1998b). An initial analysis of the effects of face and concern for “other” in Chinese interpersonal communication. International Journal of Intercultural Relations, 22 (4), 467–482.
132. Gao, L.-B., & Watkins, D. (2001). Identifying and assessing the conceptions of teaching of secondary school physics teachers in China. British Journal of Educational Psychology, 71, 443–469.
133. Garcia Coll, C. T., & Marks, A. (2009). Immigrant stories: Ethnicity and academics in middle childhood. New York: Oxford University Press.
134. Gardner, H. (1983). Frames of mind. New York: Basic Books.
135. Gardner, H. (1989). To open minds. New York: Basic Books.
136. Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.
137. Gardner, H., Csikszentmihalyi, M., & Damon, W. (2001). Good work: When excellence and ethics meet. New York: Basic Books.
138. Gardner, M., & Steinberg, L. (2005). Peer influence on risk taking, risk preference, and risky decision making in adolescence and adulthood: an experimental study. Developmental Psychology, 41 (4), 625–635.
139. Geertz, C. (1973). The interpretation of culture. New York: Basic Books.
140. Gergen, K. J. (2010). The acculturated brain. Theory & Psychology, 20 (6), 795–816.
141. Gernet, J., Foster, J. R., & Hartman, C. (1996). A history of Chinese civilization. New York: Cambridge University Press.
142. Gillies, R. M. (2006). Teachers’ and students’ verbal behaviours during cooperative and small-group learning. British Journal of Educational Psychology, 76, 271–287.
143. Ginsberg, E. (1992). Not just a matter of English. HERDSA News, 14 (1), 6–8.
144. Gluckman, M. (2006). Politics, law and ritual in tribal society. Piscataway, NJ: Aldine Transaction.
145. Godes, O. (2009). The effects of utility value on achievement behavior of two cultures. Unpublished doctoral dissertation. University of Wisconsin, Madison.
146. Goffman, E. (1981). Frames of talk. Philadelphia: University of Pennsylvania Press.
147. Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam.
148. Gonzales, P., William, T., Jocylin, L., Roey, S., Kastberg, D., & Brewalt, S. (2008). Highlights from TISMM 2007. Washington, DC: National Center for Education Statistics.
149. Goodwin, M. H. (1990). He-said-she-said: Talk as social organization among Black children. Bloomington: Indiana University Press.
150. Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1998). Role of cognitive stimulating home environment in children’s academic intrinsic motivation: A longitudinal study. Child Development, 69, 1448–1460.
151. Gottman, J. M. (1993). How children become friends. Monograph of the Society for Research in Child Development, 48 (3, Serial No. 201).
152. Gottman, J. M. (1996). The heart of parenting: How to raise an emotionally intelligent child. New York: Simon & Shuster.
153. Gottman, J. M., Katz, L. F., & Hooven, C. (1996). Parental meta-emotion philosophy and the emotional life of families: Theoretical models and preliminary data. Journal of Family Psychology, 10 (3), 243–268.
154. Grant, H., & Higgens, E. T. (2003). Optimism, promotion pride, and prevention pride as predictors of qualify of life. Personality and Social Psychology Bulletin, 29 (12), 1521–1523.
155. Greene, M. L., Way, N., & Pahl, K. (2006). Trajectories of perceived adult and peer discrimination among Black, Latino, and Asian American adolescents: Patterns and psychological correlates. Developmental Psychology, 42 (2), 218–238.
156. Grice, H. P. (1975). Logic and conversation. In P. Cole & J. L. Morgan (Eds.), Syntax and semantics: Vol. 3. Speech acts. New York: Academic Press.
157. Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner sources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83, 508–517.
158. Gudykunst, W. B., & Ting-Toomey, S. (1988). Culture and interpersonal communication. Newbury Park, CA: Sage.
159. Gumperz, J. J., Drew, P., Goodwin, M. H., & Schif rin, D. (1982). Discourse strategies. New York: Cambridge University Press.
160. Guthrie, W. K. C. (1969). History of Greek philosophy. Cambridge: Cambridge University Press.
161. Han, X.-R. (2006). Chinese discourses on the peasant, 1900–1949. Albany: State University of New York Press.
162. Harkness, S., & Super, C. (1992). The developmental niche: A theoretical framework for analyzing the household production of health. Social Science and Medicine, 38, 217–226.
163. Harkness, S., & Super, C. M. (Eds.) (1996). Parents’ cultural belief systems: Their origins, expressions, and consequences. New York: Guilford.
164. Harkness, S. & Super, C. M. (1999). From parents’ cultural belief systems to behavior: Implications for the development of early intervention programs. In L. Eldering & P. Leseman (Eds.), Effective early education: Cross-cultural perspectives. New York: Falmer.
165. Hau, K. T., & Salili, F. (1991). Structure and semantic differential placement of specific causes: Academic causal attributions by Chinese students in Hong Kong. International Journal of Psychology, 26, 175–193.
166. He, A. W. (2010). The language of ambiguity: Practices in Chinese heritage language classes. Discourse Studies, 3, 75–96.
167. Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York: Cambridge University Press.
168. Hecht, J. M. (2003). Doubt, a History: The great doubters and their legacy of innovation from Socrates and Jesus to Thomas Jefferson and Emily Dickinson. New York: HarperCollins.
169. Heine, S. J., Kitayama, S., Lehman, D. R., Takata, T., Ide, E., Leung, C., et al. (2001). Divergent consequences of success and failure in Japan and North America: An investigation of self-improving motivations and malleable selves. Journal of Personality and Social Psychology, 81, 599–615.
170. Heine, S. J., Lehman, D. R., Markus, H. R., & Kitayama, S. (1999). Is there a universal need for positive self-regard? Psychological Review, 106, 766–794.
171. Helmke, A., & Tuyet, V. T. A. (1999). Do Asian and Western students learn in a different way? An empirical study on motivation, study time, and learning strategies of German and Vietnamese university students. Asian Pacific Journal of Education, 19 (2), 30–44.
172. Hennessey, B. A., & Amabile, T. M. (1998). Reward, intrinsic motivation, and creativity. American Psychologist, 53, 674–675.
173. Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33, 61–83.
174. Herlitz, A., & Rehnman, J. (2008). Sex differences in episodic memory. Current Directions in Psychological Science, 17 (1), 52–56.
175. Hernstein, R. J., & Murray, C. (1994). The bell curve. Chicago: Free Press.
176. Hess, R. D., & Azuma, H. (1991). Cultural support for schooling: Contrasts between Japan and the United States. Educational Researcher, 20 (9), 2–8.
177. Hess, R. D., Azuma, H., Kashiwagi, K., Holloway, S. D., & Wenegrat, A. (1987). Cultural variations in socialization for school achievement: Contrasts between Japan and the United States. Journal of Applied Developmental Psychology, 8, 421–440.
178. Hess, R. D., Chang, C.-M., & McDevitt, T. M. (1987). Cultural variations in family belief about children’s performance in mathematics: Comparisons among People’s Republic of China, Chinese American, and Caucasian-American families. Journal of Educational Psychology, 79, 179–188.
179. Hess, R. D., Kashiwagi, K., Azuma, H., Price, G. G., & Dickson, W. P. (1980). Maternal expectations for mastery of developmental tasks in Japan and the United States. International Journal of Psychology, 15, 259–271.
180. Hewitt, R., & Inghilleri, M. (1993). Oracy in the Classroom: Policy, pedagogy, and group oral work. Anthropology & Education Quarterly, 24 (4), 308–317.
181. Heyman, G. D., Fu, G.-Y., & Lee, K. (2008). Reasoning about the disclosure of success and failure to friends among children in the United States and China. Developmental Psychology, 44 (4), 908–918.
182. Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41 (2), 111–127.
