Disappearance of self-serving bias: Reward positivity reflects performance monitoring modulated by responsibility attribution in a two-person cooperative task

Interpersonal coordination enhances brain-to-brain synchronization and influences responsibility attribution and reward allocation in social cooperation

Fair distribution of resources matters to both individual interests and group harmony during social cooperation. Different allocation rules, including equity- and equality-based rules, have been widely discussed in reward allocation research; however, it remains unclear whether and how individuals' cooperative manner, such as interpersonal coordination, influence their subsequent responsibility attribution and reward allocation. Here, 46 dyads conducted a time estimation task-either synergistically (the coordination group) or solely (the control group)-while their brain activities were measured using a functional near-infrared spectroscopy hyperscanning approach. Dyads in the coordination group showed higher behavioral synchrony and higher interpersonal brain synchronization (IBS) in the dorsal lateral prefrontal cortex (DLPFC) during the time estimation task than those in the control group. They also showed a more egalitarian tendency of responsibility attribution for the task outcome. More importantly, dyads in the coordination group who had higher IBS in the dorsal medial prefrontal cortex (DMPFC) were more inclined to make egalitarian reward allocations, and this effect was mediated by responsibility attribution. Our findings elucidate the influence of interpersonal coordination on reward allocation and the critical role of the prefrontal cortex in these processes.

A biomarker of maternal vicarious reward processing and its association with parenting behavior

Parenting styles play a critical role in child well-being, yet the neural bases of parenting behaviors remain nebulous. Understanding the neural processes associated with parenting styles can both clarify etiological mechanisms underlying parenting behaviors and point us toward new targets for intervention. A novel electrocortical biomarker called the observational reward positivity (oRewP) that occurs in response to observing another receive a reward has been linked to self-reported authoritarian parenting behavior. The current study sought to replicate associations between the oRewP and self-reported and observationally-coded parenting in a sample of mothers selected to be at elevated risk for problematic parenting. Self-reported authoritarian parenting was associated with observationally-coded problematic discipline, while no other self-reported parenting scales were associated with observationally-coded scores. We replicated the previously reported association between a blunted oRewP and increased self-reported authoritarian parenting. We additionally found that an attenuated oRewP was associated with greater permissive parenting, and that only the relationship with permissive parenting was conserved after adjusting for other parenting styles and other relevant covariates. We did not find significant associations between the oRewP and observationally-coded parenting. The current findings suggest that the neural process indexed by the oRewP are relevant to parenting behavior. Further research is needed to better understand the discrepancy between self-reported and observed parenting.

Changes of Causal Attribution by a Co-actor in Situations of Obvious Causality

In social contexts, people are responsible for their actions and outcomes. Diffusion of responsibility is a well-known social phenomenon: people feel less responsible when performing an action with co-actors than when acting alone. In previous studies, co-actors reduced the participant’s responsibility attribution by making the cause of the outcomes ambiguous. Meanwhile, it is unclear whether the presence of co-actors creates diffusion of responsibility even in situations where it is “obvious” that both oneself and the co-actor are the causes of an outcome. To investigate this potential diffusion of responsibility, we used a temporal binding (TB) task as a measure of causal attribution. Low TB effects indicate the enhancement of external attribution (i.e., diffusion of responsibility) in perceptual processing for the action and outcomes. To investigate the influence of presence of a co-actor on causal attribution, participants were required to act under two experimental conditions: an ALONE condition (participant only) or a TOGETHER condition (with a co-actor). The only difference between the two conditions was whether the actions were shared. In addition, to make participants feel responsible, they were induced to feel guilt. In the High-harm condition, participants gave a financial reduction to a third party. When guilt was induced, participants showed lower TB effects in the TOGETHER condition compared to the ALONE condition. Our study suggests that actions with a co-actor change causal attributions even though the causes of the outcome are obvious. This may have implications for understanding diffusion of responsibility in inhumane situations.

Teachers' aggressive behaviors: what is considered acceptable and why?

Despite numerous criticisms of teachers' aggressive behaviors, there has been no consensus on which specific behaviors are considered unacceptable. Some legal regulations on this topic are perceived as unclear or are not enforced, which can lead to disputes between parents and teachers. This study investigated the acceptance of teachers' aggressive behaviors. The participants were 203 teachers and 293 parents of middle and high school students. The results are as follows: (1) parents and teachers tend to have similar perceptions of what constitutes physical aggressive behavior, (2) both groups perceive aggressive behavior as more acceptable when it is verbal compared to physical, and (3) ethnic culture and the level of a person's previous exposure to violence significantly influence the acceptance of teachers' aggressive behaviors. In addition to theoretical advancements, from a practical viewpoint, this study provides data that can serve as a basis for developing teacher training programs and reviewing school or government policies related to teacher violence.