Mindfulness Versus Cognitive Reappraisal: the Impact of Mindfulness-Based Stress Reduction (MBSR) on the Early and Late Brain Potential Markers of Emotion Regulation

Abstract

Objectives A positive association between trait mindfulness and cognitive reappraisal has previously been found. Using event-related potentials (ERPs), we investigated the impact of an 8-week MBSR course on early and late stages of emotion regulation using mindfulness and reappraisal. Methods Participants were allocated into an 8-week MBSR training group (n = 14 for task reports and self-reports; n = 10 for ERPs) or a wait-list control group (n = 15 for task reports and self-reports; n = 11 for ERPs). Pre and post the 8-week training, participants completed an affective picture viewing task and were instructed to regulate their responses to negative and neutral images using mindfulness, cognitive reappraisal and expressive suppression. Results At post-test, only the training group showed significant improvements in self-reported trait mindfulness and trait cognitive reappraisal, together with improvements in the self-reported ability to employ mindfulness and cognitive reappraisal during the task. The training group showed decreased 200–280 ms positivity across all three strategies at post-test. The LPP did not change over time but overall showed more positive mean amplitudes to cognitive appraisal. Conclusions These findings suggest that MBSR may adaptively modulate early attention deployment to emotional stimuli, but modulations of later stages of emotion processing may require more extensive mindfulness training. In addition, conscious employment of mindfulness may require less cognitive effort than cognitive reappraisal.

Behavioral and Brain Reactivity Associated With Drug-Related and Non-Drug-Related Emotional Stimuli in Methamphetamine Addicts

“…Another signature of the ERP sensitive to emotional processing examined in the present study was the centroparietal LPP, a component thought both to reflect the in-depth evaluation and motivational relevance of emotional stimuli, and be related to response preparation (Lang and Bradley, 2010;Yang et al, 2015;Kaunhoven and Dorjee, 2021). Our results showed that LPPs elicited by MA-related stimuli were significantly smaller than those elicited by negative or positive stimuli, whereas there was no significant difference between positive and negative stimuli.…”

A Review of AI Cloud and Edge Sensors, Methods, and Applications for the Recognition of Emotional, Affective and Physiological States

“… Among regression algorithms the usual choices are: linear regression [ 173 , 174 , 175 ], Lasso Regression [ 176 , 177 ], Logistic Regression [ 178 , 179 , 180 ], Multivariate Regression [ 181 , 182 ], and Multiple Regression Algorithm [ 183 , 184 ]. Among clustering algorithms the most common choices in biometrics or neuroscience research are: K-Means Clustering [ 185 , 186 , 187 ], Fuzzy C-means Algorithm [ 188 , 189 ], Expectation-Maximization (EM) Algorithm [ 190 ], and Hierarchical Clustering Algorithm [ 188 , 191 , 192 ]. Among reinforcement learning algorithms the most common choices are: deep reinforcement learning [ 193 , 194 , 195 ] and inverse reinforcement learning [ 196 ].…”

“…Among clustering algorithms the most common choices in biometrics or neuroscience research are: K-Means Clustering [ 185 , 186 , 187 ], Fuzzy C-means Algorithm [ 188 , 189 ], Expectation-Maximization (EM) Algorithm [ 190 ], and Hierarchical Clustering Algorithm [ 188 , 191 , 192 ].…”

The Role of Social and Emotional Competencies in Academic Efficacy Beliefs, Emotional Distress, and Academic Stress: A Study Among Lower Secondary School Students

“…For informative matters, the potential interrelatedness between mindfulness with its acceptance and emotional regulation through cognitive reappraisal may support students perceived abililties to reappraise emotional activating situations in a more optimistic manner. This should, as also suggested elsewhere, be further investigated Kaunhoven & Dorjee, 2021).…”

“…Mindfulness may further reduce emotional reactivity to situations perceived as threatening (Goldin & Gross, 2010;Kaunhoven & Dorjee, 2021) and support regulation of emotions through cognitive reappraisal by fostering a more realistic and possibly more optimistic perspective on the situation at hand. Mindfulness may thereby increase the individual's ability to refrain from automatic reactions to stimuli, and function as a resource to support coping (Kaunhoven & Dorjee, 2021) either directly or by supporting cognitive reappraisal of emotions by shifting the way one interprets situations (Garland et al, 2009). This aligns with research suggesting that mindfulness lowers students' perceptions of stress by altering emotions and increasing the timely processing, and thus regulation of, emotional signals related to school tasks .…”