The Influence of a Brief Mindfulness Exercise on Encoding of Novel Words in Female College Students

Bonamo, Kristin K.; Legerski, John-Paul; Thomas, K. Bryn

doi:10.1007/s12671-014-0285-3

Cited by 33 publications

(39 citation statements)

References 49 publications

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“…These norms have been used extensively to investigate the influences of a variety of factors on learning and memory, including retrieval effects (Kang & Pashler, 2014; Pyc & R a w s o n , 2 0 1 2 b ) , s p a c i n g e ff e c t s ( K a r p i c k e & Bauernschmidt, 2011; Pyc & Rawson, 2009b), feedback (Hays, Kornell, & Bjork, 2010), affect (Finn & Roediger, 2011, interference processes (Miyake, 2007), cognitive and physical exercise (Kayes, 2013), and mindfulness exercises (Bonamo, Legerski, & Thomas, 2015).…”

mentioning

confidence: 99%

Recall and response time norms for English–Swahili word pairs and facts about Kenya

Bangert

Heydarian

2016

Behav Res

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In the vast literature exploring learning, many studies have used paired-associate stimuli, despite the fact that real-world learning involves many different types of information. One of the most popular materials used in studies of learning has been a set of Swahili-English word pairs for which Nelson and Dunlosky (Memory 2; 325-335, 1994) published recall norms two decades ago. These norms involved use of the Swahili words as cues to facilitate recall of the English translation. It is unclear whether cueing in the opposite direction (from English to Swahili) would lead to symmetric recall performance. Bilingual research has suggested that translation in these two different directions involves asymmetric links that may differentially impact recall performance, depending on which language is used as the cue (Kroll & Stewart, Journal of Memory and Language 33; 1994). Moreover, the norms for these and many other learning stimuli have typically been gathered from college students. In the present study, we report recall accuracy and response time norms for Swahili words when they are cued by their English translations. We also report norms for a companion set of fact stimuli that may be used along with the SwahiliEnglish word pairs to assess learning on a broader scale across different stimulus materials. Data were collected using Amazon's Mechanical Turk to establish a sample that was diverse in both age and ethnicity. These different, but related, stimulus sets will be applicable to studies of learning, metacognition, and memory in diverse samples.

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mentioning

confidence: 99%

Recall and response time norms for English–Swahili word pairs and facts about Kenya

Bangert

Heydarian

2016

Behav Res

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“…Students' perceptions of the direct positive influence of mindfulness on academic performance by enhancing creativity, integrative thinking, analysis and insight, as well as memory, resonate both with higher education research on the significance of these abilities for academic performance (Huber, Hutchings, Gale, Miller, & Breen, 2007;Krathwohl, 2002;Lopez-Chavez & Shepherd, 2010) and with studies demonstrating mindfulness improves creativity (Ding et al, 2014;Lebuda, Zabelina, & Karwowski, 2016), insight (Ostafin & Kassman, 2012;Ren et al, 2011) and memory (Bonamo et al, 2015;Mzarek et al, 2013a). The perceived positive direct influences of mindfulness on academic performance could result from students' enhanced awareness of their thought processes during intellectual activity and their ability to regulate their thinking.…”

Section: Perceived Direct Positive Influence Of Mindfulness On Acadmentioning

confidence: 74%

“…For students who scored highly on mind-wandering before mindfulness training, their improvement in reading comprehension and working memory was mediated by reduced mind-wandering (Mrazek et al, 2013a;Mrazek et al, 2013b). Other ways in which mindfulness has been shown to affect cognitive skills which could also have a positive impact on academic performance include improvements in insight problem-solving (Ostafin & Kassman, 2012), memory (Bonamo, Legerski, & Thomas, 2015) and creativity (Ding, Tang, Tang, & Posner, 2014).…”

Section: How Mindfulness Could Influence Academic Performance: Modementioning

confidence: 99%

A follow‐up study to a randomised control trial to investigate the perceived impact of mindfulness on academic performance in university students

