Enhancing Chinese preschoolers’ executive function via mindfulness training: An fNIRS study
Mindfulness training has been found to enable cognitive and emotional awareness and diminish emotional distraction and cognitive rigidity. However, the existing intervention studies have largely focused on school children, adolescents, and adults, leaving young children unexplored. This study examin...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-08-01
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| Series: | Frontiers in Behavioral Neuroscience |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fnbeh.2022.961797/full |
| _version_ | 1828148527149088768 |
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| author | Sha Xie Chaohui Gong Jiahao Lu Hui Li Hui Li Dandan Wu Xinli Chi Chunqi Chang Chunqi Chang |
| author_facet | Sha Xie Chaohui Gong Jiahao Lu Hui Li Hui Li Dandan Wu Xinli Chi Chunqi Chang Chunqi Chang |
| author_sort | Sha Xie |
| collection | DOAJ |
| description | Mindfulness training has been found to enable cognitive and emotional awareness and diminish emotional distraction and cognitive rigidity. However, the existing intervention studies have largely focused on school children, adolescents, and adults, leaving young children unexplored. This study examined the influence of mindfulness training on young children using the one-group pretest-posttest design. Altogether 31 Chinese preschoolers (Mage = 67.03 months, SD = 4.25) enrolled in a 5-week, twice-per-week mindfulness training. Their cognitive shifting, inhibitory control, and working memory were examined using a battery of executive function tasks. And their brain activations in the region of interest during the tasks were measured using fNIRS before and after the intervention. Results showed that their cognitive shifting and working memory tasks performance significantly improved, and their activation in the DLPFC significantly changed. Implications for this study were also included. |
| first_indexed | 2024-04-11T21:16:18Z |
| format | Article |
| id | doaj.art-052f60e3cab24a15b00abe5f39eaa839 |
| institution | Directory Open Access Journal |
| issn | 1662-5153 |
| language | English |
| last_indexed | 2024-04-11T21:16:18Z |
| publishDate | 2022-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Behavioral Neuroscience |
| spelling | doaj.art-052f60e3cab24a15b00abe5f39eaa8392022-12-22T04:02:47ZengFrontiers Media S.A.Frontiers in Behavioral Neuroscience1662-51532022-08-011610.3389/fnbeh.2022.961797961797Enhancing Chinese preschoolers’ executive function via mindfulness training: An fNIRS studySha Xie0Chaohui Gong1Jiahao Lu2Hui Li3Hui Li4Dandan Wu5Xinli Chi6Chunqi Chang7Chunqi Chang8Department of Early Childhood Education, Faculty of Education, Shenzhen University, Shenzhen, ChinaSchool of Biomedical Engineering, Health Science Center, Shenzhen University, Shenzhen, ChinaSchool of Biomedical Engineering, Health Science Center, Shenzhen University, Shenzhen, ChinaShanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, ChinaMacquarie School of Education, Macquarie University, Sydney, NSW, AustraliaDepartment of Early Childhood Education, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, ChinaSchool of Psychology, Shenzhen University, Shenzhen, ChinaSchool of Biomedical Engineering, Health Science Center, Shenzhen University, Shenzhen, ChinaPeng Cheng Laboratory, Shenzhen, ChinaMindfulness training has been found to enable cognitive and emotional awareness and diminish emotional distraction and cognitive rigidity. However, the existing intervention studies have largely focused on school children, adolescents, and adults, leaving young children unexplored. This study examined the influence of mindfulness training on young children using the one-group pretest-posttest design. Altogether 31 Chinese preschoolers (Mage = 67.03 months, SD = 4.25) enrolled in a 5-week, twice-per-week mindfulness training. Their cognitive shifting, inhibitory control, and working memory were examined using a battery of executive function tasks. And their brain activations in the region of interest during the tasks were measured using fNIRS before and after the intervention. Results showed that their cognitive shifting and working memory tasks performance significantly improved, and their activation in the DLPFC significantly changed. Implications for this study were also included.https://www.frontiersin.org/articles/10.3389/fnbeh.2022.961797/fullexecutive functionmindfulness trainingfNIRSpreschoolercognitive shiftinginhibitory control |
| spellingShingle | Sha Xie Chaohui Gong Jiahao Lu Hui Li Hui Li Dandan Wu Xinli Chi Chunqi Chang Chunqi Chang Enhancing Chinese preschoolers’ executive function via mindfulness training: An fNIRS study Frontiers in Behavioral Neuroscience executive function mindfulness training fNIRS preschooler cognitive shifting inhibitory control |
| title | Enhancing Chinese preschoolers’ executive function via mindfulness training: An fNIRS study |
| title_full | Enhancing Chinese preschoolers’ executive function via mindfulness training: An fNIRS study |
| title_fullStr | Enhancing Chinese preschoolers’ executive function via mindfulness training: An fNIRS study |
| title_full_unstemmed | Enhancing Chinese preschoolers’ executive function via mindfulness training: An fNIRS study |
| title_short | Enhancing Chinese preschoolers’ executive function via mindfulness training: An fNIRS study |
| title_sort | enhancing chinese preschoolers executive function via mindfulness training an fnirs study |
| topic | executive function mindfulness training fNIRS preschooler cognitive shifting inhibitory control |
| url | https://www.frontiersin.org/articles/10.3389/fnbeh.2022.961797/full |
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