Wimmer Lena, Bellingrath Silja, von Stockhausen Lisa
Department of Psychology, University of Duisburg-Essen Essen, Germany.
Front Psychol. 2016 Jul 12;7:1037. doi: 10.3389/fpsyg.2016.01037. eCollection 2016.
The present paper reports a pilot study which tested cognitive effects of mindfulness practice in a theory-driven approach. Thirty-four fifth graders received either a mindfulness training which was based on the mindfulness-based stress reduction approach (experimental group), a concentration training (active control group), or no treatment (passive control group). Based on the operational definition of mindfulness by Bishop et al. (2004), effects on sustained attention, cognitive flexibility, cognitive inhibition, and data-driven as opposed to schema-based information processing were predicted. These abilities were assessed in a pre-post design by means of a vigilance test, a reversible figures test, the Wisconsin Card Sorting Test, a Stroop test, a visual search task, and a recognition task of prototypical faces. Results suggest that the mindfulness training specifically improved cognitive inhibition and data-driven information processing.
本文报告了一项试点研究，该研究以理论驱动的方式测试了正念练习的认知效果。34名五年级学生分别接受了基于正念减压法的正念训练（实验组）、注意力集中训练（积极对照组）或不接受任何治疗（消极对照组）。根据毕晓普等人（2004年）对正念的操作性定义，预测了对持续注意力、认知灵活性、认知抑制以及与基于图式的信息处理相对的数据驱动型信息处理的影响。通过警觉性测试、可反转图形测试、威斯康星卡片分类测试、斯特鲁普测试、视觉搜索任务和典型面孔识别任务，以前后测设计对这些能力进行了评估。结果表明，正念训练特别改善了认知抑制和数据驱动型信息处理。
