Journal of cognitive enhancement : towards the integration of theory and practice最新文献

Using an 8-week mindfulness intervention, we investigated the mechanisms of mindfulness to address test anxiety in introductory physics II. Our goal was to explore the effectiveness of using an 8-week online mindfulness intervention to address student test anxiety. We used self-report measures to assess participants on mindfulness, emotional regulation, attentional regulation, and physics quiz scores at three-time points-time 1 (pre), time 2 (mid), and time 3. Participants in the mindfulness condition received 8 weeks of mindfulness training while the control group was used as a baseline for comparison with no mindfulness training. The 8-week online-based mindfulness intervention resulted in non-significant changes in test anxiety and quiz scores for the treatment compared to the control. Additionally, results from multiple regression modeling suggest that emotional regulation positively predicted mindfulness at time 3 (T3) of data collection, whereas attentional regulation negatively predicted mindfulness at T3. These findings have both theoretical and practical implications. Our findings suggest more research is needed to investigate the usefulness of mindfulness-based interventions in STEM-related settings.

Previous investigations into the effect of mindfulness meditation on false memory have reported mixed findings. One potential issue is that mindfulness meditation involves different styles that establish distinct cognitive control states. The present work aimed to address this issue by comparing the effects of single-session focused attention (FAM) and open monitoring (OMM) mindfulness meditation styles on true and false memory recall. Strengthened cognitive control states associated with FAM were predicted to increase true memory recall and decrease false memory recall. Conversely, weakened cognitive control established by OMM was predicted to increase false memory recall. Thirty-four meditation-naïve participants (23 females, mean age = 23.4 years, range = 18-33) first completed pre-meditation learning and recall phases of the Deese-Roediger-McDermott (DRM) task. Participants then completed a single session of FAM or OMM prior to a second, post-meditation, round of DRM task learning and recall phases with a novel word list. Finally, participants completed a recognition test with true and false memory, and distractor words. Both FAM and OMM groups demonstrated significant increase in false memory recall between pre- and post-meditation recall tests but these groups did not differ with respect to true and false memory recall and recognition. The present findings are consistent with previous reports of increased false memory arising from mindfulness meditation. Distinct cognitive control states associated with FAM and OMM states do not result in distinct true and false memory formation, at least in meditation-naïve adults.

Driving ability has been shown to be dependent on perceptual-cognitive abilities such as visual attention and speed of processing. There is mixed evidence suggesting that training these abilities may improve aspects of driving performance. This preliminary study investigated the feasibility of training three-dimensional multiple object tracking (3D-MOT)-a dynamic, speeded tracking task soliciting selective, sustained and divided attention as well as speed of processing-to improve measures of simulated driving performance in older and younger adults. A sample of 20 young adults (23-33 years old) and 14 older adults (65-76 years old) were randomly assigned to either a 3D-MOT training group or an active control group trained on a perceptual discrimination task as well as 2048. Participants were tested on a driving scenario with skill-testing events previously identified as optimal for cross-sectional comparisons of driving ability. Results replicated previously identified differences in driving behaviour between age groups. A possible trend was observed for the 3D-MOT trained group, especially younger adults, to increase the distance at which they applied their maximum amount of braking in response to dangerous events. This measure was associated with less extreme braking during events, implying that these drivers may have been making more controlled stops. Limitations of sample size and task realism notwithstanding, the present experiment offers preliminary evidence that 3D-MOT training might transfer to driving performance through quicker detection of or reaction to dangerous events and provides a rationale for replication with a larger sample size.