183. Hill, N. E. (2009). Culturally-based world views, family processes, and family school interactions. In S. L. Christenson & A. Reschly (Eds.), Handbook of School-Family Partnerships (pp. 101–127). New York: Routledge.
184. Hishino, H. J., & Larson, R. (2003). Japanese adolescents’ free time: Juku, Bukatsu, and government efforts to create more meaningful leisure. In S. Verma & R. Larson (Eds.). Examining adolescent leisure time across cultures: developmental opportunities and risks (New Directions for Child and Adolescent Development, No. 99). San Francisco: Jossey-Bass.
185. Ho, I. T. (2001). Are Chinese teachers authoritarian? In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives (pp. 99–114). Hong Kong: Comparative Education Research Centre.
186. Hogan, K., Nastasi, B. K., & Pressley, M. (2000). Discourse patterns collaborative scientific reasoning in peer and teacher-guided discussion. Cognition and Instruction, 17, 379–432.
187. Holloway, S. D. (1988). Concepts of ability and effort in Japan and the US. Review of Educational Research, 58, 327–345.
188. Holman, R. L. (1991, December 21). Exam hell linked to depression. Wall Street Journal, (Eastern ed.). New York: Dec. 26, p. 4.
189. Holton, G. (1973). Thematic origins of scientific thought. Cambridge, MA: Harvard University Press.
190. Hong, Z.-L. (2nd ed.). (2004). [Chinese for 9th Grade: Standard experimental textbook for compulsory education] (Ed.). Jiangsu Providence, China: Jiangsu Education Press.
191. Hsu, F. L. K. (1981). Americans and Chinese: Passage to difference (3rd ed.). Honolulu: University of Hawaii Press.
192. Hsueh, Y. (1999). A day at Little Stars Preschool, Beijing, China. Unpublished video footage.
193. Hsueh, Y., Zhou, Z.-K., Cohen, R., Hundley, R. J., & Deptula, D. P. (2005). Knowing and showing respect: Chinese and U.S. children’s understanding of respect and its association to their friendships. Journal of Psychology in Chinese Societie s, 6 (2), 89–120.
194. Huang, D. Y., & Peng, H. J. (1992). [Three character classic]. Taipei, Taiwan: Ruisheng Book & Magazine Publishing House.
195. Huang, H.-M. (2004). Effects of cram schools on children’s mathematics learning. In L.-H. Fan, N.-Y. Wong, J.-F. Cai, S.-Q. Li, & T.-Y. Tso (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 282–306). Singapore: World Scientific.
196. Huang, R.-J., & Leung, K. S. F. (2004). Cracking the paradox of Chinese learners: Looking into the mathematics classrooms in Hong Kong and Shanghai. In L.-H. Fan, N.-Y. Wong, J.-F. Cai, S.-Q. Li, & T.-Y. Tso (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 348–381). Singapore: World Scientific.
197. Huton, N., & Elloitt, J. (2000). Motivation to learn: The pedagogical nexus in the Russian school: Some implications for transnational research and policy borrowing. Educational Studies, 26, 115–122.
198. Hume, D. (1740/2008). A treatise of human nature. Sioux Falls, SD: NuVision.
199. Inagaki, K., Hatano, G., & Morita, E. (1998). Construction of mathematical knowledge through whole-class discussion. Learning and Instruction, 8, 503–526.
200. Ishii, S., & Bruneau, T. (1994). Silence and silences in cross-cultural perspective: Japan and the United States. In L. A. Samovar & R. E. Porter (Eds.), Intercultural communication: A reader (7th ed., pp. 246–251). Belmont, CA: Wadsworth.
201. Ishisada, M. (1974). The civil service examination: China’s examination hell. Chinese Education, 7, 1–74.
202. Ivanhoe, P. J. (2000). Confucian moral self cultivation (2nd ed.). Indianapolis, IN: Hackett.
203. Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349–366.
204. Jackson, P. W., Boostrom, R. E., & Hansen, D. T. (1993). The moral life of schools. San Francisco, CA: Jossey-Bass.
205. James, W. (1892, 1963). Principles of psychology. New York: Holt.
206. Jameson, K. A. (2005). The role of culture in color naming research. Cross-Cultural Research: The Journal of Comparative Social Science, 39 (1), 88–106.
207. Jin, L., & Cortazzi, M. (1998). Dimensions of dialogue: Large classes in China. International Journal of Educational Research, 29 (8), 739–761.
208. Johnson, D. (2009, Dec. 7). Attacked Asian students afraid to go to school: 26 Asian students were attacked last week. Retrieved from November 20, 2010 from http://www.nbcphiladelphia.com/news/local-beat/Attacked-Asian-Students-Fear-Returning-to-Class-78652997.html
209. Johnson, F. A., & Marsella, A. J. (1978). Different attitudes toward verbal behavior in students of Japanese and European ancestry. Genetic Psychology Monographs, 97, 43–76.
210. Jones, W. H., & Carpenter, B. N. (1986). Shyness, social behavior and relations. In W. H. Jones, J. M. Cheek, & S. R. Briggs (Eds.), Shyness: Perspectives on research and treatment (pp. 227–238). New York: Plenum.
211. Juang, L. P., & Nguyen, H. H. (2010). Ethnic identity among Chinese-American youth: The role of family obligation and community factors on ethnic engagement, clarity, and pride. Identity: An International Journal of Theory and Research, 10 (1), 20–38.
212. Juvonen, J., & Gross, E. F. (2005). The rejected and the bullied: Lessons about social misi ts from developmental psychology. In W. D. Kipling, J. P. Forgas, & W. von Hippel (Eds.), The social outcast: Ostracism, social exclusion, rejection, and bullying (pp. 155–170). New York: Psychology Press.
213. Juvonen, J., & Murdock, T. B. (1995). Grade-level differences in the social value of effort: Implications for self-presentation tactics of early adolescents. Child Development, 66 (6), 1694–1705.
214. Kagan, J., Kearsley, R. B., & Zelazo, P. R. (1977). The effects of infant daycare on psychological development. Evaluation Quarterly, 1, 109–142.
215. Kant, I. (1787/1999). Critique of pure reason. New York: Cambridge University Press.
216. Kant, I. (1803/1960). Kant on education. Ann Arbor: University of Michigan Press.
217. Katriel, T., & Philipsen, G. (1981). “What we need is communication”: “Communication” as a cultural category in some American speech. Communication Monographs, 48, 301–317.
218. Kember, D. (2000). Misconceptions about the learning approaches, motivation, and study approaches of Asian students. Higher Education, 40, 99–121.
219. Kim, H. S. (2002). We talk, therefore we think? A Cultural analysis of the effect of talking on thinking. Journal of Personality and Social Psychology, 83, 828–842.
220. Kim, H. S. (2008). Culture and the cognitive and neuroendocrine responses to speech. Journal of Personality and Social Psychology, 94 (1), 32–47.
221. Kim, U., & Park, Y. S. (2008). Cognitive, relational and social basis of academic achievement in Confucian cultures: Psychological, indigenous and cultural perspectives. In R. Sorrentino and S. Yamaguchi (Eds.), Handbook of motivation and cognition across cultures (pp. 491–515). New York: Elsevier.
222. Kindermann, T. (1993). Natural peer groups as contexts for individual development: The case of children’s motivation in school. Developmental Psychology, 29, 970–977.
223. Klopf, D. W., Cambra, R. E. (1979). Communication apprehension among college students in American, Australia, Japan, and Korea. Journal of Counseling Psychology, 102, 27–31.
224. Knox, M. M., McGalliard, J. C., Pasinetti, P. M., Hugo, H. E., Spacks, P. M., Wellek, R., Doughlas, K., & Lawall, S. The Norton anthology of world masterpieces, Vol. 2. New York: Norton.
