Culture–emotion–memory interactions in early social learning: A cross-cultural study of emotional openness and memory bias

This study examined how cultural context influences the interaction between memory and emotion in early social learning. Based on Social Learning Theory, Cultural Dimensions Theory, and the Independent and Interdependent Self-Construal Model, we compared Chinese and American children aged 5-8 (N = 190). Children completed either a group or individual task and viewed videos with positive or negative emotions. Memory (group vs. individual) and emotional openness were assessed through delayed recall and behavioral coding. Prior to the main study, all emotional video stimuli were pretested across both cultural groups to ensure equivalence in the perception of positive and negative emotions. Chinese children showed stronger group memory and more restrained emotional openness under positive emotions, consistent with interdependent self-construal. American children demonstrated stronger individual memory and high emotional openness, especially under negative emotions, consistent with independent self-construal. A significant three-way interaction showed that emotional valence moderated cultural effects on memory. These findings suggest that culture shapes how children remember and express emotions, providing implications for culturally sensitive approaches to early education.