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Search Results: 1 - 10 of 5628 matches for " Mindfulness Training "
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A Review of Mindfulness Improves Decision Making and Future Prospects  [PDF]
Si Liu, Yaozhong Liu, Yakun Ni
Psychology (PSYCH) , 2018, DOI: 10.4236/psych.2018.92015
Abstract: With the popularity of mindfulness training among different groups of people, more and more attention has been paid to the positive role of mindfulness. In particular, the improvement of mindfulness on decision-making has been respected by the elite management and practitioners in different industries. There are also different forms of experimental paradigms for different types of decision-making behaviors in research methods. Both behavioral evidence and imaging evidence show that mindfulness training can improve decision-making, both under the social and non-social conditions. Mindfulness training was predominantly driven by an “emotional” system, manifested by an active medial prefrontal cortex, whereas the latter was not dominated by a “rational” system of decision-making processes; on the contrary, posterior insular and thalamic regions with emotional function were more active. Therefore, the emotional system throughout the mindset training affects the whole process of decision-making. In addition, mindfulness affects other possible factors such as attention, compassion, and cognitive control in the decision-making process. At last, based on the existing research deficiencies, this paper analyzed future prospects from the aspects of research methods, research contents and theoretical construction, in order to provide references for future research in this field.
正念冥想训练水平对情绪加工的影响
刘雷,王红芳,陈朝阳
- , 2016,
Abstract: 摘要: 越来越多的研究表明,正念冥想训练影响情绪加工。本文从正念冥想训练水平(包括临时训练、短时训练和长期训练)角度出发,系统回顾了不同水平的正念冥想训练对情绪加工的调节效应。综述发现,不同水平正念冥想训练都能够提高个体情绪调节能力,临时正念冥想训练作为一种有效的情绪调节方法影响情绪加工,而短期正念冥想训练和长期禅修训练通过增加个体正念意识,增强个体情绪接受力影响情绪加工。未来的研究需进一步在区分正念冥想训练时间和正念冥想训练类别基础上,探讨正念冥想训练影响情绪加工的认知神经机制。
Abstract: Mindfulness is typically defined as nonjudgmental attention to experiences in the present moment. Mindfulness includes two components: the first component is the regulation of attention to maintain it on the immediate experience and the second component involves approaching one’s experiences with curiosity, openness, and acceptance. A large body of research has documented the efficacy of mindfulness training in the treatment of clinical disorders, including anxiety, depression, substance abuse, eating disorders, and chronic pain. Until recently, not only has mindfulness training successfully been used in the treatment of disorders but it has also been shown to produce positive effects on psychological well-being and to improve the emotional regulation ability. Thus, it has been showed largely that mindfulness training influenced emotional processing. The scientific study of mindfulness has viewed mindfulness as an attentional state which can be fostered through training. Mindfulness training research entails training mindfulness na?ve participants to adopt a mindful attentional stance (3 minutes to 1 hour) while completing emotion tasks, or examining how brief (4 days to 10-weeks) mindfulness training or long (1 year longer) mindfulness training impacts emotional processing. Thus, the article systematically reviewed the moderating effect of mindfulness training on emotional processing, from the training level (including temporary mindfulness training, short mindfulness training, and long mindfulness training) perspectives. In the article, we first investigated the relationship of temporary mindfulness training and emotional processing. Second, we examined the relationship of short mindfulness training and emotional processing. Third, we exploited the relationship of long mindfulness training and emotional processing. Finally, we raised some questions which need to be done in the future. Mindfulness training research can be categorized by participants’ level of mindfulness training: temporary mindfulness training, short mindfulness training, and long mindfulness training. A lot of research showed that mindfulness training improved individual emotion regulation, and then increased individual subjective well-being and the quality of life. First, studies of Temporary mindfulness using meditation
发展认知神经科学视角下的正念训练
The Mindfulness Training in the Developmental Cognitive Neuroscience
 [PDF]

宋亚男
Advances in Psychology (AP) , 2016, DOI: 10.12677/AP.2016.610129
Abstract:
正念是一种通过将注意指向当下目标而产生的,不加评判地对待此时此刻各种体验的意识状态。近年来,正念训练越来越成为心理学领域的热门课题,尤其是对各个年龄阶段的功效研究。本文总结近年来正念训练在大学生、儿童和青少年以及年龄更小的幼儿群体当中的研究成果,并指出正念训练不仅能提高个体心理功能,也能促使其神经机制得到相应的改善。最后,文章指出了未来正念研究的方向。
Mindfulness is a state of consciousness which is produced by paying attention to the current target, and without judging all kinds of experience at this moment. In recent years, mindfulness training more and more becomes a hot topic in the field of psychology, especially the research on the effect in different ages. This article summarizes the research results of mindfulness training in college students, children and teenagers and younger children groups, and points out that mindfulness training not only can improve individual psychological function, also can make the neural me-chanisms improved accordingly. Finally, the paper points out the future direction of mindfulness.