225. Kobayashi, Y. (1994). Conceptual acquisition and change through social interaction. Human Development, 37, 232–241.
226. Kuhn, D. (1991). Education for thinking. Cambridge, MA: Harvard University Press.
227. Kulis, S., Napoli, M., & Marsiglia, F. (2002). Ethnic pride, biculturalism, and drug use norms of urban American Indian adolescents. Social Work Research, 26, 101–112.
228. Kwan, V. S. Y., Bond, M. H., Boucher, H. C., Maslach, C., & Gan, Y.-Q. (2002). The construct of individuation: More complex in collectivist than in individualist cultures. Personality and Social Psychology Bulletin, 28 (3), 300–310.
229. Ladd, G. W., & Troop-Gordon, W. (2003). The role of chronic peer difficulties in the development of children’s psychological adjustment problems. Child Development, 74 (5), 1344–1367.
230. La Greca, A. M., & Harrison, H. M. (2005). Adolescent peer relations, friendships, and romantic relationships: Do they predict social anxiety and depression? Journal of Clinical Child & Adolescent Psychology, 34, 49–61.
231. Lam, S.-F., Law, Y.-K., & Shum, M. S.-K. (2009). Classroom discourse analysis and educational outcomes in the era of education reform. British Journal of Educational Psychology, 79, 617–641.
232. Lao, Tzu (1992). The Tao of the Tao Te Ching (M. LaFargue, Trans.). Albany: State University of New York Press.
233. Lapointe, A. E., Mead, N. A., & Askew, J. M. (1992). Learning mathematics. Princeton, NJ: Educational Testing Service.
234. Lee, A. Y., Aaker, J. L., & Gardner, W. L. (2000). The pleasures and pains of distinct self-construals: The role of interdependence in regulatory focus. Journal of Personality and Social Psychology, 78 (6), 1122–1134.
235. Lee, K., Cameron, C. A., & Board, J. (1997). Chinese and Canadian children’s evaluations of lying and truth telling. Child Development, 68, 924–934.
236. Lee, K., Xu, F., Fu, G., Cameron, C. A., & Chen, S. (2001). Taiwan and mainland Chinese and Canadian children’s categorization and evaluation of lie- and truth-telling: A modest effect. British Journal of Developmental Psychology, 19, 525–542.
237. Lee, T. H. C. (1985). Government education and examinations in Sung China, 960–1278. Hong Kong: Chinese University Press.
238. Lee, T. H. C. (1999). Education in traditional China: A history. Boston, MA: Brill Academic.
239. Lee, W. O. (1996). The cultural context for Chinese learners: Conceptions of learning in the Confucian tradition. In D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner (pp. 45–67). Hong Kong: Comparative Education Research Centre.
240. Legge, J. (Trans.) (1960). The Chinese classics, 5 volumes. Hong Kong: University of Hong Kong.
241. LeVine, R. A. (1974). Parental goals: A cross cultural view. In H. J. Leichter (Ed.), The family as educator (pp. 52–65). New York: Teachers College Press.
242. LeVine, R. A. (1990). Enculturation: A biosocial perspective on the development of self. In D. Cicchetti & M. Beeghly (Eds.), The self in transition: Infancy to childhood (pp. 99–117). Chicago: University of Chicago Press.
243. Levy, R. I. (1973). Tahitians. Chicago: University of Chicago Press.
244. Lewis, C. C. (1995). Educating hearts and minds: Reflections on Japanese preschool and elementary education. New York: Cambridge University Press.
245. Lewis, M. (1993). The development of deception. In M. Lewis & C. Saarni (Eds.), Lying and deception in everyday life (pp. 106–125). New York: Guilford.
246. Lewis, M. (2007). Self-conscious emotional development. In J. L. Tracy, R. W., Robins, R. W., & J. P. Tangney (Eds.), The self-conscious emotions: Theory and research (pp. 134–152). New York: Guilford.
247. Lewis, M., & Wolan-Sullivan, M. (2005). The development of self-conscious emotions. In A. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 185–201). New York: Guilford.
248. Li, H., & Zahniser, S. (2002). The determinants of temporary rural-to-urban migration in China. Urban Studies, 39, 2219–2235.
249. Li, J. (1997). Creativity in horizontal and vertical domains. Creativity Research Journal, 10, 107–132.
250. Li, J. (1998). The power of embedding learning beliefs in everyday learning: Language arts texts as a vehicle for enculturation. Unpublished manuscript.
251. Li, J. (2001). Chinese conceptualization of learning. Ethos, 29, 111–137.
252. Li, J. (2002). A cultural model of learning: Chinese “heart and mind for wanting to learn.” Journal of Cross-Cultural Psychology, 33 (3), 248–269.
253. Li, J. (2003). U.S. and Chinese cultural beliefs about learning. Journal of Educational Psychology, 95 (2), 258–267.
254. Li, J. (2004). Learning as a task and a virtue: U.S. and Chinese preschoolers explain learning. Developmental Psychology, 40 (4), 595–605.
255. Li, J. (2005). Mind or virtue: Western and Chinese beliefs about learning. Current Directions in Psychological Science, 14 (4), 190–194.
256. Li, J. (2006). Self in learning: Chinese adolescents’ goals and sense of agency. Child Development, 77 (2), 482–501.
257. Li, J., & Fischer, K. W. (2004). Thoughts and emotions in American and Chinese cultural beliefs about learning. In D. Y. Dai & R. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 385–418). Mahwah, NJ: Erlbaum.
258. Li, J., & Fischer, K. W. (2007). Respect as a positive self-conscious emotion in European Americans and Chinese. In J. L. Tracy, R. W. Robins, & J. P. Tangney (Eds.), The self-conscious emotions: Theory and research (pp. 224–242). New York: Guilford.
259. Li, J., Fung, H., Liang, C.-H., Resch, J., Luo, L., & Lou, L. (2008, July). When my child doesn’t learn well: European American and Taiwanese mothers talking to their children about their children’s learning weaknesses. In J. Li & H. Fung (Chairs), Diverse paths and forms of family socialization: Cultural and ethnic influences. Symposium paper presented by biannual conference of the International Society for the Study of Behavioral Development, Würzburg, Germany.
260. Li, J., Fung, H., Liang, C.-H., Resch, J., & Luo, L. (2008, July). Guiding for selfdiscovery or self-betterment: European American and Taiwanese mothers talking to their children about learning. In A. Bernardo (Chair), Achievement motivation and achievement attribution among Asian students: Insights from qualitative data. Invited paper symposium by the International Congress of Psychology, Berlin, Germany.
261. Li, J., Fung, H., Liang, C.-H., Resch, J., & Luo, L. (2009). Is the glass half-empty or half-full? Emotional responses to children’s learning among European American and Taiwanese parents. Manuscript under review.
262. Li, J., Holloway, S. D., Bempechat, J., & Loh, E. (2008). Building and using a social network: Nurture for low-income Chinese American adolescents’ learning. In H. Yoshikawa & N. Way (Eds.), Beyond families and schools: How broader social contexts shape the adjustment of children and youth in immigrant families (pp. 7–25). San Francisco, CA: Jossey-Bass.
263. Li, J., Wang, L.-Q., & Fischer, K. W. (2004). The organization of Chinese shame concepts. Cognition and Emotion, 18 (6), 767–797.
264. Li, J., & Wang, Q. (2004). Perceptions of achievement and achieving peers in U.S. and Chinese kindergartners. Social Development, 13 (3), 413–436.
265. Li, J., Yamamoto, Y., Luo, L., Batchelor, A., & Bresnahan, R. M. (2010). Why attend school? Chinese immigrant and European American preschoolers’ views and outcomes. Developmental Psychology, 46 (6), 1637–1650.
