SHIMIZU, Yuki

写真a

Affiliation

Faculty of Letters, Arts and Sciences, School of Culture, Media and Society

Job title

Professor

Homepage URL

https://sites.google.com/view/yukishimizu

Degree 【 display / non-display

  • Ochanomizu University   -

Research Experience 【 display / non-display

  • 2020
    -
    Now

    Waseda University   Faculty of Letters, Arts and Sciences   Professor

  • 2006
    -
    2020

    Saitama University   Faculty of Education   Associate Professor

  • 2016
    -
    2018

    New York University   visiting scholar

  • 2011
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    2012

    New York University   visiting scholar

  • 2004
    -
    2006

    Ochanomizu University   Assistant Professor

Professional Memberships 【 display / non-display

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    American Psychological Association

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    日本発達心理学会

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    日本心理学会

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    Society for Research in Child Development

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    THE JAPANESE SOCIETY OF SOCIAL PSYCHOLOGY

 

Research Areas 【 display / non-display

  • Educational psychology

Papers 【 display / non-display

  • Attention allocation is a possible mediator of cultural variations in spontaneous trait and situation inferences: Eye-tracking evidence

    Yuki Shimizu, James S. Uleman

    Journal of Experimental Social Psychology   94   104115 - 104115  2021.05  [Refereed]

    DOI

  • The development of temperament and maternal perception of child: A cross-cultural examination in the United States and Japan

    Sawa Senzaki, Yuki Shimizu, Destany Calma-Birling

    Personality and Individual Differences   170  2021.02  [Refereed]

     View Summary

    © 2020 Previous research shows cross-cultural differences in adult personality and child temperament, yet the developmental origin of these cultural differences remains unclear. To understand a potential role of socialization grounded in cultural values, this study investigated culturally specific maternal perceptions of child and children's development of temperament in the U.S. and Japan. Maternal perception of child was assessed via maternal interview in the U.S. (n = 42) and Japan (n = 40). Six months after the interview, child's temperament was assessed. Cross-cultural differences in maternal perception of child and child's temperament, and the relation between the two were analyzed. US-American infants scored higher on the surgency/extraversion trait than Japanese infants, whereas Japanese infants scored higher on the negative affectivity/neuroticism trait than US-American infants. US-American mothers used more positive evaluation and private/autonomy descriptions of their infants, whereas Japanese mothers used more negative evaluation and context-specific descriptions of their infants by making references to other people, time, or location. Child's negative affectivity trait was closely related to maternal perception of child's social/context characteristics and negative evaluations. The findings provide support for the socio-cultural framework of temperament development and suggest an important consideration of cultural factors when designing educational and parenting programs.

    DOI

  • Cultural similarities and differences in the development of sociomoral judgments: An eye-tracking study

    Yuki Shimizu, Sawa Senzaki, Jason M. Cowell

    Cognitive Development   57  2021.01  [Refereed]

    DOI

  • Early Learning Environments for the Development of Attention: Maternal Narratives in the United States and Japan

    Sawa Senzaki, Yuki Shimizu

    Journal of Cross-Cultural Psychology   51 ( 3-4 ) 187 - 202  2020.05  [Refereed]

     View Summary

    A large body of research has demonstrated cross-cultural differences in visual attention, especially between members of North American societies (e.g., Canada, United States) and East Asian societies (e.g., China, Japan, Korea). Despite an increasing number of studies suggesting an emergence of cross-cultural differences in early childhood, relatively little is known about how these culturally divergent patterns of attention are acquired and maintained. It has been largely assumed that socialization practices, especially parent-child interactions, contribute to the acquisition of cross-cultural differences in attention. By focusing on maternal narratives during the shared reading activity, this study examined the socialization contexts in which mothers direct their infants' attention in the United States (n = 50 dyads) and Japan (n = 53 dyads). Mothers in the United States and Japan read a picture book to their 6- to 18-month-old infants in the lab, and maternal narratives were coded to identify attention to focal objects and social interactions. Infants' sustained attention was also measured during shared reading. The findings demonstrated that during the shared reading activity, U.S. mothers were relatively more likely to focus on the focal objects than the background, whereas Japanese mothers were more likely to refer to the social interactions between focal objects and the background. Infants' age and gender were not related to maternal narratives, and infants' sustained attention was similar across cultures. Findings suggest significant cross-cultural differences in mother-infant interactions, which may act as scaffolds for infants to internalize their parents' cognitive styles.

