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Dangosydd eitem ddigidol (DOI)

  • K.L. Sanger
  • D. Dorjee
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 wreiddiolSaesneg
Tudalennau (o-i)1-11
Nifer y tudalennau12
CyfnodolynTrends in Neuroscience and Education
Cyfrol5
Rhif y cyfnodolyn1
Dyddiad ar-lein cynnar29 Ion 2016
Dynodwyr Gwrthrych Digidol (DOIs)
StatwsCyhoeddwyd - Maw 2016

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