266. Li, J.-H. (2004). Thorough understanding of the textbook: A significant feature of [the] Chinese teacher manual. In L.-H. Fan, N.-Y. Wong, J.-F. Cai, S.-Q. Li, & T.-Y. Tso (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 262–281). Singapore: World Scientific.
267. Li, X.-D, Sun, W.-Q., & Luo, G.-Z. (2010). [Collection of Li Xingdao, Sun Wenqing, and Luo Guanzhong]. Shangxi, China: People’s Publishing House.
268. Li, Y.-T, & Yan, B.-H. (2003). [Liang Shuming on Confucius and Mencius]. Guilin, China: Guangxi Normal University Press.
269. Liang, C.-H. (2007). Shame and pride: Age, kinship terms and socialization practice in a middle-class Taiwanese preschool. Poster presented at the Biannual Meetings of Society for Research in Child Development, Boston, MA.
270. Lipset, S. M. (1996). American exceptionalism: A double-edged sword. New York: Norton.
271. Litman, J. A., & Silvia, P. J. (2006). The latent structure of trait curiosity: Evidence for interest and deprivation curiosity dimensions. Journal of Personality Assessment, 86 (3), 318–328.
272. Liu, Y.-M. (2004). “Nothing can be accomplished if the speech does not sound agreeable”: Rhetoric and the invention of classical Chinese discourse. In C. S. Lipson & R. A. Binkley (Eds.), Rhetoric before and beyond the Greeks (pp. 147–164). Albany: State University of New York Press.
273. Lopez-Real, F., Mok, A. C. I., Leung, K. S. F., & Marton, F. (2004). Identifying a pattern of teaching: An analysis of a Shanghai teacher’s lessons. In L.-H. Fan, N.-Y. Wong, J.-F. Cai, S.-Q. Li, & T.-Y. Tso (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 382–412). Singapore: World Scientific.
274. Lucy, J. A. (1992). Language diversity and thought: A reformulation of the linguistic relativity hypothesis. New York: Cambridge University Press.
275. Lyon, A. (2004). Confucian silence and remonstration: A basis for deliberation? In C. S. Lipson & R. A. Binkley (Eds.), Rhetoric before and beyond the Greeks (pp. 131–145). Albany: State University of New York Press.
276. Locke, J. (1690/2008). An essay concerning human understanding. Oxford: Oxford University Press.
277. Locke, J. (1693/2007). Some thoughts concerning education. Sioux Falls, SD: NuVision.
278. Luria, A. R. (1981). Language and cognition. New York: Wiley.
279. Mahalingam, R. (Ed.) (2006). Cultural psychology of immigrants. Mahwah, NJ: Erlbaum.
280. Mangan, J. A. (Ed.) (1994). A significant social revolution: Cross-cultural aspects of the evolution of compulsory education. London: Woborn.
281. Marcovitch, S., & Zelazo, P. D. (2009). A hierarchical competing systems model of the emergence and early development of executive function. Developmental Science, 12 (1), 1–18.
282. Markus, H. R., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954–969.
283. Marton, F., Dall’Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19, 277–300.
284. Marton, F., Dall’Alba, G., & Tse, L. K. (1996). Memorizing and understanding: The keys to the paradox? In D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner (pp. 69–83). Hong Kong: Comparative Education Research Centre.
285. Masataka, N. (1999). Nihonteki ijime no seiritsu to ikuji [The formation of Japanese bullying and child-rearing]. Japanese Journal of Addiction and Family, 16 (4), 438–444.
286. Mascolo, M. F., Fischer, K. W., & Li, J. (2003). The dynamic construction of emotions in development: A component systems approach. In N. Davidson, K. Scherer, & H. Goldsmith (Eds.), Handbook of affective science (pp. 375–408). New York: Oxford University Press.
287. Matsushita, K. (1994). Acquiring mathematical knowledge through semantic and pragmatic problem solving. Human Development, 37, 220–232.
288. McBride, R. E., Xiang, P., Wittenburg, D., & Shen, J.-H. (2002). An analysis of preservice teachers’ dispositions toward critical thinking: A cross-cultural perspective. Asian-Pacific Journal of Teacher Education, 30 (2), 131–140.
289. McClelland, D. C. (1963). Motivational pattern in Southeast Asia with special reference to the Chinese case. Journal of Social Issues, 19 (1), 6–19.
290. McGuire, J. (1997). English as a foreign language in China. Occasional Papers, 48. University of Southampton: Centre for Language in Education.
291. McKnight, C. C., Crosswhite, F. J., Dossey, J. A., Kifer, E., Swaf ord, J. O., Travers, K. J., & Cooney, T. J. (1987). The underachieving curriculum: Assessing U. S. school mathematics from an international perspective. Champaign, IL: Stipes.
292. McLean, B., & Elkind, P. (2004). The smartest guys in the room: The amazing rise and scandalous fall of Enron. New York: Portfolio Trade.
293. Medrich, E. A., & Griffith, J. E. (1992). International mathematics and science assessment: What have we learned? Washington, DC: U.S. Department of Education.
294. Meisner, M. (1999). Mao’s China and after: A history of the People’s Republic (3rd ed.). New York: Free Press.
295. Mencius (1970). Mencius (D. C. Lao, Trans.). Harmondsworth: Penguin Books.
296. Mesquita, B. (2003). Emotions as dynamic cultural phenomena. In N. Davidson, K. Scherer, & H. Goldsmith (Eds.), Handbook of affective science (pp. 871–890). New York: Oxford University Press.
297. Mesquita, B., & Frijda, N. H. (1992). Cultural variations in emotions: A review. Psychological Bulletin, 112, 179–204.
298. Miller, P. J., Fung, H., Lin, S., Chen, E. C.-H., & Boldt, B. R. (2012). How socialization happens on the ground: Narrative practices as alternate socializing pathways in Taiwanese and European-American families. Monographs of the society for research in child development. 77(1, Serial No. 302). Boston, MA: Wiley-Blackwell.
299. Miller, P. J., Sandel, T. L., Liang, C.-H., & Fung, H. (2001). Narrating transgressions in Longwood: The discourses, meanings, and paradoxes of an American socializing practice. Ethos, 29 (2), 159–186.
300. Miller, P. J., Wang, S.-H., Sandel, T., & Cho, G. E. (2002). Self-esteem as folk theory: A comparison of European American and Taiwanese mothers’ beliefs. Parenting: Science and Practice, 2 (3), 209–239.
301. Minami, M. (1994). English and Japanese: A cross-cultural comparison parental styles of narrative elicitation. Issues in Applies Linguistics, 5, 383–407.
302. Mishima, K. (1996). Bullying amongst close friends in elementary school. Japanese Journal of Social Psychology, 19 (1), 41–50.
303. Moll, L. C. (1995). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. New York: Cambridge University Press.
304. Morris, J. A., Brotheridge, C. M., & Urbanski, J. C. (2005). Bringing humility to leadership: Antecedents and consequences of leader humility. Human Relations, 58 (10), 1323–1350.
305. Morton, J. (1969). Interaction of information in word recognition. Psychological Review, 76, 165–178.
306. Moser, P. K., & Nat, A. V. (2002). Human knowledge: Classical and contemporary approaches New York: Oxford University Press.
307. Murase, T., Dale, P. S., Ogura, T., Yamashita, Y., & Mahieu, A. (2005). Motherychild conversation during joint picture book reading in Japan and the USA. First Language, 25, 197–218.
308. Nakkula, M., & Toshalis, E. (2006). Understanding youth: Adolescent development for educators. Cambridge, MA: Harvard Education Press.
