Considerable research has focused on overly positive self-perceptions (self-enhancement), and yet little is known about the underlying neural mechanisms. The present study sought to assess the neural correlates of self-enhancement by applying Transcranial Magnetic Stimulation (TMS) to three brain regions. Twelve participants rated their best friend, as well as the self on a set of desirable or undesirable traits while TMS pulses were delivered in a virtual lesion manner. During the baseline condition (Sham TMS), participants produced more desirable and fewer undesirable ratings for themselves as compared to their best friend, showing self-enhancement. Compared to Sham TMS, TMS delivered to the Medial Prefrontal Cortex (MPFC) reduced self-enhancement whereas TMS delivered to the Supplementary Motor Area (SMA) and the precuneus did not. Together, these findings suggest that the MPFC may influence self-enhancement.

This research tested whether public school teachers display the positive feedback bias, wherein -Whites give more praise and less criticism to minorities than to fellow Whites for equivalent work. It also tested whether teachers lacking in school-based social support (i.e., support from fellow teachers and school administrators) are more likely to display the positive bias and whether the positive feedback bias applies to Latinos as well as to Blacks. White middle school and high school teachers from 2 demographically distinct public school districts gave feedback on a poorly written essay supposedly authored by a Black, Latino, or White student. Teachers in the Black student condition showed the positive bias, but only if they lacked school-based social support. Teachers in the Latino student condition showed the positive bias regardless of school-based support. These results indicate that the positive feedback bias may contribute to the insufficient challenge that undermines minority students' academic achievement.

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Although a number of recent neuroimaging studies have examined the relationship between the brain and deception, the neurological correlates of deception are still not well understood. The present study sought to assess differences in cortical excitability during the act of deception by measuring motor evoked potentials (MEPs) during transcranial magnetic stimulation (TMS). Sports fanatics and low-affiliation sports fans were presented with preferred and rival team images and were asked to deceptively or honestly identify their favored team. Hemispheric differences were found including greater excitability of the left motor cortex during the generation of deceptive responses. In contrast to current physiological measures of deception, level of arousal was not found to differentiate truthful and deceptive responses. The results are presented in terms of a complex cognitive pattern contributing to the generation of deceptive responses.

How is the natural language of feedback affected when instructors are White and learners are minorities? The present research addressed this question using a website called Feedback Forward through which White undergraduates provided extensive open-ended responses on a poorly written essay supposedly drafted by either a Black or a White fellow student. Results revealed a dissociation between the substance and style of feedback to the Black writer. The Black writer received selectively more overt praise for his or her writing and writing skills, and more encouragement to pursue a writing-related career, replicating past studies of the positive bias. However, this positively biased feedback was conveyed in a selectively more "lenient" style, marked by a simpler and less analytic vocabulary, more personal pronouns, more positive emotion words, and syntax that more closely mimicked that of the poorly written essay. Discomfort supplying feedback moderated these effects. Increased discomfort was associated with more substantive criticism to the White writer, and with a more lenient style to the Black writer. In sum, minority learners may be receiving open-ended feedback that is a perplexing blend of explicit praise conveyed in an implicitly diminishing manner. Additional results showed that manipulated self-image concerns produced positively biased copyedits to the Black writer, replicating Harber, Stafford, and Kennedy (2010). Direct queries from the fictive writer-in the form of rating-based questions-also favored the Black writer, whose essay, ability, and prospects were rated higher than those of the White writer. Educational Impact and Implications StatementThis research showed a marked dissociation between the content of White instructors' feedback to Black learners and the style in which this feedback is conveyed. Instructors, especially if uncomfortable supplying feedback, gave Black learners selectively more overt praise for their talents and for their work. However, they expressed these more positive evaluations in less sophisticated and more accommodating language. This dissociation between what White instructors said to Black learners and how they said it suggests that Black learners receive mixed messages about their performances and abilities. Secondary findings reconfirm and extend past research on the positive feedback bias.