3/19/2023 0 Comments Fantamorph deluxe alternativeBefore describing the conceptualization in detail, we will first provide an overview of research on the cognitive effects of mindfulness training. (2004), which links mindfulness to traditional concepts of cognitive psychology and well-established cognitive tasks. The present study is based on an operational definition of mindfulness provided by Bishop et al. Supporting this notion, a recent meta-analysis on the effects of mindfulness-based interventions for children and adolescents in school settings ( Zenner et al., 2014) found an overall effect size of Hedge's g = 0.40 across all studies and domains included (cognitive performance, emotional problems, stress and coping, resilience, third person ratings), but an effect size of g = 0.80 for cognitive performance. (2014) therefore suggest that the impact of prevention strategies focusing on the promotion of behavioral and cognitive control could be increased, if the time course of PFC development is considered. This process starts in puberty (between 10 and 12 years of age) and continues into the early twenties. The adolescent brain is characterized by profound maturational changes especially in the prefrontal cortex (PFC), which is responsible for higher cognitive functions as well as the cognitive control of emotions and motivation ( Paus et al., 2008). Therefore, the present study aimed to investigate cognitive effects of a mindfulness intervention in fifth graders 1. Furthermore, studies examining the impact of mindfulness on cognitive functions in the developing brain have been especially scarce, even though the introduction of mindfulness-based interventions in school settings has increased rapidly over the last years ( Meiklejohn et al., 2012). Despite the fact that mindfulness is considered a special form of attention, i.e., a cognitive phenomenon in itself, research into the cognitive effects of mindfulness falls far behind the extent of pertinent clinical research ( Chiesa et al., 2011). Formal meditation practices are at the core of mindfulness-based interventions, among them the most popular intervention, Mindfulness-Based Stress Reduction (MBSR, Kabat-Zinn, 2005). (2004) and Kabat-Zinn (2005), we understand mindfulness as a non-judgmental, accepting awareness of moment-by-moment experience. This research has documented beneficial effects of mindfulness-based interventions on well-being and mental as well as physical health in adult populations ( Brown and Ryan, 2003). Results suggest that the mindfulness training specifically improved cognitive inhibition and data-driven information processing.Įffects of mindfulness have inspired increasing research activities over the last two decades. These abilities were assessed in a pre-post design by means of a vigilance test, a reversible figures test, the Wisconsin Card Sorting Test, a Stroop test, a visual search task, and a recognition task of prototypical faces. ![]() (2004), effects on sustained attention, cognitive flexibility, cognitive inhibition, and data-driven as opposed to schema-based information processing were predicted. Based on the operational definition of mindfulness by Bishop et al. Thirty-four fifth graders received either a mindfulness training which was based on the mindfulness-based stress reduction approach (experimental group), a concentration training (active control group), or no treatment (passive control group). The present paper reports a pilot study which tested cognitive effects of mindfulness practice in a theory-driven approach. Department of Psychology, University of Duisburg-Essen, Essen, Germany.Lena Wimmer *, Silja Bellingrath and Lisa von Stockhausen
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