309. National Bureau of Statistics of China (2011, March, 11). Rural migrant workers amounted to 225.42 million (16.8% of its total population) at the end of 2008. Retrieved April, 16 2011 from http://www.stats.gov.cn/tjfx/fxbg/t20110310_402710032.htm
310. National Center for Education Development Research (2001). [2001 green paper on education in China: Annual report on policies of China’s education]. Beijing, China: Educational Science Publishing.
311. Ng, F. F.-Y., Pomerantz, E., & Lam, S.-F. (2007). European American and Chinese parents’ responses to children’s success and failure: Implications for children’s responses. Developmental Psychology, 43 (5), 1239–1255.
312. Nicholls, J. G. (1978). The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult tasks require more ability. Child Development, 49, 800–814.
313. Nisbett, R. E. (2003). The geography of thought. New York: Simon & Schuster.
314. Nishina, A., & Juvonen, J. (2005). Daily reports of witnessing and experiencing peer harassment in middle school. Child Development, 76 (2), 435–450.
315. Nugent, B. (2007, July 29). Who’s a nerd, anyway? New York Times Magazine. Retrieved July 28, 2007 from http://www.nytimes.com/2007/07/29/magazine/29wwlnidealab- t.html?r=1&ref=magazine&oref=slogin
316. Oakes, J., & Guiton, G. (1995). Matchmaking: The dynamics of high school tracking decisions. American Educational Research Journal, 32 (1), 3–33.
317. O’Connor, M. C., & Michaels, S. (1993). Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology & Education Quarterly, 24 (4), 318–335.
318. Olson, D. R. (1994). The world on paper: The conceptual and cognitive implications of writing and reading. New York: Cambridge University Press.
319. Olson, D. R., & Katz, S. (2001). The fourth folk pedagogy. In B. Torf and R. S. Sternberg (Eds.), Understanding and teaching the intuitive mind (pp. 243–263). Mahwah, NJ: Erlbaum.
320. Organisation for Economic Co-operation and Development. (2003). Education at a glance: OECD indicators 2003. Paris: OECD.
321. Organisation for Economic Co-operation and Development (2006). Education at a glance: OECO indicators 2006. Paris: OECD.
322. Organisation for Economic Co-operation and Development (2009). PISA 2009 results: Executive summary. Retrieved January 5, 2011 from http://www.pisa.oecd.org/dataoecd/34/60/46619703.pdf
323. Paine, L. W. (1990). The teacher as virtuoso: A Chinese model for teaching. The Teachers College Record, 92 (1), 49–81.
324. Paulhus, D. L., Duncan, J. H., & Yik, M. S. M. (2002). Patterns of shyness in East- Asian and European-heritage students. Journal of Research in Personality, 36, 442–462.
325. Paulhus, D. L., Hendin, H., & Shaver, P. R. (2001). European vs. Asian heritage differences in personality: narcissism, modesty, and self-construal. Unpublished manuscript.
326. Paulhus, D. L., & Morgan, K. L. (1997). Perceptions of intelligence in leaderless groups: Dynamic effects of shyness and acquaintance. Journal of Personality and Social Psychology, 72, 581–591.
327. Pellegrini, A. D., & Long, J. D. (2003). A longitudinal study of bullying, dominance, and victimization during the transition from primary through secondary school. British Journal of Developmental Psychology, 20, 259–280.
328. Peng K.-P., & Nisbett, R. E. (1999). Culture, dialects, and reasoning about contradiction. American Psychologist, 54, 741–754.
329. Peng, S. S. (1998, July). Communication at Meeting of Chinese American Educational Research and Development Association, Chicago, IL.
330. Peng, S. S., & Wright, D. (1994). Explanation of academic achievement of Asian American students. Journal of Educational Research, 87 (6), 346–352.
331. Peréa, F. C., & GarcíaColl, C. (2008). The social and cultural contexts of bilingualism. In J. Altarriba & R. Heredia (Eds.), An introduction to bilingualism: Principles and processes (pp. 199–241). Mahwah, NJ: Erlbaum.
332. Perkins, D. N. (1995). Smart schools. New York: Free Press.
333. Perner, J., Leekam, S. R., & Wimmer, H. (1987). Three year olds difficulty with false belief: The case for a conceptual deficit. British Journal of Developmental Psychology, 5 (2), 125–137.
334. Petrie, K. J., Booth, R. J., Pennebaker, J. W., & Davison, K. P. (1995). Disclosure of trauma and immune response to a hepatitis B vaccination program. Journal of Counseling and Clinical Psychology, 63, 787–792.
335. Phinney, J. S., & Baldelomar, O. A. (2011). Identity development in multiple cultural contexts. In L. Arnett Jensen (Ed.), Bridging cultural and developmental psychology: New syntheses in theory, research and policy (pp. 161–186). New York: Oxford University Press.
336. Piaget, J., & Inhelder, B. (1969). The psychology of the child (H. Weaver, Trans.). New York: Basic.
337. Pinker, S. (1994). The language instinct. New York: Harper.
338. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813.
339. Plato (1981). Five dialogues (G. M. A. Gruber, Trans.). Indianapolis, IN: Hackett.
340. Plato (1991). The republic of Plato (2nd ed.). (A. Bloom, Trans.). New York: Basic Books.
341. Plutarch (2009). Plutarch’s lives of Pericles & Fabius Maximus, Demosthenes & Cicero. Ann Arbor: University of Michigan Library.
342. Popper, K. (1972/1989). Objective knowledge: An evolutionary approach. Oxford: Oxford University Press.
343. Portes, A., & Rumbaut, R. G. (2001). Legacies: The story of the immigrant second generation. Berkeley: University of California Press.
344. Pratt, D. D., Kelly, M., & Wong, K. M. (1999). Chinese conceptions of “effective teaching” in Hong Kong: Towards culturally sensitive evaluation of teaching. International Journal of Lifelong Learning, 18, 241–258.
345. Purdie, N., & Hattie, J. (1996). Cultural differences in the use of strategies for selfregulated learning. American Educational Research Journal, 33, 845–871.
346. Purdie, N., Hattie, J., & Douglas, G. (1996). Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison. Journal of Educational Psychology, 88, 87–100.
347. Putnam, R. D. (2007). EPluribus Unum: Diversity and community in the twenty-first century: The 2006 Johan Skytte Prize lecture. Scandinavian Political Science, 30, 137–174.
348. Qin, D. B.-L. (2008). Doing well vs. feeling well: Understanding family dynamics and the psychological adjustment of Chinese immigrant adolescent. Journal of Youth and Adolescence, 37 (1), 22–35.
349. Qin, D. B.-L. (2008). The other side of the model minority story: Understanding psychological and social adjustment of Chinese American students. In G. Li & L. Wang (Eds.), Model minority myths revisited: An interdisciplinary approach to demystifying Asian American education experiences (pp. 133–156). Charlotte, NC: Information Age.
350. Qin, D. B., Way, N., & Mukherjee, P. (2008). The other side of the model minority story the familial and peer challenges faced by Chinese American adolescents. Youth & Society, 39 (4), 480–506.
351. Quinn, N., & Holland, D. (1987). Introduction. In D. Holland & N. Quinn (Eds.), Cultural models in language and thought (pp. 3–40). New York: Cambridge University Press.
352. Quintilian (2002). Orator’s Education, Volume I: Books 1–2. (Trans. by D. A. Russell). Cambridge, MA: Harvard University Press.
353. Rakoczy, H., Warneken, F., Tomasello, M. (2008). The sources of normativity: Young children’s awareness of the normative structure of games. Developmental Psychology, 44 (3), 875–881.
354. Ramsden, S. R., & Hubbard, J. A. (2002). Family expressiveness and parental emotion coaching: Their role in children’s emotion regulation and aggression. Journal of Abnormal Child Psychology, 30 (6), 657–667.
