Neural Representation of Collective Self-esteem in Resting-state Functional Connectivity and its Validation in Task-dependent Modality.

INTRODUCTION: Collective self-esteem (CSE) is an important personality variable, defined as self-worth derived from membership in social groups. A study explored the neural basis of CSE using a task-based functional magnetic resonance imaging (fMRI) paradigm; however, task-independent neural basis of CSE remains to be explored, and whether the CSE neural basis of resting-state fMRI is consistent with that of task-based fMRI is unclear. METHODS: We built support vector regression (SVR) models to predict CSE scores using topological metrics measured in the resting-state functional connectivity network (RSFC) as features. Then, to test the reliability of the SVR analysis, the activation pattern of the identified brain regions from SVR analysis was used as features to distinguish collective self-worth from other conditions by multivariate pattern classification in task-based fMRI dataset. RESULTS: SVR analysis results showed that leverage centrality successfully decoded the individual differences in CSE. The ventromedial prefrontal cortex, anterior cingulate cortex, posterior cingulate gyrus, precuneus, orbitofrontal cortex, posterior insula, postcentral gyrus, inferior parietal lobule, temporoparietal junction, and inferior frontal gyrus, which are involved in self-referential processing, affective processing, and social cognition networks, participated in this prediction. Multivariate pattern classification analysis found that the activation pattern of the identified regions from the SVR analysis successfully distinguished collective self-worth from relational self-worth, personal self-worth and semantic control. CONCLUSION: Our findings revealed CSE neural basis in the whole-brain RSFC network, and established the concordance between leverage centrality and the activation pattern (evoked during collective self-worth task) of the identified regions in terms of representing CSE.

Social Class Priming Effect on Prosociality: Evidence from Explicit and Implicit Measures.

Although abundant research has explored the relationship between social class and prosociality, it remains controversial. This study aimed to investigate the effect of social class priming on prosociality among college students. Experiment 1 was an explicit experiment in which we employed the MacArthur scale to prime participants' social class and then used a donation task. The results showed that students in a low social class priming group had more donation behaviors compared to ones in a high social class priming group. Experiment 2 was an implicit experiment in which we used a single category implicit association test (SC-IAT) to investigate the relationship between the self-concepts of different social classes and prosociality after priming participants' social class. The results indicated that students in a low social class priming condition had a stronger connection between self-concepts and prosocial inclinations than ones in a high social class priming condition. Thus, our study demonstrated that students primed with low social class were more prosocial than those primed with high social class, and supported the empathy-altruism theory of prosocial behavior. These findings are of great practical significance to promote prosocial behavior of individuals of different social classes.

Corrigendum: Development and Validation of the Win-Win Scale.

[This corrects the article DOI: 10.3389/fpsyg.2021.657015.].

Development and Validation of the Win-Win Scale.

Accumulating evidence has shown that win-win is necessary for both individuals and the society. This research, including two studies, aimed to develop and validate a measurement of the win-win scale. In the first study, we screened the items by item analysis and extracted common factors using exploratory factor analysis (EFA), thus determining a total of 25 items in the initial scale consisted of five dimensions including integrity, advancement, altruism, harmoniousness, and coordination. In the second study, we used first- and second-order confirmatory factor analysis (CFA) to test the scale's construct validity. The results indicated a good fit between the five-factor model and the data. Based on our results, we have formed a win-win scale by keeping 16 items from the original project pool.

A Difference of Past Self-Evaluation Between College Students With Low and High Socioeconomic Status: Evidence From Event-Related Potentials.

Socioeconomic status (SES) refers to the social position or class according to their material and non-material social resources. We conducted a study with 60 college students to explore whether SES affects past self-evaluation and used event-related potentials (ERPs) in a self-reference task that required participants to judge whether the trait adjectives (positive or negative) describing themselves 5 years ago were appropriate for them. Behavioral data showed that individuals' positive past self-evaluations were significantly higher than individuals' negative past self-evaluations, regardless of high or low SES. Individuals with high SES had significantly higher positive past self-evaluations than those with low SES. ERP data showed that in the low SES group, negative adjectives elicited a marginally greater N400 amplitude than positive adjectives; in the high SES group, negative adjectives elicited a greater late positive potential (LPP) amplitude than positive adjectives. N400 is an index of the accessibility of semantic processing, and a larger N400 amplitude reflects less fluent semantic processing. LPP is an index of continuous attention during late processing; the larger LPP amplitude is elicited, the more attention resources are invested. Our results indicated that compared with college students with low SES, the past self-evaluations of college students with high SES were more positive; college students with high SES paid more attention to negative adjectives. However, college students with low SES were marginally less fluent in processing negative adjectives.