期刊
TRENDS IN NEUROSCIENCE AND EDUCATION
卷 5, 期 1, 页码 1-11出版社
ELSEVIER SCIENCE BV
DOI: 10.1016/j.tine.2016.01.001
关键词
Mindfulness; Adolescence; ERP; Attention; Metacognition; Mind wandering
资金
- Economic and Social Research Council [1229066] Funding Source: researchfish
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. (c) 2016 The Authors. Published by Elsevier GmbH.
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