Myruski et al. (2019) compared LPPs between American and Japanese children across different social contexts (i.e. parent-scaffolding, parent-present, & parent-absent). Parent-scaffolding and parent-present LPP amplitudes were lower during the reappraisal task compared to parent-absent LPP amplitudes. This suggests that both groups of children were better able to reappraise when their mothers were either actively scaffolding their reappraisal capabilities or simply present in the room during the reappraisal task compared to when the mothers were absent. There were no significant interactions between culture and social context. Future directions for this area of research should take into consideration potential intracultural differences in child emotional regulation and childrearing, such as socioeconomic status, education, and/or ethnicity.