355. Ran, A. (2001). Traveling on parallel tracks: Chinese parents and English teachers. Educational Research, 43, 311–328.
356. Rivas-Drake, D., Hughes, D., & Way, N. (2008). A closer look at peer discrimination, ethnic identity, and psychological well-being among urban Chinese American sixth graders. Journal Youth Adolescence, 37, 12–21.
357. Rogers, C. (1969). Freedom to learn. Columbus, OH: Merrill.
358. Rogof, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
359. Rogof, B. (2003). The cultural nature of human development. New York: Oxford University Press.
360. Rosch, E. (1975). Cognitive representations of semantic categories. Journal of Experimental Psychology: General, 104, 192–233.
361. Rosch, E. (1978). Principles of categorization. In E. Rosch & B. B. Lloyd (Eds.), Cognition and categorization (pp. 27–48). Hillsdale, NJ: Erlbaum.
362. Rosemont, H., Jr., (1992). Rights-bearing individuals and role-bearing persons. In I. M. Bockover (Ed.), Rules, rituals, and responsibility: Essays dedicated to Herbert Fingarette (pp. 71–101). La Sale, IL: Open Court.
363. Rosemont, H., Jr., (2003). Is there a universal path of spiritual progress in the texts of early Confucianism? In W. M. Tu & M. E. Tucker (Eds.), Confucian spirituality, vol. 1 (pp. 183–196). New York: Crossroad.
364. Rosenbloom, S. R., & Way, N. (2004). Experiences of discrimination among African American, Asian American, and Latino adolescents in an urban high school. Youth & Society, 35 (4), 420–451.
365. Ross, M., Heine, S. J., Wilson, A. E., & Sugimori, S. (2005). Cross-cultural discrepancies in self-appraisals. Personality and Social Psychology Bulletin, 31 (9), 1175–1188.
366. Rothbaum, F., & Wang, Y. Z. (2011). Cultural and developmental pathways to acceptance of self and acceptance of the world. In L. A. Jensen (Ed.), Bridging cultural and developmental approaches to psychology: New syntheses in theory, research, and policy (pp. 187–211). New York: Oxford University Press.
367. Rotter, J. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, General & Applied, 80 (1), (Whole No. 609).
368. Rousseau, J. J. (1762/1979). Emil, or on education (A. Bloom, Trans.). New York: Basic Books.
369. Rozin, P. (2010). The weirdest people in the world are a harbinger of the future of the world. Behavioral and Brain Sciences, 33, 108–109.
370. Ruble, D. N., Eisenberg, R., & Higgins, E. T. (1994). Developmental changes in achievement evaluations: Motivational implications of self-other differences. Child Development, 65, 1095–1110.
371. Ruble, D. N., Frey, K. S, & Greulich, F. (1995). Meeting goals and confronting conflicts: Children’s changing perceptions of social comparison. Child Development, 66, 723–738.
372. Russell, B. (1975). A history of western philosophy and its connection with political and social circumstances from the earliest times to the present day. New York: Simon & Schuster.
373. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55 (1), 68–78.
374. Salili, F., & Hau, K. T. (1994). The effect of teachers’ evaluative feedback on Chinese students’ perception of ability: A cultural and situational analysis. Educational Studies, 20, 223–236.
375. Schif rin, D. (1994). Approaches to discourse: Language as social interaction, Malden, MA: Blackwell.
376. Schneider, B., Hieshima, J. A., Lee, S., & Plank, S. (1994). East-Asian academic success in the United States: Family, school, and cultural explanations. In P. M. Greenfield & R. R. Cocking (Eds.), Cross-cultural roots of minority child development (pp. 332–350). Hillsdale, NJ: Erlbaum.
377. Scollon, C. N., Diener, E., Oishi, S., & Biswas-Diener, R. (2005). An experience sampling and cross-cultural investigation of the relation between pleasant and unpleasant affect. Cognition and Emotion, 19 (1), 27–52.
378. Seuss, G. T. (1950). If I ran the zoo. New York: Random House.
379. Shaver, P., Schwartz, J., Kirson, D., & O’Connor, C. (1987). Emotion knowledge: Further exploration of a prototype approach. Journal of Personality and Social Psychology, 52, 1061–1086.
380. Shun, K.-L., & Wong, D. B. (2004). Confucian ethics. New York: Cambridge University Press.
381. Shweder, R. A. (1991). Thinking through cultures. Cambridge, MA: Harvard University Press.
382. Shweder, R. A. (2011). Commentary: Ontogenetic cultural psychology. In L. A. Jensen (Ed.), Bridging cultural and developmental psychology: New syntheses in theory, research and policy (pp. 303–310). New York: Oxford University Press.
383. Siu, M. K. (2004). Official curriculum in mathematics in ancient China: How did Candidates study for the examination? In L.-H. Fan, N.-Y. Wong, J.-F. Cai, S.-Q. Li, & T.-Y. Tso (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 157–185). Singapore: World Scientific.
384. Sizer, T. R. (1996). Horace’s hope: What works for the American high school. Boston, MA: Houghton Mifflin.
385. Smith, D. (1991). Children of China: An inquiry into the relationship between Chinese family life and academic achievement in modern Taiwan. Asian Culture Quarterly, 14 (1), 1–29.
386. Smith, R. M. (1995). A new look at the canon of the Ten Attic Orators. Mnemosyne 48. 1.
387. Smits, W., & Stromback, T. (2001). The economics of the apprenticeship system. Cheltenham: Elgar.
388. Sommers, S. (1984). Adults evaluating their emotions: A cross-cultural perspective. In C. Z. Malatesta & C. E. Izard (Eds.), Emotion in adult development (pp. 319–338). Beverly Hills, CA: Sage.
389. Song, N. (1995). [Song Nian (1837–1906) on painting in the Nurturing Garden (reprint)]. Shanghai, China: Shanghai Ancient Books.
390. Spinrad, T. L., Eisenberg, N., Gaertner, B., Popp, T., Smith, C. L., Kupfer, A. et al. (2007). Relations of maternal socialization and toddlers’ effortful control to children’s adjustment and social competence. Developmental Psychology, 43 (5), 1170–1186.
391. St. Augustine. (397/1998). St. Augustine confessions (H. Chadwick, Trans.). New York: Oxford University Press.
392. State Statistics Bureau (SSB). (2005). [China’s fifty-five years of statistical data]. Beijing, China: China Statistical Press.
393. Steenbergen-Hu, S.-Y., & Moon, S. M. (2011). The effects of acceleration on highability learners: A meta-analysis. Gifted Child Quarterly, 55 (1), 39–53.
394. Steinberg, L., Dornbusch, S., & Brown, B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47, 723–729.
395. Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
396. Sternberg, R. J. (1985). Implicit theories of intelligence, creativity, and wisdom. Journal of Personality and Social Psychology, 49, 607–627.
397. Stevenson, H. W., & Stigler, J. W. (1992). The learning gap. New York: Simon & Schuster.
398. Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.
399. Stipek, D. (1998). Differences between Americans and Chinese in the circumstances evoking pride, shame, and guilt. Journal of Cross-Cultural Psychology, 29 (5), 616–629.
400. Storch, E. A., & Masia-Warner, C. (2004). The relationship of peer victimization to social anxiety and loneliness in adolescent females. Journal of Adolescence, 27, 351–362.
401. Strayer, F. F. (1991). The development of agonistic and affiliative structures in preschool play groups. In J. Silverberg & P. Gray (Eds.), To fight or not to fight: Violence and peacefulness in humans and other primates. Oxford: Oxford University Press.
402. Su, Y.-F., & Wu, J.-Y. (2005). [The emergence and development of new Chinese education (1860–1928)]. Taipei, Taiwan: Wunan Publishing.
