Mindfulness training with adolescents enhances metacognition and the inhibition of irrelevant stimuli: Evidence from event-related brain potentials
Allbwn ymchwil: Cyfraniad at gyfnodolyn › Erthygl › adolygiad gan gymheiriaid
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Dangosydd eitem ddigidol (DOI)
With the increased interest in school-based mindfulness interventions, there have been repeated calls to investigate neurodevelopmental markers of change. This non-randomised study of 16–18 year olds with wait-list control group examined possible enhancements to brain indexes of attention processing after school-based mindfulness training using event-related potentials (ERPs) (N=47 for self-report; N=40 for ERPs). Results showed significantly more negative N2 amplitudes after training, in response to irrelevant frequent stimuli and colour-deviant non-target oddball stimuli in a visual oddball paradigm. Improvements in negative thought controllability were associated with more negative N2 amplitudes post-training across groups, and mindfulness training was associated with reductions in students' hypercritical self-beliefs. There were no group differences on task performance, but regression analysis indicated that programme satisfaction explained 16% of the variance in improved target accuracy. Together these results suggest that a school-based mindfulness curriculum can enhance older adolescents' task-relevant inhibitory control of attention and perceived mental competency.
Iaith wreiddiol | Saesneg |
---|---|
Tudalennau (o-i) | 1-11 |
Nifer y tudalennau | 12 |
Cyfnodolyn | Trends in Neuroscience and Education |
Cyfrol | 5 |
Rhif y cyfnodolyn | 1 |
Dyddiad ar-lein cynnar | 29 Ion 2016 |
Dynodwyr Gwrthrych Digidol (DOIs) | |
Statws | Cyhoeddwyd - Maw 2016 |
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