European Americans are self-enhancing, whereas East Asians are sometimes self-critical. However, the mechanisms underlying this cultural difference remain unclear. Here, we addressed this gap by testing 32 Taiwanese and 32 American young adults, who indicated whether their self-esteem would change in various episodes involving success or failure. We monitored their electroencephalogram (EEG) and assessed upperalpha band power in response to the outcome information. An increase in upper-alpha power indicates internally directed attention; therefore, it is an index of self-referential processing when assessed during a judgment about the self. As predicted, Americans judged that their self-esteem (but not another's) would increase more after a success than it would decrease after a failure, thereby showing the previously observed self-enhancing pattern. Taiwanese tended to show the opposite pattern, self-criticism. Notably, Americans, but not Taiwanese, showed an increase in upper-alpha band power in response to the self's successes (vs. failures). This bias in the EEG index of self-referential processing predicted the cultural difference in selfenhancement (vs. criticism). The role of self-referential processing in self-enhancement is discussed.

Caregiver impact on the efficacy of cognitive emotion regulation (ER; i.e. reappraisal) during childhood is poorly understood, particularly across cultures. We tested the hypothesis that in children from Japan and the USA, a neurocognitive signature of effective reappraisal, the late positive potential (LPP), will be bolstered by cognitive scaffolding by parents, and explored whether the two cultures differed in whether mere physical proximity of parents provides similar benefit. Five-to-seven-year-olds (N = 116; nJapan = 58; nUSA = 58) completed a directed reappraisal task (EEG-recorded) in one of three contexts: (i) parent-scaffolding, (ii) parent-present and (iii) parent-absent. Across cultures, those in the parent-scaffolding group and parent-present group showed effective reappraisal via the LPP relative to those in the parent-absent group. Results suggest that scaffolding is an effective method through which parents in these two cultures buttress child ER, and even parental passive proximity appears to have a meaningful effect on child ER across cultures.

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