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

Abstract

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.