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Meditation is a family of mental practices that encompasses a wide array of techniques employing distinctive mental strategies. We systematically reviewed 78 functional neuroimaging (fMRI and PET) studies of meditation, and used activation likelihood estimation to meta-analyze 257 peak foci from 31 experiments involving 527 participants. We found reliably dissociable patterns of brain activation and deactivation for four common styles of meditation (focused attention, mantra recitation, open monitoring, and compassion/loving-kindness), and suggestive differences for three others (visualization, sense-withdrawal, and non-dual awareness practices). Overall, dissociable activation patterns are congruent with the psychological and behavioral aims of each practice. Some brain areas are recruited consistently across multiple techniques-including insula, pre/supplementary motor cortices, dorsal anterior cingulate cortex, and frontopolar cortex-but convergence is the exception rather than the rule. A preliminary effect-size meta-analysis found medium effects for both activations (d=0.59) and deactivations (d=-0.74), suggesting potential practical significance. Our meta-analysis supports the neurophysiological dissociability of meditation practices, but also raises many methodological concerns and suggests avenues for future research.

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Classroom observations increasingly inform high-stakes decisions and research in education, including the allocation of school funding and the evaluation of school-based interventions. However, trends in rater scoring tendencies over time may undermine the reliability of classroom observations. Accordingly, the present investigations, grounded in social psychology research on emotion and judgment, propose that state emotion may constitute a source of psychological bias in raters' classroom observations. In two studies, employing independent sets of raters and approximately 5,000 videotaped fifth-and sixth-grade classroom interactions, within-rater state positive emotion was associated with favorable ratings of classroom quality using the Classroom Assessment Scoring System (CLASS). Despite various protections enacted to secure reliable and valid observations in the face of rater trends-including professional training, certification testing, and routine calibration meetings-emotional bias still emerged. Study limitations and implications for classroom observation methodology are considered.

Emotion perception is a primary facet of Emotional Intelligence (EI) and the underpinning of interpersonal communication. In this study, we examined meso-expressions—the everyday, moderate-intensity emotions communicated through the face, voice, and body. We theoretically distinguished meso-expressions from other well-known emotion research paradigms (i.e., macro-expression and micro-expressions). In Study 1, we demonstrated that people can reliably discriminate between meso-expressions, and we created a corpus of 914 unique video displays of meso-expressions across a race- and gender-diverse set of expressors. In Study 2, we developed a novel video-based assessment of emotion perception ability: The Meso-Expression Test (MET). In this study, we found that the MET is psychometrically valid and demonstrated measurement equivalence across Asian, Black, Hispanic, and White perceiver groups and across men and women. In Study 3, we examined the construct validity of the MET and showed that it converged with other well-known measures of emotion perception and diverged from cognitive ability. Finally, in Study 4, we showed that the MET is positively related to important psychosocial outcomes, including social well-being, social connectedness, and empathic concern and is negatively related to alexithymia, stress, depression, anxiety, and adverse social interactions. We conclude with a discussion focused on the implications of our findings for EI ability research and the practical applications of the MET.