    DOI

  • The development of attention to singular vs. plural sets in preschool children: Insights from a cross-linguistic comparison between English and Japanese

    Sawa Senzaki, Jennifer Lanter, Yuki Shimizu

    Cognitive Development   52  2019.10  [Refereed]

     View Summary

    Languages differ in the ways speakers express the number of objects in a set. The English language, but not Japanese, requires grammatical differentiation of nouns for singular and plural forms (e.g., cat versus cats). The present study investigated whether this grammatical difference constrains the development of preschool children's attention to sets of 'one' versus 'more than one' using the card matching task in the U.S. and Japan. The task required the use of singular-plural information to match. Overall, 3- to 5-year-old children completed the task better than chance; however, language-specific patterns of development emerged. While English-speaking children did not show age-related differences in their attention to singular vs. plural sets, Japanese-speaking 4- and 5-year-olds performed significantly better than 3-year-olds. The results extend previous findings and provide insights for a multifaceted relation among age-related and linguistic specific factors on developmental pathways of children's attention to singular and plural sets of objects.

    DOI

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Books and Other Publications 【 display / non-display

  • ラクガキのススメ

    ラクガキを考える会, 小澤, 基弘

    あいり出版  2020.04 ISBN: 9784865550764

  • 発達障害の心理学 -特別支援教育を支えるエビデンス

    北洋輔, 平田正吾

    福村出版  2019.09 ISBN: 9784571121395

  • 発達心理学 : 周りの世界とかかわりながら人はいかに育つか

    藤村 宣之

    ミネルヴァ書房  2019 ISBN: 9784623084630

  • 領域言葉

    宮里 暁美, 倉持 清美, 伊集院 理子, 野田 淳子

    萌文書林  2018 ISBN: 9784893472595

  • 他者とかかわる心の発達心理学 : 子どもの社会性はどのように育つか

    清水 由紀, 林 創

    金子書房  2012 ISBN: 9784760828319

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Misc 【 display / non-display

  • コロナ禍における子どもの暮らしの安全・安心 -発達心理学から見る子どもへの関わり-

    清水由紀

    教育と医学 慶應義塾大学出版会   69 ( 2 ) 12 - 20  2021.03

    Article, review, commentary, editorial, etc. (scientific journal)  

  • 子どもの人生で「信頼感」が育まれていく過程(特集 子どもが信頼する先生)

    清水 由紀

    児童心理   73   10 - 17  2019.03

  • The Developmental Process of White Lies in Young Childhood : Lie-telling as prosocial behaviors

    Journal of Saitama University. Faculty of Education   68 ( 2 ) 419 - 441  2019

     View Summary

    We sometimes tell prosocial lies in order to stop someone from being upset by the truth. For example, when you receive a disappointing gift from your friend, you may tell him/her, "Thank you, I like this". White lies are observed even among young children. However, it is still unclear how they are motivated to tell white lies. Furthermore, little is known whether educational interventions promote young children to tell white lies in interpersonal settings. This study investigated what factors affect 4- to 6-year-old children's prosocial lie-telling and whether educational interventions are effective to promote children's white lie. Results suggest that around 70% of young children told white lies and evaluated telling white lies positively. The relationship between the development of theory of mind and that of white lie-telling was not significant. When asked the reason to tell a white lie, young children answered other-oriented motivations rather than self-oriented motivations. In addition, children were promoted to tell a white lie after instructed to think about others' reactions and feelings when they told a truth (i.e. "I do not like this"). These results indicate that young children's ability to tell white lies is higher than estimated in previous studies, and educational interventions are effective to promote their prosocial lie-telling. Findings contribute to understanding the trajectory of young children's prosocial development and have educational implications.

    DOI CiNii

  • Two-years-old Children's Nurturing Behaviors toward Infants In Multi-age Childcare : The Difference of Sex, Age, and Siblings assessed by Nursery Teachers

    Journal of Saitama University. Faculty of Education   68 ( 2 ) 257 - 267  2019

     View Summary

    This study investigated 2-year-old children's "nurturing behaviors" toward infants using the questionnaire developed by the authors for the purpose of this study. Children's "nurturing behaviors" consisted of "caring," "assistance through adults or objects," and "touching or approaching." They engaged more often in "touching or approaching" than "caring" and "assistance through adults or objects." The nurturing behavior score was higher among children with younger siblings than children without younger siblings, among girls than boys, and among older children than younger children. In addition, younger girls engaged in "nurturing behaviors" as much as boys, but older girls engaged more in "nurturing behaviors" than boys. It was suggested that these differences of "nurturing behaviors" by sex or sibling may be affected by children's development of sex role.

