Mindfulness and Meditation Training

Verhaeghen, Paul

doi:10.1007/978-3-319-42662-4_12

Cited by 4 publications

(3 citation statements)

References 35 publications

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“…Indeed, mindfulness training is empirically associated with improved functioning in neural regions underlying self-regulation (e.g., Hasenkamp, Wilson-Mendenhall, Duncan, & Barsalou, 2012;Lazar et al, 2005;Malinowski, 2013) and improved performance on implicated tests (see Chiesa, Calati, & Serretti, 2011;Verhaeghen, 2016). Importantly, mindfulness training is shown to specifically improve the efficiency of self-regulation (Brefczynski-Lewis, Lutz, Schaefer, Levinson, & Davidson, 2007;Chan & Woollacott, 2007;Jha, Denkova, Zanesco, Witkin, Rooks, & Rogers, 2019;Kozasa et al, 2012;Slagter et al, 2007).…”

Section: Mindfulness Training and The Relation Between Multitasking And Mental Fatiguementioning

confidence: 99%

“…Participants in the mindfulness training condition received 15-minute training sessions, twice weekly, for a total of 7 weeks. Mindfulness trainings vary substantially in the length, frequency, and duration of their sessions and demonstrate dose-response relations, such that more overall training produces larger overall effects (Verhaeghen, 2016). Our mindfulness training was designed to be feasible in organizational contexts-so that these study results have ready practitioner implications-while still providing participants with enough time in training for its effects to manifest.…”

Section: Mindfulness Trainingmentioning

confidence: 99%

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Doing More With Less: Interactive Effects of Cognitive Resources and Mindfulness Training in Coping With Mental Fatigue From Multitasking

Kudesia

Pandey

Reina

2020

Journal of Management

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To cope with ever-increasing work demands, people often turn to multitasking. Although it is known that multitasking harms objective task performance, we know relatively little about how multitasking influences subjective experience. In this article, we develop hypotheses about the subjective experience of multitasking. Namely, we hypothesize that people multitask more often in the presence of challenge stressors (like workload, responsibility, and time pressure), that multitasking is one of the reasons why challenge stressors produce feelings of mental fatigue, and that multitasking feels especially mentally fatiguing for people with fewer cognitive resources—as people with fewer cognitive resources paradoxically must use particularly resource-demanding self-regulation processes to multitask. Using an experience sampling design, in Study 1 (N = 248 participants; 5,191 responses), we find support for these hypotheses. Given the increasing prevalence of multitasking, we then ask what can be done to reduce its negative consequences. Drawing on recent findings that mindfulness training increases the efficacy of self-regulation, we hypothesize that mindfulness training will compensate for cognitive resources by empowering people with fewer cognitive resources to multitask without feeling mentally fatigued. Pairing experience sampling with a long-term mindfulness training, in Study 2 (N = 114 participants; 1,197 responses), we replicate our initial findings and extend them: multitasking feels mentally fatiguing for people with fewer cognitive resources in the control condition but not in the mindfulness training condition. Taken together, these findings shed new light on the interface of work design, self-regulation, and mental fatigue.

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Section: Mindfulness Training and The Relation Between Multitasking And Mental Fatiguementioning

confidence: 99%

Section: Mindfulness Trainingmentioning

confidence: 99%

Doing More With Less: Interactive Effects of Cognitive Resources and Mindfulness Training in Coping With Mental Fatigue From Multitasking

Kudesia

Pandey

Reina

2020

Journal of Management

View full text Add to dashboard Cite

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“…Precisely, the paradigms involved in these intervention programs consist mainly of implementing laboratory tasks of the cognitive constructs of interest, such as training activities [17]. At the same time, programs based on neuroreha-bilitation principles were found in the literature, in educational neuropsychology programs designed to provide action alternatives for neurodiverse students and in meditation practices such as mindfulness [7,18,19]. In most of the intervention studies, the activities consisted of training specific cognitive processes through practice with tasks that demand such processes (i.e., process-based approach) [17].…”

Section: Ecological Interventions In Neurodidactics: Beyond the Labor...mentioning

confidence: 99%

Towards an Ecological Vision of Neurodidactics

2022

JEPR

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Neuroeducation is a discipline that studies the teaching and learning processes from a neural perspective, in order to contribute to the educational field through interventions that seek to promote changes in the subjects of knowledge. On the other hand, neurodidactics is an emerging discipline with a recent theoretical development, whose implementation could contribute to the development of interventions, given its eminently practical nature in the field of teaching. That is why, in the present work, a journey through some of the conceptualizations of neurodidactics is exposed, trying to provide its differentiation of what is understood by neuroeducation; as well as an ecological vision of neurodidactics is proposed, as an approach that considers the classroom as a natural environment from which and for which pedagogical intervention strategies are developed in the light of neuroscientific findings, and positions the teacher as a mediator of this process, who plans their interventions to optimize the teaching and learning process.

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Effects of a Single Physical or Mindfulness Intervention on Mood, Attention, and Executive Functions: Results from two Randomized Controlled Studies in University Classes

et al. 2021

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Objectives The primary objective of this study was to examine the effects of one-session physical or mindfulness training on university students’ mood, attention and executive functions in two separate randomized studies. Methods Study 1 (physical activity intervention) was implemented in a seminar with 63 and Study 2 (mindfulness intervention) in another seminar with 28 university students. The physical intervention included stretching exercises, balancing tasks, and medium intensity cardiovascular activities. The mindfulness training included yoga exercises, guided attention, and a body scan. In the control conditions, students watched a 15-min fitness or yoga video, respectively. Several mood and attention scales, as well as executive functions were assessed before and after the intervention or control activity. A randomized within-subject cross-over design was applied in both studies. Results Repeated-measures analysis of variance revealed that participants in both intervention conditions reported mood to be more positive, more awake and calmer after the intervention compared to the control conditions. These effects were medium to large (Study 1: eta2 = .08-.30, Study 2: eta2 = .15-.30). Attention scores improved more relative to the control condition after the physical intervention (medium effect size, eta2 = .11). Executive function scores improved more relative to the control condition after the mindfulness intervention (medium effect size, eta2 = .17). Conclusions These results indicate that a short bout (15-min) of physical or mindfulness activity in a university learning setting positively affected dimensions of mood and cognition known to support academic learning.

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Mindfulness and Meditation Training

Cited by 4 publications

References 35 publications

Doing More With Less: Interactive Effects of Cognitive Resources and Mindfulness Training in Coping With Mental Fatigue From Multitasking

Doing More With Less: Interactive Effects of Cognitive Resources and Mindfulness Training in Coping With Mental Fatigue From Multitasking

Towards an Ecological Vision of Neurodidactics

Effects of a Single Physical or Mindfulness Intervention on Mood, Attention, and Executive Functions: Results from two Randomized Controlled Studies in University Classes

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