正念训练提升3～4岁幼儿注意力和执行功能
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摘要
正念训练是指个体将注意力集中于当下体验的一种心理干预方法。先前研究表明正念训练可以促进其注意力、执行功能、情绪调节等的发展,而正念训练对幼儿心理发展的作用机制并不清楚。因此,为了考察正念训练对3～4岁幼儿注意力和执行功能的影响。采用前后测设计,对正念组进行每周2次,每次20～30分钟,共12次的正念训练;对照组不进行任何训练。结果发现:(1)在注意力方面,正念组与对照组前测差异不显著,训练后正念组幼儿持续性注意力得分显著高于对照组。(2)在执行功能方面,正念组和实验组在抑制控制、认知灵活性以及工作记忆上前测得分差异不显著,训练后正念组幼儿抑制控制和认知灵活性得分显著优于对照组,而两组幼儿工作记忆差异不显著。研究表明,正念训练促进了3～4岁幼儿注意力和执行功能的发展,且在执行功能方面主要表现为对抑制控制和认知灵活性的提升。
Mindfulness is a technique that alleviates the suffering of the yogi and implements self-awareness. Previousstudies found that mindfulness training can improve work efficiency, emotional regulation, attention, and executive function. However, it is still unknown whether mindfulness training can improve attention and executive function in preschool children. This study sought to investigate the effect of mindfulness training for younger children to improve attention and executive function performance.The present study attempted to use a 2(group: mindfulness training vs no-training) × 2(test time:pre vs post) between-and-within-subjects design to investigate the effect of mindfulness training on improving 3-and4-year-old children's attention and executive function. The mindfulness training consisted of 12 sessions, with20～30 minutes per session, and was held twice a week for two months involving 6 preschoolers at a time. The children were assigned to two groups, mindfulness group(N = 26, age range from 41.69 months to 51.42 months,SD = 1.12 months) and control group(N = 26, age range from 41.98 months to 53.98 months, SD = 3.60 months).In the mindfulness training group, the instructor guided children to perform activities of mindfulness, while children in the No-training group were given normal activities. In the study, the mindfulness training course consisted of three parts. Part 1 was "breath and attention" that children learned to master belly breathing and focused attention on specific sensory. Part 2 was "body perception and movement" that children gained balance awareness and body coordinates. Part 3 was "awareness of mental activity" that children learned to relax and perceive each body part. Children's attention was measured before and after training using an attention task(e.g.Finding Animals Test), and three components of executive function were measured before and after training using three classic tasks(e.g. Inhibition Control: Peach Flower Heart Task, Cognitive Flexibility: Dimensional Change Card Sort Task(DCCS) and Working Memory: WPPSI-VI's Picture Memory Test).To investigate whether mindfulness training can enhance children's attention and executive function, we performed 2(group: mindfulness training vs no-training) × 2(test time: pretest vs posttest) repeated measures ANOVA. The results revealed that the interaction between group and test time was significant. An analysis of simple effects further indicated that in the pretest there was no significant effect between mindfulness training group and no-training group. In the posttest, the attention and two components of executive function performances(inhibition control and cognitive flexibility) improved significantly in mindfulness group, while no significant differences were found on attention and three components of executive function in no-training group. The results supported the usefulness of mindfulness training to enhance children's performances on attention and executive function.In conclusion, our results suggested the positive effects of mindfulness training on two components of executive function(inhibition control and cognitive flexibility) and attention in preschool children. The results provided important theoretical and practical implications for 3-and 4-year-old children's attention and executive function.