    DOI CiNii

  • 発達段階からみたいじめ (特集 いじめ再考)

    清水 由紀

    児童心理   72 ( 6 ) 523 - 529  2018.05

    CiNii

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Awards 【 display / non-display

  • 城戸奨励賞

    2001   日本教育心理学会  

Research Projects 【 display / non-display

  • 道徳発達の文化差と親子間の転移:認知神経科学的アプローチによる検討

    基盤研究(B)

    Project Year :

    2021.04
    -
    2026.03
     

    清水 由紀, 綿貫 啓一

  • 児童に寄り添った「表現の見取り」を可能とする教員支援システムの創出とその効果検証

    基盤研究(B)

    Project Year :

    2019.04
    -
    2023.03
     

    小澤 基弘, 綿貫 啓一, 清水 由紀, 野村 亮太

  • 他者の性格についての自動的な判断における文化差

    Project Year :

    2020.10
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    2021.09
     

    清水 由紀

  • Mechanisms of culture-specific person perception: Japan-US comparison of spontaneous trait inferences

    Grant-in-Aid for Scientific Research (C)

    Project Year :

    2017.04
    -
    2020.03
     

    Shimzu Yuki

     View Summary

    This study aimed to explore mediational mechanisms underlying the cross-cultural variations in the co-occurrence of spontaneous trait and situation inferences. Specifically, we investigated whether an analytic-holistic attention style mediates the relationship between culture and spontaneous inferences.
    The results of two experiments suggest that European Americans showed more spontaneous trait inferences than situation inferences, while Asian Americans and Japanese showed these inferences equally. Further, the investigation of the association between attention and spontaneous inferences revealed that cultural difference in attention allocation while observing behavioral scenes mediates between culture and the co-occurrence of spontaneous trait and situation inferences.

  • The construction of cross-cultural model on the development of automatic person perception: Exploring differences between Japan and U.S.(Fostering Joint International Research)

    Fund for the Promotion of Joint International Research (Fostering Joint International Research)

    Project Year :

    2016
    -
    2018
     

    SHIMIZU Yuki

     View Summary

    This study aims to elucidate the ontogenetic origin and transmission process of culture-specific person cognition. Specifically, we examined how culture influences the development of moral inference and social evaluation in early childhood by an experimental approach.
    Three studies of children aged 6 months to 4 years and their parents suggested that culture-specific person cognition appeared around 3 years of age. Also, it is suggested that the parent's child-directed speech in preverbal infancy may serve as a scaffolding for the child to interpret the other's behavior and that culture-specific attentional processes. In addition, it is considered that we established the research base of developmental research by cultural psychology approaches, which is one of the few in the world.

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Specific Research 【 display / non-display

  • 道徳的認知に関する認知神経科学的基盤の解明

    2020  

     View Summary

    他者の行動観察時に,その人の道徳的特性をどのように認知するのかについて,実験的アプローチにより視線を指標とした検討を行った。その結果,道徳的認知には行動場面のどの要素に視線を向けるかといった注意過程が大きく影響していることが明らかになった。またこのような注意過程には,文化差があることが示された。具体的には,アメリカ人と日本人のいずれも人物により目を向けるが,日本人は状況にも目を向けやすいことが明らかになった。成果を国際誌(Journal of Experimental Social Psychology)に投稿し採択された。

  • 道徳発達の文化差と親子間の転移:認知神経科学的アプローチによる検討

    2020   先崎沙和, Jason Cowell

     View Summary

    日本人とアメリカ人の幼児およびその親を対象として,道徳理解の発達に関する実験的検討を行った。視線や脳波という言語に依存しない指標を用いることによって,より直接的に2つの文化の比較をすることができる。本課題では,視線および脳波測定において必要となる情報の収集を目的とした。具体的には,昨年度までに実施した日米の幼児を対象とした予備実験のデータを分析した。道徳的場面の観察時の視線を測定し,道徳的認知のプロセスについて推測した。また,親子の相互作用の様子を観察し,子どもの道徳理解との関連が予測されるのかどうかについて検討した。これらの予備的な分析により実験計画が具体化し,2021年度の科研費基盤(B)の採択につながった。またこれまでの成果の一部を国際誌であるCognitive Developmentに投稿し採択された。

 

Syllabus 【 display / non-display

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Committee Memberships 【 display / non-display

  • 2020
    -
    Now

    日本発達心理学会  発達心理学研究編集委員

  • 2017
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    Now

    日本心理学会  国際委員会委員

  • 2017
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    Now

    日本心理学会  心理学ワールド編集委員

  • 2017
    -
    Now

    日本心理学会  学術大会委員会委員

  • 2017
    -
    2019

    日本心理学会  国際賞選考委員会委員

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