Spontaneous default mode network phase-locking moderates performance perceptions under stereotype threat

Abstract

This study assessed whether individual differences in self-oriented neural processing were associated with performance perceptions of minority students under stereotype threat. Resting electroencephalographic activity recorded in white and minority participants was used to predict later estimates of task errors and self-doubt on a presumed measure of intelligence. We assessed spontaneous phase-locking between dipole sources in left lateral parietal cortex (LPC), precuneus/posterior cingulate cortex (P/PCC), and medial prefrontal cortex (MPFC); three regions of the default mode network (DMN) that are integral for self-oriented processing. Results revealed that minorities with greater LPC-P/PCC phase-locking in the theta band reported more accurate error estimations. All individuals experienced less self-doubt to the extent they exhibited greater LPC-MPFC phase-locking in the alpha band but this effect was driven by minorities. Minorities also reported more self-doubt to the extent they overestimated errors. Findings reveal novel neural moderators of stereotype threat effects on subjective experience. Spontaneous synchronization between DMN regions may play a role in anticipatory coping mechanisms that buffer individuals from stereotype threat.

Motivated Forgetting in Early Mathematics: A Proof-of-Concept Study

“…In line with this account, it has been previously found that students at risk for experiencing motivated forgetting report that they actively avoid thinking about the course material during the summer break period ( Ramirez et al, 2017 ). Moments of inactivity appear to be periods when individuals attempt to cope with self-oriented threats ( Lyons and Beilock, 2012 ; Forbes et al, 2015 ).…”

“…For instance, accruing neuro-scientific evidence shows that rest and other non-attentive mental states lead people to become absorbed in free-form thought that is associated with internal self-reflection, maintenance of self-knowledge, autobiographical planning, and retrieval of personal memories ( Gusnard et al, 2001 ; Ochsner et al, 2005 ; Amodio and Frith, 2006 ; Stawarczyk et al, 2011 ; Immordino-Yang et al, 2012 ). Students also show enhanced activation in resting state neural regions after receiving a threat to their identity which in turn leads to better coping and moderates the extent to which threats influence performance perceptions ( Forbes et al, 2015 ).…”

Cultivating the social–emotional imagination in gifted education: insights from educational neuroscience

“…For example, the greater the connectivity among regions within the DMN when completing a challenging test, the less self‐doubt individuals experienced. This was especially true for individuals subject to cultural stereotypes about low intelligence …”

“…This was especially true for individuals subject to cultural stereotypes about low intelligence. 41 In addition to confidence to pursue creative endeavors, students' interest must be sparked. Students are likely to be more interested when they reflect on how the content they are learning is relevant to broader questions and issues.…”

Stereotype-based stressors facilitate emotional memory neural network connectivity and encoding of negative information to degrade math self-perceptions among women

“…Similar to Forbes et al (2015), an initial math task provided participants with veridical positive and negative feedback yoked to unique fonts. To measure SBS and emotional reactions to feedback, amygdala activity was assessed by startle probes administered on random trials while participants viewed positive or negative feedback.…”