Mindfulness is a technique that alleviates the suffering of the yogi and implements self-awareness. Previousstudies found that mindfulness training can improve work efficiency, emotional regulation, attention, and executive function. However, it is still unknown whether mindfulness training can improve attention and executive function in preschool children. This study sought to investigate the effect of mindfulness training for younger children to improve attention and executive function performance.The present study attempted to use a 2(group: mindfulness training vs no-training) × 2(test time:pre vs post) between-and-within-subjects design to investigate the effect of mindfulness training on improving 3-and4-year-old children's attention and executive function. The mindfulness training consisted of 12 sessions, with20～30 minutes per session, and was held twice a week for two months involving 6 preschoolers at a time. The children were assigned to two groups, mindfulness group(N = 26, age range from 41.69 months to 51.42 months,SD = 1.12 months) and control group(N = 26, age range from 41.98 months to 53.98 months, SD = 3.60 months).In the mindfulness training group, the instructor guided children to perform activities of mindfulness, while children in the No-training group were given normal activities. In the study, the mindfulness training course consisted of three parts. Part 1 was "breath and attention" that children learned to master belly breathing and focused attention on specific sensory. Part 2 was "body perception and movement" that children gained balance awareness and body coordinates. Part 3 was "awareness of mental activity" that children learned to relax and perceive each body part. Children's attention was measured before and after training using an attention task(e.g.Finding Animals Test), and three components of executive function were measured before and after training using three classic tasks(e.g. Inhibition Control: Peach Flower Heart Task, Cognitive Flexibility: Dimensional Change Card Sort Task(DCCS) and Working Memory: WPPSI-VI's Picture Memory Test).To investigate whether mindfulness training can enhance children's attention and executive function, we performed 2(group: mindfulness training vs no-training) × 2(test time: pretest vs posttest) repeated measures ANOVA. The results revealed that the interaction between group and test time was significant. An analysis of simple effects further indicated that in the pretest there was no significant effect between mindfulness training group and no-training group. In the posttest, the attention and two components of executive function performances(inhibition control and cognitive flexibility) improved significantly in mindfulness group, while no significant differences were found on attention and three components of executive function in no-training group. The results supported the usefulness of mindfulness training to enhance children's performances on attention and executive function.In conclusion, our results suggested the positive effects of mindfulness training on two components of executive function(inhibition control and cognitive flexibility) and attention in preschool children. The results provided important theoretical and practical implications for 3-and 4-year-old children's attention and executive function.
引文
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Breckenridge,K.,Braddick,O.,&Atkinson,J.(2013).The organization of attention in typical development:A new preschool attention test battery.British Journal of Developmental Psychology,31(3),271-288.
Brooker,J.E.,Webber,L.,Julian,J.,Shawyer,F.,Graham,A.L.,Chan,J.,&Meadows,G.(2014).Mindfulness-based training shows promise in assisting staff to reduce their use of restrictive interventions in residential services.Mindfulness,5(5),598-603.
Brown,K.W.,&Ryan,R.M.(2003).The benefits of being present:Mindfulness and its role in psychological wellbeing.Journal of Personality Social Psychology,84(4),822-848.
Brown,R.P.,&Pinel,E.C.(2003).Stigma on my mind:Individual differences in the experience of stereotype threat.Journal of Experimental Social Psychology,39(6),626-633.
Cameron,C.E.,Brock,L.L.,Hatfield,B.E.,Cottone,E.A.,Rubinstein,E.,Locasale-crouch,J.,&Grissmer,D.W.(2015).Visuomotor integration and inhibitory control compensate for each other in school readiness.Developmental Psychology,51(11),1529-1543.
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Flook,L.,Goldberg,S.B.,Pinger,L.,&Davidson,R.J.(2015).Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum.Developmental Psychology,51(1),44-51.
Friese,M.,Ostafin,B.,&Loschelder,D.(2017).Mindfulness as an intervention to improve self-control.Handbook of self-control in health and well-being(pp.431-445).New York,NY:Routledge.
Good,D.J.,Lyddy,C.J.,Glomb,T.M.,Bono,J.E.,Brown,K.W.,&Duffy,M.K.(2015).Contemplating mindfulness at work:An integrative review.Journal of Management,42(1),114-142.
Huang,Y.,Li,X,D.,Wang,Y.(2002).A follow-up study of sensory integrative dysfunction in children.China Journal Peditrics,40(5),260-262.[黄悦勤,李旭东,王玉凤.(2002).儿童感觉统合失调的随访研究.中华儿科杂志,40(5),260-262.]
Ivanovski,B.,&Malhi,G.S.(2007).The psychological and neurophysiological concomitants of mindfulness forms of meditation.Acta Neuropsychiatrica,19(2),76-91.
Josefsson,T.,Lindwall,M.,&Broberg,A.G.(2014).The effects of a short-term mindfulness based intervention on self-reported mindfulness,decentering,executive attention,psychological health,and coping style:Examining unique mindfulness effects and mediators.Mindfulness,5(1),18-35.
Kabat-Zinn,J.(1994).Wherever you go,there you are:mindfulness meditation in everyday life.New York:Hyperion.Kabat-Zinn,J.(2003).Mindfulness-based interventions in context:Past,present,and future.Clinical PsychologyScience and Practice,10(2),144-156.
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