正念训练提升幼儿努力控制能力的干预研究
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摘要
研究采用改编的幼儿正念训练课程,考察正念训练对幼儿努力控制能力的影响。实验一采用随机对照前后测设计,课程前后采用抑制控制和延迟满足范式测量两组被试冷系统努力控制和热系统努力控制能力。结果显示,实验组的抑制控制和延迟满足前后测提升值显著高于控制组。实验二完善实验一的设计,并在内容和总时长不变的前提下缩短课程周期,得到的结果模式与实验一的基本一致。两实验共同说明该课程可提高幼儿的努力控制能力。该课程有望推广至教学实践中,作用于幼儿努力控制能力的矫正或培养。
This study, using the revised mindfulness training-based curriculum for preschoolers, aims to explore the effect of mindfulness training on preschoolers' effortful control(EC). The first experiment, based on a randomized pre-and post-test design, tested the cold-system EC and the hot-system EC of the two groups(the experimental group and the control group) by means of inhibitory control and delay of gratification. The results show that compared with the control group, the experimental group demonstrated significant improvement in inhibitory control and delay of gratification. The second experiment, by improving the first experiment and shortening the time for the curriculum, achieved similar results to those of the first experiment. The two experiments indicate that the curriculum can be used to improve EC in preschoolers, which is expected to be extended to teaching practice for the correction or training of preschoolers' EC.
This study, using the revised mindfulness training-based curriculum for preschoolers, aims to explore the effect of mindfulness training on preschoolers' effortful control(EC). The first experiment, based on a randomized pre-and post-test design, tested the cold-system EC and the hot-system EC of the two groups(the experimental group and the control group) by means of inhibitory control and delay of gratification. The results show that compared with the control group, the experimental group demonstrated significant improvement in inhibitory control and delay of gratification. The second experiment, by improving the first experiment and shortening the time for the curriculum, achieved similar results to those of the first experiment. The two experiments indicate that the curriculum can be used to improve EC in preschoolers, which is expected to be extended to teaching practice for the correction or training of preschoolers' EC.
引文
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8 11 19 Razza R A,Bergen-Cico D,Raymond K.Enhancing preschoolers' self-regulation via mindful yoga.Journal of Child and Family Studies,2013,24(2):372-385
9 23 Flook L,Goldberg S B,Pinger L,et al.Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum.Developmental Psychology,2015,51(1):44-51
10 13 Fodor I E,Hooker K E.Teaching mindfulness to children.Gestalt Review,2008,12(1):75-91
12 Napoli D M,Krech P R,Holley L C.Mindfulness training for elementary school students.Journal of Applied School Psychology,2005,21(1):99-125
14 Diamond A,Taylor C.Development of an aspect of executive control:development of the abilities to remember what I said and to “do as I say,not as I do”.Developmental Psychobiology,1996,29(4):315
15 18 Murray K T,Kochanska G.Effortful control:factor structure and relation to externalizing and internalizing behaviors.Journal of Abnormal Child Psychology,2002,30(5):503-514
16 Tang Y Y,Ma Y,Fan,Y,et al.Central and autonomic nervous system interaction is altered by short-term meditation.Proceedings of the National Academy of Sciences,2009,106(22):8865
17 Gerstadt C L,Hong Y J,Diamond A.The relationship between cognition and action:performance of children,ja:math 3.5-7 years old on a stroop-like day-night test.Cognition,1994,53(2):129
20 Tang Y Y,Holzel B K,Posner M I.The neuroscience of mindfulness meditation.Nature Reviews Neuroscience,2015,16(4):213-225
22 Zhang Y Y,Xu L,Liang Z Y,et al.Separate neural networks for gains and losses in intertemporal choice.Neuroscience Bulletin,2018,34(5):725-735
24 Shapiro S L,Lyons K E,Miller R C,et al.Contemplation in the Classroom:a New Direction for Improving Childhood Education.Educational Psychology Review,2014,27(1):1-30
25 Neville H J,Stevens C,Pakulak E,et al.Family-based training program improves brain function,cognition,and behavior in lower socioeconomic status preschoolers.Pnas,2013,110(29):12138-12143
2 Kim S,Nordling J K,Yoon J E,et al.Effortful control in “Hot” and “Cool” tasks differentially predicts children's behavior problems and academic performance.Journal of Abnormal Child Psychology,2013,41(1):43-56
3 Diamond A,Lee K.Interventions shown to aid executive function development in children 4 to 12 years old.Science,2011,333(6045):959-964
4 Kabat-Zinn J.Full catastrophe living:using the wisdom of your body and mind to face stress,pain,and illness (15th anniversary ed.).Delta Trade Paperback,2014
5 Oberle E,Schonertreichl K A,Lawlor M S,et al.Mindfulness and inhibitory control in early adolescence.Journal of Early Adolescence,2012,32(4):565-588
6 Allen M,Dietz M,Blair K S,et al.Cognitive-affective neural plasticity following active-controlled mindfulness intervention.Journal of Neuroscience,2012,32(44):15601-15610
7 21 Chiesa A,Serretti A.A systematic review of neurobiological and clinical features of mindfulness meditations.European Psychiatry,2010,25(8):1239-1252
8 11 19 Razza R A,Bergen-Cico D,Raymond K.Enhancing preschoolers' self-regulation via mindful yoga.Journal of Child and Family Studies,2013,24(2):372-385
9 23 Flook L,Goldberg S B,Pinger L,et al.Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum.Developmental Psychology,2015,51(1):44-51
10 13 Fodor I E,Hooker K E.Teaching mindfulness to children.Gestalt Review,2008,12(1):75-91
12 Napoli D M,Krech P R,Holley L C.Mindfulness training for elementary school students.Journal of Applied School Psychology,2005,21(1):99-125
14 Diamond A,Taylor C.Development of an aspect of executive control:development of the abilities to remember what I said and to “do as I say,not as I do”.Developmental Psychobiology,1996,29(4):315
15 18 Murray K T,Kochanska G.Effortful control:factor structure and relation to externalizing and internalizing behaviors.Journal of Abnormal Child Psychology,2002,30(5):503-514
16 Tang Y Y,Ma Y,Fan,Y,et al.Central and autonomic nervous system interaction is altered by short-term meditation.Proceedings of the National Academy of Sciences,2009,106(22):8865
17 Gerstadt C L,Hong Y J,Diamond A.The relationship between cognition and action:performance of children,ja:math 3.5-7 years old on a stroop-like day-night test.Cognition,1994,53(2):129
20 Tang Y Y,Holzel B K,Posner M I.The neuroscience of mindfulness meditation.Nature Reviews Neuroscience,2015,16(4):213-225
22 Zhang Y Y,Xu L,Liang Z Y,et al.Separate neural networks for gains and losses in intertemporal choice.Neuroscience Bulletin,2018,34(5):725-735
24 Shapiro S L,Lyons K E,Miller R C,et al.Contemplation in the Classroom:a New Direction for Improving Childhood Education.Educational Psychology Review,2014,27(1):1-30
25 Neville H J,Stevens C,Pakulak E,et al.Family-based training program improves brain function,cognition,and behavior in lower socioeconomic status preschoolers.Pnas,2013,110(29):12138-12143