Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children

Flook, Lisa; Smalley, Susan L.; Kitil, M. Jennifer; Galla, Brian M.; Kaiser-Greenland, Susan; Locke, Jill; Ishijima, Eric; Kasari, Connie

doi:10.1080/15377900903379125

Cited by 435 publications

(378 citation statements)

References 39 publications

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“…For example, when a child looks at apples she thinks about apples and when she looks at pears she thinks about pears; however, when thinking about the mother while looking at apples, she may not "see" changes in the number of apples and thought may alternate between the mother and the apples. Flook et al (2010) showed that training of this kind improves self-regulation and executive control significantly, especially in children who are not strong in this regard.…”

Section: Learning To Learn: Knowing One's Own Mind and Dispositionsmentioning

confidence: 99%

Educating the Developing Mind: Towards an Overarching Paradigm

Δημητρίου

Spanoudis

Mouyi³

2011

Educ Psychol Rev

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This essay first summarizes an overarching theory of cognitive organization and development. This theory claims that the human mind involves (1) several specialized structural systems dealing with different domains of relations in the environment, (2) a central representational capacity system, (3) general inferential processes, and (4) consciousness. These systems interact dynamically during development so that changes in each are related to changes in others. The changes in all systems and the change mechanisms are described. This theory integrates research and theorizing from cognitive, developmental, and differential psychology. Based on this theory, a model for education is proposed that specifies, first, educational priorities for different phases of development according to the cognitive developmental milestones associated with each phase. The theory also specifies how education can educate students to (1) construct mental models for the sake of conceptual change, (2) use their central representational capacity efficiently, (3) advance analogical and deductive reasoning, (4) learn how to learn, and (5) become critical and creative thinkers. The theory is offered as an overarching paradigm for the architecture, the development, and the education of the human mind.

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Section: Learning To Learn: Knowing One's Own Mind and Dispositionsmentioning

confidence: 99%

Educating the Developing Mind: Towards an Overarching Paradigm

Δημητρίου

Spanoudis

Mouyi³

2011

Educ Psychol Rev

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“…According to Siegel (2007), 'at the heart of mindfulness is the learnable capacity for this type of reflection ' (p. 259), and the author has proposed that teaching reflective skills be considered a fundamental part of basic education. Review of the empirical literature reveals that recent studies examining the utility of mindfulness practices in early educational settings have shown benefits of mindfulness trainings, including improvements in attention, social skills, mood (e.g., anxiety, depression), academic functioning, externalising problems, and executive function (Flook et al, 2010;Napoli, Krech, & Holley, 2005;Semple, Reid, & Miller, 2005).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Mindful Awareness Practices on College Student Health, Well-Being, and Capacity for Learning: A Pilot Study

Yamada

Victor

2012

Psychology Learning & Teaching

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This preliminary study examined the feasibility and potential utility of mindful awareness practices (MAPs) in terms of enhancing student learning in the college classroom, as well as improving psychological well-being. One of two identical undergraduate psychology sections included a 10-minute MAP at the beginning of every class (mindfulness group n = 37; control group n = 23). Primary learning and secondary self-report outcomes were obtained. Controlling for significant demographic covariates, students in the mindfulness group demonstrated significant increases in mindful awareness traits and reductions in rumination and state anxiety compared with controls. While mindfulness intervention did not lead to significant improvement in academic performance across the semester, 81% of students self-reported positive effects of MAPs on their learning. It is concluded that it is feasible to incorporate MAPs into a regular college classroom. MAPs may help improve student psychological well-being. Although students perceived themselves to benefit from their mindfulness practice, further research is needed to examine the effects of MAPs on student academic performance.

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“…Many studies have tested the effects of meditation in primary and secondary schools on improved executive functions including: enhanced self-control and self-awareness (in children aged 7-9 years) [10]; improved attention spans [11,12]; diminution of anxiety and stress [13]; reduction of aggressive and misleading behaviour in children and adolescents [11].…”

Section: Researchmentioning

confidence: 99%

Imagination for Creative Adaptation a Bridge between a Child’s Interior and Exterior World

Cocco

2017

Proceedings of the International and Interdisciplinary Conference IMMAGINI? Brixen, Italy, 27–28 November 2017.

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Current generations have to keep up with the ever faster changing society, learning to be more flexible and adaptable, so that they can deal with its complexity. Children are a clear demonstration of the division between internal timings and methods and those originating from the environment in which they are immersed. Within this paradigm, the educational environment represents the ultimate ground in which to promote creative adaptation as a result of a complex interaction at the contact boundary between the interior and exterior world. Through the use of imaginative activity as learning tool, children may develop the awareness of their abilities, skills and qualities. It enables them to express all their fears and fantasies, thus decreasing stress levels.

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Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children

Cited by 435 publications

References 39 publications

Educating the Developing Mind: Towards an Overarching Paradigm

Educating the Developing Mind: Towards an Overarching Paradigm

The Impact of Mindful Awareness Practices on College Student Health, Well-Being, and Capacity for Learning: A Pilot Study

Imagination for Creative Adaptation a Bridge between a Child’s Interior and Exterior World

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