403. Suárez-Orozco, C., & Suárez-Orozco, M. (2001). Children of immigration: The developing child. Cambridge, MA: Harvard University Press.
404. Suárez-Orozco, C., Suárez-Orozco, M., & Todorova, I. (2008). Learning a new land: Immigrant students in American society. New York: Belknap.
405. Sue, D., Sue, D. M., & Ino, S. (1990). Assertiveness and social anxiety in Chinese– American women. Journal of Psychology, 124, 155–163.
406. Swann, W. B., Jr., & Rentfrow, P. J. (2001). Blirtatiousness: Cognitive, behavioral, and physiological consequences of rapid responding. Journal of Personality and Social Psychology, 81, 1160–1175.
407. Takeuchi, D. T., Chung, R. C. Y., Lin, K. M. et al. (1998). Lifetime and twelvemonth prevalence rates of major depressive episodes and dysthymia among Chinese Americans in Log Angeles. American Journal of Psychiatry, 155, 1407–1414.
408. Tang, T. K. W. (2001). The influence of teacher education on conceptions of teaching and learning. In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives (pp. 221–238). Hong Kong: Comparative Education Research Centre.
409. Tangney, J. P. (2000). Humility: Theoretical perspectives, empirical findings and directions for future research. Journal of Social and Clinical Psychology, 19 (1), 70–82.
410. Tangney, J. P. (2002). Humility. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 411–419). New York: Oxford University Press.
411. Tao, Y.-M. (1963). [The land of peach blossoms in C.-C. Wu & D.-H. Wu (Eds.). Essence of classical literature, Vol. 1]. Zhonghua Book Company.
412. Tesser, A., Campbell, J., & Smith, M. (1984). Friendship choice and performance: Self-evaluation maintenance in children. Journal of Personality and Social Psychology, 46 (3), 561–574.
413. The Economist. (2008, September 11). Huddled classes: How migrants fare in school, and what schools can learn from them (printed.). http://www.economist.com/world/international/displaystory.cfm?story_id=12208631
414. Thomaes, S., Reijntjes, A., de Castro, B. O., & Bushman, B. J. (2009). Reality bites – or does it? Realistic self-views buffer negative mood following social threat. Psychological Science, 3 (2), 1–2.
415. Ting-Toomey, S. (Ed.) (1994). The challenge of facework: Cross-cultural and interpersonal issues. Albany: State University of New York Press.
416. Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan, and United States. Chicago: The University of Chicago Press.
417. Tobin, J. J., Wu, D. Y. H., & Davidson, D. H. (1989). Preschool in three cultures: Japan, China, and the United States. New Haven, CT: Yale University Press.
418. Toch, T. (1991). In the name of excellence. New York: Oxford University Press.
419. Todd, S. C. A. (2008). Commentary on Lysias: Speeches 1–11. Oxford: Oxford University Press.
420. Todd, S. C. A. (2000). The Oratory of Classical Greece: Volume 2. Austin: University of Texas Press.
421. Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press.
422. Tracy, J. L., & Robins, R. W. (2007). The self in self-conscious emotions: A cognitive appraisal approach. In J. L. Tracy, R. W. Robins, & J. P. Tangney (Eds.), The selfconscious emotions: Theory and research (pp. 3–20). New York: Guilford.
423. Tracy, J. L., & Robins, R. W. (2007). The nature of pride. In J. L. Tracy, R. W. Robins, & J. P. Tangney (Eds.), The self-conscious emotions: Theory and research (pp. 263–282). New York: Guilford.
424. Traub, G. S. (1983). Correlations of shyness with depression, anxiety, and academic performance. Psychological Reports, 52, 849–850.
425. Trevarthen, C. (1998). The concept and foundation of infant intersubjectivity. In S. Braten (Ed.), Intersubject communication and emotion in early ontogeny (pp. 15–46). New York: Cambridge University Press.
426. Triandis, H. C. (1995). Individualism and collectivism. Boulder, CO: Westview.
427. Tsai, J. L., Knutson, B., & Fung, H. H. (2006). Cultural variation in affect valuation. Journal of Personality and Social Psychology, 90 (2), 288–307.
428. Tsai, J. L., Louie, J. Y., Chen, E. E., & Uchida, Y. (2007). Learning what feelings to desire: Socialization of ideal affect through children’s storybooks. Personality and Social Psychology Bulletin, 33 (1), 17–30.
429. Tseng, V., & Fuligni, A. J. (2000). Parent-adolescent language use and relationships among immigrant families with East Asian, Filipino, and Latin American Backgrounds. Journal of Marriage and the Family, 62, 465–476.
430. Tu, W. M. (1979). Humanity and self-cultivation: Essays in Confucian thought. Berkeley, CA: Asian Humanities Press.
431. Tweed, R. G., & Lehman, D. R. (2002). Learning considered within a cultural context: Confucian and Socratic approaches. American Psychologist, 57 (2), 89–99.
432. Uguroglu, M. E., & Walberg, H. J. (1986). Predicting achievement and motivation. Journal of Research and Development in Education, 19, 1–12.
433. U.S. Census Bureau (2004). We the people: Asians in the United States, Census 2000 Special Report. Washington, DC: U.S. Census Bureau.
434. U.S. Census Bureau (2010). Overview of race and Hispanic origin: 2010 (Release No. C2010BR-02). Retrieved May 20, 2011 from http://www.census.gov/prod/cen2010/briefs/c2010br-02.pdf
435. U.S. National Survey on Drug Use and Health (2005). The NSDUH report. Retrieved July 8, 2009 from http://www.oas.samhsa.gov/2k5/suicide/suicide.htm
436. Van Abbema, D. L., & Bauer, P. J. (2008). Autobiographical memory in middle childhood: Recollections of the recent and distant past. Memory, 13 (8), 829–845.
437. Van Egmond, M. C. (2011). Mind and virtue: A cross-cultural analysis of beliefs about learning. Unpublished doctoral dissertation, Jacobs University, Germany.
438. Vansteenkiste, M., Zhou, M.-M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? Journal of Educational Psychology, 97 (3), 468–483.
439. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
440. Wang, H., Chang, B.-R., Li, Y.-S., Lin, L.-H., Liu, J., Sun, Y.-L., et al. (1986). [Dictionary of the frequency of vocabulary in modern Chinese]. Beijing, China: Beijing Languages Institute Press.
441. Wang, Q. (2001). “Did you have fun?” American and Chinese mother-child conversations about shared emotional experiences. Cognitive Development, 16, 693–715.
442. Wang, Q. (2004). The emergence of cultural self-constructs: Autobiographical memory and self-description in European American and Chinese children. Developmental Psychology, 40 (1), 3–15.
443. Wang, Q., & Leichtman, M. D. (2000). Same beginnings, different stories: A comparison of American and Chinese children’s narratives. Child Development, 71, 1329–1346.
444. Wang, T., & Murphy, J. (2004). An examination of coherence in a Chinese mathematics classroom. In L.-H. Fan, N.-Y. Wong, J.-F. Cai, S.-Q. Li, & T.-Y. Tso (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 107–123). Singapore: World Scientific.
445. Wang, T., Ruan, Z.-F., Chang, X.-F., Bao, K.-Y., Wang, J.-Y., Li, Z.-Y., et al. (1985). [Dictionary of Chinese idioms]. Shanghai: Shanghai Dictionary Press.
446. Wang, Y.-T. (Ed.) (1992). [A new dictionary of modern Chinese language]. Hainan, China: Hainan Publishing House.
447. Watkins, D. A. (2009). Motivation and competition in Hong Kong secondary schools: The students’ perspective. In C. Chan & N. Rao (Eds.), Revisiting the Chinese learner: Psychological and pedagogical perspectives (pp. 71–88). Hong Kong: Comparative Education Research Centre (CERC), University of Hong Kong and Springer Press.