Bóo

Childs‐Fegredo

Cooney

et al. 2019

Couns and Psychother Res

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Objectives Mindfulness research in education has focused on its potential to support student well‐being. There is a paucity of research on the interaction between mindfulness and academic performance (AP). This qualitative study builds on results of the largest randomised control trial of mindfulness in education to date which suggested mindfulness can have mixed effects on academic performance. A more in‐depth understanding of the relationship between mindfulness and academic performance is therefore needed to ascertain if, how and for which students mindfulness facilitates academic performance. The objective of the study was to capture students’ perceptions of the impact of mindfulness on their academic performance. Methods Thematic analysis was applied to data obtained by six in‐depth interviews from three higher and three lower performing undergraduate participants in the mindfulness intervention arm of the Mindful Student Study randomised control trial. Results Three themes emerged, whereby five students described mindfulness having a positive impact on their academic performance. One student felt mindfulness had an initial negative impact on academic performance. All students felt mindfulness enhanced self‐awareness and self‐regulation of their thinking, feelings and behaviours, and our analysis suggests students perceived these processes underpinned the effect of mindfulness on academic performance. Conclusion Differences in students’ psychological distress and study habits may determine the differing initial impact of mindfulness on academic performance.

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“…However, mindfulness classes often demand more time and resources than educators or other individuals may be willing to dedicate (Zenner, Herrnleben-Kurz, & Walach, 2014). For this reason, the benefits of quick, easilyaccessible practices that promote mindfulness, such as brief mindful breathing exercises (meditations), are important to examine (e.g., Bonamo, Legerski, & Thomas, 2015;Cloutier, 2011;Lloyd et al, 2016;see Hafenbrack, 2017, for a review of such exercises in the workplace).…”

Section: Do Mindful Breathing Exercises Benefit Reading Comprehensionmentioning

confidence: 99%

“…These single sessions of mindful breathing exercises are thought to induce a state that benefits cognition although they are too brief to teach actual mindfulness skills (Hommel & Colzato, 2017). However, the mechanisms that underlie the previously-found benefits of brief mindful breathing exercises on cognition are not well understood (Bonamo et al, 2015). Thus, the purposes of this brief report are to (a) test the effect of a focused breathing exercise designed to promote a mindful state (i.e., a mindful breathing exercise) on reading comprehension performance, and (b) to examine potential mechanisms should a benefit of the exercise be found.…”

Section: Do Mindful Breathing Exercises Benefit Reading Comprehensionmentioning

confidence: 99%

Do Mindful Breathing Exercises Benefit Reading Comprehension? A Brief Report

2018

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phone 1 (701) 777-3920, and fax 1 (701) 777-3454. Orcid identifier is orcid.org/0000-0002-4705-2217 and follow on Twitter at @v_e_clinton.We thank Alex Karie, Lisa Swiontek, Kristina Syverson, and Newzaira Khan for their assistance with data collection and entry.MINDFUL READING 2 Please cite as the following: Abstract A brief breathing exercise designed to induce a mindful state could benefit reading comprehension performance, but has not been previously examined. Furthermore, the mechanisms of how an induced mindful state benefits cognition are not well understood. The purposes of this study are to test the effectiveness of a brief mindful breathing exercise on reading comprehension performance and examine two potential mechanisms (mind wandering and stress reduction). Undergraduate students (N = 104) engaged in either a mindful breathing exercise or control sham exercise, indicated their stress levels, and completed a reading comprehension assessment during which they self-reported their mind wandering. The mindful breathing exercise benefited performance, but the mechanisms for this benefit were not mind wandering or stress reduction.

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The Influence of a Brief Mindfulness Exercise on Encoding of Novel Words in Female College Students

Cited by 33 publications

References 49 publications

Recall and response time norms for English–Swahili word pairs and facts about Kenya

Recall and response time norms for English–Swahili word pairs and facts about Kenya

A follow‐up study to a randomised control trial to investigate the perceived impact of mindfulness on academic performance in university students

Do Mindful Breathing Exercises Benefit Reading Comprehension? A Brief Report

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