Neurophysiological evidences of the transient effects of mindfulness induction on emotional processing in children: An ERP study

Deng, Xinmei; Zhang, Jieting; Hu, Lijun; Zeng, Huijun

doi:10.1016/j.ijpsycho.2019.06.014

Cited by 18 publications

(20 citation statements)

References 40 publications

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“…These results are related to findings of similar studies in which mindfulness was also used to help children study at school [35]- [37], [42]. It was in different domains and ages but, in all cases, mindfulness was proved beneficial for children as a way of reducing their stress and helping them focus [38], and in general, improving their mental health [40], [63]. As a practical implication, teachers in Primary Education trying to teach programming with a learning companion such as Alcody could allow 10 minutes of mindfulness practice before the lesson to achieve higher learning gains.…”

Section: A Evaluation Of Results and Implicationssupporting

confidence: 80%

“…The results found that mindfulness could be used as a tool to reduce aggressiveness in the classroom [39]. Mindfulness with audio recordings and 10-minute breathing exercises has also been proved useful to improve mental health through adaptive responses during emotional processing for children [40]. There is also solid evidence of a beneficial relationship between mindfulness and creativity [41].…”

Section: Mindfulnessmentioning

confidence: 99%

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Can Mindfulness Help Primary Education Students to Learn How to Program With an Emotional Learning Companion?

Morales-Urrutia

Ocaña²,

Pérez‐Marín

et al. 2021

IEEE Access

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Section: A Evaluation Of Results and Implicationssupporting

confidence: 80%

Section: Mindfulnessmentioning

confidence: 99%

Can Mindfulness Help Primary Education Students to Learn How to Program With an Emotional Learning Companion?

Morales-Urrutia

Ocaña²,

Pérez‐Marín

et al. 2021

IEEE Access

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“…As the search e ciency may reach the ceiling of emotional attention, it is thus di cult to be improved anymore. However, we should note that there are also some studies revealed that mindfulness training increased attention to positive stimuli but attenuated attention to negative stimuli 28,30 . Further studies were required to elucidate the training effect on the attentional processing of positive stimuli in speci c situations.…”

Section: Discussionmentioning

confidence: 89%

“…Correspondingly, electrophysiological evidence indicated that mindfulness training attenuated N170 amplitude during affect matching 29 . Another study showed that mindfulness training attenuated the amplitude of P1 elicited by the negative and neutral stimuli but not positive stimuli 30 . However, it should be also noted that other studies showed that a brief mindfulness induction and the trait mindfulness may have little in uence on ERP activities during emotional processing 31,32 .…”

Section: Introductionmentioning

confidence: 99%

“…Electrophysiological evidence demonstrated that individuals with high level of dispositional mindfulness showed weaker late positive potential (LPP) responses to both high-arousal unpleasant pictures and motivation-salient pleasant pictures (e.g., erotica) 35 . In addition, mindfulness training could attenuate the amplitude of LPP elicited by positive, negative and neutral stimuli 30 . On the other hand, some researchers proposed that the impact of mindfulness training on emotional attention was modulated by the valence of emotional stimuli.…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Mindfulness Training on the Attention to Facial Expressions

Kou

et al. 2021

Preprint

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The improvements of attention by mindfulness training had been proved. But the effects of mindfulness training on attention to emotional stimuli were mixed. We employed a randomized, controlled design to investigate the effects of mindfulness training on the attention to emotional expressions, and investigated whether baseline levels of dispositional mindfulness and emotional intelligence would moderate the intervention effects. Forty participants received 8-week mindfulness training and another forty participants attended two lectures about mindfulness. All participants completed the visual search task, the Five Facet Mindfulness Questionnaire, and the Emotional Intelligence Scale at both pre-training and post-training. The improvements of search efficiencies were larger in the mindfulness group than those in the control group for sad and angry faces, but not for happy faces (F(2, 156)=4.04, p=0.019, η2=0.05). In addition, baseline emotional intelligence (βsadness=-4.49, t=-2.08, p=0.041, 95%CI [-8.78, -0.19]; βanger=-7.39, t=-4.08, p<0.001, 95%CI [-10.99, -3.78]) but not dispositional mindfulness (βsadness=3.17, t=1.56, p=0.124, 95%CI [-0.89, 7.22]; βanger=-1.89, t=-1.02, p=0.313, 95%CI [-5.61, 1.82]) played a significantly moderating role in the relationship between mindfulness training and emotional attention to sadness and anger. The search efficiencies of negative emotions (i.e., anger and sadness) but not positive emotions (i.e., happiness) were significantly improved by mindfulness training. Individuals with high level of baseline emotional intelligence showed significant improvement on the search efficiencies relative to those with low level of emotional intelligence.

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The impact of mindfulness training on the attention to facial expressions among undergraduates

Bi,

Qiye,

et al. 2024

Psychology in the Schools

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The improvements in attention by mindfulness training have been proved. However, the effects of mindfulness training on attention to emotional stimuli were mixed. We employed a randomized, controlled design to investigate the effects of mindfulness training on attention to emotional expressions, and investigated whether baseline levels of dispositional mindfulness and emotional intelligence would moderate the intervention effects. Forty participants received 8‐week mindfulness training, and another forty participants attended two lectures about mindfulness. All participants completed the visual search task, the Five Facet Mindfulness Questionnaire, and the Emotional Intelligence Scale at both pre‐training and post‐training. The results showed that the improvements in search efficiencies were larger in the mindfulness group than those in the control group for sad and angry faces, but not for happy faces. In addition, baseline emotional intelligence but not dispositional mindfulness played a significant moderating role in the relationship between mindfulness training and emotional attention to sadness and anger. The search efficiencies of negative emotions (i.e., anger and sadness) but not positive emotions (i.e., happiness) were significantly improved by mindfulness training. Individuals with a high level of baseline emotional intelligence showed significant improvement in search efficiencies relative to those with a low level of emotional intelligence.

show abstract

Neurophysiological evidences of the transient effects of mindfulness induction on emotional processing in children: An ERP study

Cited by 18 publications

References 40 publications

Can Mindfulness Help Primary Education Students to Learn How to Program With an Emotional Learning Companion?

Can Mindfulness Help Primary Education Students to Learn How to Program With an Emotional Learning Companion?

The Impact of Mindfulness Training on the Attention to Facial Expressions

The impact of mindfulness training on the attention to facial expressions among undergraduates

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