448. Watkins, D. A., & Biggs, J. B. (Eds.) (1996). The Chinese learner: Cultural, psychological, and contextual influences. Hong Kong: Comparative Education Research Centre.
449. Watkins, D. A., & Biggs, J. B. (2001). Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong: Comparative Education Research Centre.
450. Way, N. (2005). Seeking engagement: Reflections from a qualitative researcher. Journal of Adolescent Research, 20, 531–537.
451. Webb, N. M., Franke, M. L., Ing, M., Chan, A., De, T., Freund, D., et al. (2008). The role of teacher instructional practices in student collaborations. Contemporary Educational Psychology, 33, 360–381.
452. Webster’s new collegiate dictionary. (1973). Springfield, MA: Merriam.
453. Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer.
454. Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory of mind development: The truth about false beliefs. Child Development, 72, 655–684.
455. Wentzel, K. R., & Asher, S. R. (1995). The academic lives of neglected, rejected, popular, and controversial children. Child Development, 66, 754–763.
456. Wentzel, K. R., & Caldwell, K. (1997). Friendships, peer acceptance, and group membership: Relations to academic achievement in middle school. Child Development, 68, 1198–1209.
457. Wentzel, K. R., & Wigfield, A. (1998). Academic and social motivational influence on students’ academic performance. Educational Psychology Review, 10 (2), 155–175.
458. Wertsch, J. V. (1996). A socio-cultural approach to socially shared cognition. In P. Baltes & U. Staudinger (Eds.), Interactive minds (pp. 85–100). New York: Cambridge University Press.
459. Westfall, R. (1971). The construction of modern science: Mechanisms and mechanics. New York: Cambridge University Press.
460. Wex, M. (2005). Born to Kvetch: Yiddish language and culture in all of its moods. New York: Harper Collins.
461. White, M. I., & LeVine, R. A. (1987). What is an “ii ko” (good child)? In H. Stevenson, H. Azuma, & H. Kenji (Eds.), Child Development in Japan (pp. 55–62). New York: Freeman.
462. White, S. H. (1998). What do we have to do to create a better social design for adolescence? Paper read in honor of Theodore Sizer at Brown University.
463. Williams, M. (2001). Problems of knowledge: A critical introduction to epist emology. New York: Oxford University Press.
464. Wilson, E. O. (1998). Consilience: The unity of knowledge. New York: Knopf.
465. Wilson, J. Q. (1993). The moral sense. New York: Simon & Schuster.
466. Wilson, R. (1980). Conformity and deviance regarding moral rules in Chinese society: A socialization perspective. In A. Kleinman & T. Lin (Eds.), Moral and abnormal behavior in Chinese culture (pp. 117–136). Dordrecht: D. Reidel.
467. Winner, E. (1989). How can Chinese children draw so well? Journal of Aesthetic Education, 23 (1), 65–84.
468. Winner, E. (1996). Gifted children: Myths and realities. New York: Basic Books.
469. Wong, N.-Y. (2004). The CHC learner’s phenomenon: Its implications on mathematics education. In L.-H. Fan, N.-Y. Wong, J.-.F Cai, S.-Q. Li, & T.-Y. Tso (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 503–534). Singapore: World Scientific.
470. Wong, N.-Y., Han, J.-W., & Lee, P.-Y. (2004). The mathematics curriculum: Toward Globalization or Westernization? In L.-H. Fan, N.-Y. Wong, J.-F. Cai, S.-Q. Li, & T.-Y. Tso (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 27–64). Singapore: World Scientific.
471. Wu, C.-X., & Chao, R. K. (2005). Intergenerational cultural conflicts in norms of parental warmth among Chinese American immigrants. International Journal of Behavioral Development, 29 (6), 516–523.
472. Wu, D. Y. H. (1996). Chinese childhood socialization. In M. Bond (Ed.), The handbook of Chinese psychology (pp. 143–154). Hong Kong: Oxford University Press.
473. Wu, J.-Y. (1990). [History of the development of education policy during 1925–1940 under the China’s Nationalist government]. Taipei, Taiwan: Wunan Publishing.
474. Wu, S.-P., & Lai, C.-Y. (1992). [Complete translations of the four books and five classics into modern Chinese]. Beijing, China: International Culture Press.
475. Xu, G. Q. (2004). The use of eloquence: The Confucian perspective. In C. S. Lipson & R. A. Binkley (Eds.), Rhetoric before and beyond the Greeks (pp. 115–130), Albany: State University of New York Press.
476. Yamamoto, Y., & Li, J. (2012). Quiet in the eye of the beholder: Teacher perceptions of Asian immigrant children. In C. Garcia Coll (Vol. Ed.), The impact of immigration on children’s development (pp. 1–17). Contributions to human development: Human Development. Basel, Switzerland, Karger.
477. Yang, C.-L. (1995). [Reciting or listening to the origin and ideal of children’s classics training]. [Bulletin of Chinese] (National Kaohsiung Normal University), 8, 1–50.
478. Yang, K. S. (Ed.) (1988). [Chinese people’s psychology]. Taipei, Taiwan: Gwei Gwan Tu Shu.
479. Yang, S.-Y., & Sternberg, R. J. (1997). Taiwanese Chinese people’s conceptions of intelligence. Intelligence, 25 (1), 21–29.
480. Yang, Y.-Y. (2001a). [‘One of us’: A case study on the classification of Chinese guanxi]. Indigenous Psychological Research in Chinese Societies, 13, 277–316.
481. Yang, Y.-Y. (2001b). [Zijiren: From Chinese affection pattern to understanding the relation between mother-in-laws and daughter-in-laws]. Indigenous Psychological Research in Chinese Societies, 16, 1–39.
482. Yao, E. (1985). A comparison of family characteristics of Asian-American and Anglo- American high achievers. International Journal of Comparative Sociology, 26 (34), 198–208.
483. Yoshikawa, H. (2011). Immigrants raising citizens: Undocumented parents and their children. New York: Sage.
484. Young, L. W. L. (1982). Inscrutability revisited. In J. J. Cumpez (Ed.), Language and social identity (pp. 72–84). Cambridge: Cambridge University Press.
485. Young, L. W. L. (1994). Crosstalk and culture in Sino-American communication. New York: Cambridge University Press.
486. Yu, Y.-S. (1992). [Chinese culture and modern evolution]. Sanmin Publishing House.
487. Yu, Y.-S. (2003). [Intellectuals and Chinese culture]. Shanghai: Shanghai People’s Press.
488. Yum, J. O. (1991). The impact of Confucianism on interpersonal relationships and communication patterns in East Asia. In L. A. Samovar & R. E. Porter (Eds.), Intercultural communication: A reader (pp. 66–78). Belmont, CA: Wadsworth.
489. Zane, N. W., Sue, S., Hu, L.-T., & Kwon, J.-H. (1991). Asian-American assertion: A social learning analysis of cultural differences. Journal of Counseling Psychology, 38, 63–70.
490. Zhang, D.-Z., Li, S.-Q., & Tang, R.-F. (2004). The “two basics”: Mathematics teaching and learning in Mainland China. In L.-H. Fan, N.-Y. Wong, J.-F. Cai, S.-Q. Li, & T.-Y. Tso (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 189–207). Singapore: World Scientific.
491. Zhou, M. (2009). Conflict, coping, and reconciliation: Intergenerational relations in Chinese immigrant families. In N. Foner (Ed.), Across generations: Immigrant families in America (pp. 21–46). New York: New York University Press.
492. Zhou, M., & Kim, S. S. (2006). Community forces, social capital, and educational achievement: The case of supplementary education in the Chinese and Korean immigrant communities. Harvard Educational Review, 76, 1–29.