The influence of mindfulness meditation on inattention and physiological markers of stress on students with learning disabilities and/or attention deficit hyperactivity disorder

Gabriely, Ranit; Tarrasch, Ricardo; Velicki, Maria; Ovadia‐Blechman, Zehava

doi:10.1016/j.ridd.2020.103630

Cited by 31 publications

(21 citation statements)

References 87 publications

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“…Studies by clinical scientists in meditation practices indicated Mindfulness practice boosted present-moment awareness and reduced hyperactivity and inattention, as well as stress reduction [33]. Mindfulness as a dynamic process of attention intensified awareness of the mind on the present moment rather than the past or future.…”

Section: Discussionmentioning

confidence: 99%

Effect of Mindfulness Meditation Practices on Students’ Behavior Change in Secondary Schools in Trashigang District, Bhutan

Tshering

2021

AJESS

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This research primarily focused on mindfulness meditation affecting students’ behaviour change in secondary schools, Trashigang district, Bhutan. The objectives of the research were to study the levels of students’ mindfulness meditation practice, to identify students’ behaviour change, and to examine mindfulness meditation practice affecting students’ behaviour change in secondary schools in Trashigang, Bhutan. The study administered questionnaires on mindfulness meditation and behaviour change to 367 students in two higher secondary schools and interviewed two students and two teachers in May 2013. The quantitative data were analyzed by descriptive statistics, while qualitative data were analysed by content analysis.

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Section: Discussionmentioning

confidence: 99%

Effect of Mindfulness Meditation Practices on Students’ Behavior Change in Secondary Schools in Trashigang District, Bhutan

Tshering

2021

AJESS

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“…Practicing mindfulness in class often involves paying attention to breathing and experiential learning opportunities which allow students to consciously use their senses and their thinking (Bochun, 2011). A recently published paper found that practicing mindfulness improved awareness of the present and reduced inattention and hyperactivity in college students with learning disabilities (Gabriely et al, 2020). Another recent study found that practicing mindfulness significantly reduced self-pity and improved self-efficacy in college students.…”

Section: How Mindfulness Affects Learningmentioning

confidence: 98%

“…These techniques, adjusted to the school subject in which they will be used, are applied by teachers to enrich and promote learning in class (Bochun, 2011). Some recently published papers report that practicing mindfulness improved awareness of the present and reduced inattention and hyperactivity in college students with learning disabilities (Gabriely et al, 2020).…”

Section: Comparing Mindfulness In the Two Research Groupsmentioning

confidence: 99%

Psychological availability, mindfulness, and cognitive load in college students with and without learning disabilities

Bishara

2021

Cogent Education

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The goal of this study was to test whether psychological availability and mindfulness are associated with cognitive overload in two student populations with and without learning disabilities. This study tested hypotheses regarding the differences between the two study populations and the degree of association between the study variables. 60 students with learning disabilities and 60 students without learning disabilities were tested using three instruments: a psychological availability questionnaire, a mindfulness questionnaire, and a self-efficacy questionnaire. The findings show that the learning-disabled population performed consistently worse on psychological availability and mindfulness and on cognitive load compared with the normally-developed population. In addition, the study variables were strongly associated in the students without learning disabilities but not in the students with learning disabilities. These findings can be applied in the development of teacher training programs that focus on effective methods for increasing psychological availability, improving attention and mindfulness, so that cognitive load in students with learning disabilities can be reduced. Saied Bishara ABOUT THE AUTHOR Dr. Saied Bishara, finished his doctorate at Bar Ilan University specializing in learning disabilities and special education. He works at Beit Berl College and the Open University in Israel. He is currently the Head of the Special Education Department at Beit Berl College. He has published studies in literacy and math ability of students with learning disabilities.

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“…Although studies that relate the effects of meditative techniques with cognitive and behavioral aspects are less numerous, researchers point out that the practice, by positively influencing the improvement of attention [88][89][90] , can promote the improvement of verbal performance and fluency 91 , reinforcing the benefits for memory acquisition. In fact, the integration of the brain areas cited for memory formation occurs through the release of neurotransmitters and neuronal interaction established by synapses.…”

Section: Regardless Of the Chosen Meditation Technique Asmentioning

confidence: 99%

Meditação, Memória e Aprendizagem: Estudos Neurobiológicos

Gomides¹,

Lazzaroni²,

Cupertino³

et al. 2021

Rev Neurocienc

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Introdução. O papel da meditação sobre distintos aspectos da neurobiologia humana tem recebido maior atenção da comunidade científica, nos últimos anos. Objetivo. O presente artigo tem por objetivo investigar os impactos da prática meditativa sobre a memória e sobre o processo ensino-aprendizagem. Método. Procedeu-se revisão da literatura com estratégia de busca definida no PubMed e no Scielo, utilizando os descritores da plataforma MeSH e operadores booleanos, com os seguintes termos: “Meditation” AND “Memory” e “Meditation” AND “learning”, em inglês e português. Foram incluídos estudos dirigidos ao papel da meditação nos processos de ensino-aprendizagem e nos aspectos neurobiólogos da memória. Resultados. As informações obtidas foram organizadas em três seções: (1) conceitos básicos para o estudo da memória; (2) mecanismos neurais da memória e da aprendizagem e (3) a prática da meditação, incluindo os efeitos sobre a memória e o processo de ensino-aprendizagem. Conclusão. Os efeitos benéficos da prática meditativa sobre a construção dos processos ensino-aprendizagem, com destaque para o aprimoramento do equilíbrio emocional, da redução do estresse e da ansiedade, foram descritos, além do incremento da capacidade de concentração, fatores que favorecem a consolidação da memória de longo prazo e, assim, auxiliam na construção do aprendizado.

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The influence of mindfulness meditation on inattention and physiological markers of stress on students with learning disabilities and/or attention deficit hyperactivity disorder

Cited by 31 publications

References 87 publications

Effect of Mindfulness Meditation Practices on Students’ Behavior Change in Secondary Schools in Trashigang District, Bhutan

Effect of Mindfulness Meditation Practices on Students’ Behavior Change in Secondary Schools in Trashigang District, Bhutan

Psychological availability, mindfulness, and cognitive load in college students with and without learning disabilities

Meditação, Memória e Aprendizagem: Estudos Neurobiológicos

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