Mindfulness training with adolescents enhances metacognition and the inhibition of irrelevant stimuli: Evidence from event-related brain potentials
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In: Trends in Neuroscience and Education, Vol. 5, No. 1, 03.2016, p. 1-11.
Research output: Contribution to journal › Article › peer-review
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TY - JOUR
T1 - Mindfulness training with adolescents enhances metacognition and the inhibition of irrelevant stimuli: Evidence from event-related brain potentials
AU - Sanger, K.L.
AU - Dorjee, D.
N1 - This work was supported by the ESRC Welsh DTC [Grant number: ES/J500197/1
PY - 2016/3
Y1 - 2016/3
N2 - 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.
AB - 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.
U2 - 10.1016/j.tine.2016.01.001
DO - 10.1016/j.tine.2016.01.001
M3 - Article
VL - 5
SP - 1
EP - 11
JO - Trends in Neuroscience and Education
JF - Trends in Neuroscience and Education
SN - 2211-9493
IS - 1
ER -