A randomised controlled pilot study of a brief, web-based mindfulness training
Tobias Glück,Andreas Maercker
International Journal of Integrated Care , 2011,
Abstract:
Taming a wandering attention: short-form mindfulness training in student cohorts
Alexandra B. Morrison,Merissa Goolsarran,Scott L. Rogers,Amishi P. Jha
Frontiers in Human Neuroscience , 2014, DOI: 10.3389/fnhum.2013.00897
Abstract: Mindfulness training (MT) is a form of mental training in which individuals engage in exercises to cultivate an attentive, present centered, and non-reactive mental mode. The present study examines the putative benefits of MT in University students for whom mind wandering can interfere with learning and academic success. We tested the hypothesis that short-form MT (7 h over 7 weeks) contextualized for the challenges and concerns of University students may reduce mind wandering and improve working memory. Performance on the sustained attention to response task (SART) and two working memory tasks (operation span, delayed-recognition with distracters) was indexed in participants assigned to a waitlist control group or the MT course. Results demonstrated MT-related benefits in SART performance. Relative to the control group, MT participants had higher task accuracy and self-reported being more “on-task” after the 7-week training period. MT did not significantly benefit the operation span task or accuracy on the delayed-recognition task. Together these results suggest that while short-form MT did not bolster working memory task performance, it may help curb mind wandering and should, therefore, be further investigated for its use in academic contexts.
Relationship between Mindfulness and Psychological Adjustment in Soldiers According to Their Confrontation with Repeated Deployments and Stressors  [PDF]
Marion Trousselard, Dominique Steiler, Damien Claverie, Frédéric Canini
Psychology (PSYCH) , 2012, DOI: 10.4236/psych.2012.31016
Abstract: Although interest in incorporating mindfulness into medical interventions is growing, data on the relationships between mindfulness, stress and coping in military personnel is still scarce. This report investigates the relationship between psychological adjustment and mindfulness in soldiers according to their repeated deployments and confrontations with stressors. Our findings indicate that soldiers’ mindfulness levels were in the range of the middle-aged civilian working population, and were negatively correlated with emotional disturbance measures, and positively correlated with their subjective assessments of their own well-being. Individuals confronted with conflict deployments and stressors recorded lower mindfulness scores, and appeared high in emotional disturbance measures.
正念冥想训练对高职生英语听力的影响
Effects of Mindfulness Training on English Listening of Students in Vocational Technical College
 [PDF]

潘咏铃, 王艳芳, 陈彩琦
Advances in Psychology (AP) , 2019, DOI: 10.12677/AP.2019.97158
Abstract:
目的:本研究主要考察正念冥想训练对高职生英语听力的影响。方法:对40名高职生进行为期7周每周1次的正念冥想训练,同时由40名同学校的学生组成对照组。在干预前后,使用正念注意觉知量表和焦虑自评量表对干预组和对照组的学生进行测量;使用公共英语二级模拟听力测验测量学生听力水平。结果:1) 经过7周的正念冥想训练,干预组的正念水平和听力水平有所提升,而对照组前后测的正念水平和听力水平均无显著变化;2) 干预组被试在正念水平、听力水平和焦虑水平的变化程度显著优于控制组被试;3) 通过协方差分析得出听力前测成绩(P < 0.001)、有无接受正念训练(P < 0.05)主效应显著。结论:正念冥想训练能够提高高职生英语听力水平。
Objective: To explore the effect of mindfulness meditation training on English listening of voca-tional college students. Methods: 40 vocational students were trained in mindfulness meditation once a week for 7 weeks. Before and after the intervention, the students in the intervention group and the control group were measured by Mindfulness Attention Awareness Scale (MAAS) and Self-rating Anxiety Scale (SAS). The level of listening ability of students is measured by the public English level 2 listening test. Results: 1) After 7 weeks of mindfulness meditation training, the mindfulness level and listening level of the intervention group were improved, while before and after the test of the control group, the mindfulness level and listening level were not signif-icantly changed; 2) The changes of mindfulness level, hearing level and anxiety level in the in-tervention group were significantly better than those in the control group; 3) Through the anal-ysis of covariance, it was found that the main effects of the pretest score (P < 0.001) and the presence or absence of mindfulness training (P < 0.05) were significant. Conclusion: Mindfulness meditation training can improve the English listening ability of vocational college students.
Effects of Duration and Contents of Mindfulness Training on Depression  [PDF]
Qiong Wu, Lin Shi, Zhipeng Xia, Lida Lu
Psychology (PSYCH) , 2013, DOI: 10.4236/psych.2013.46A1002
Abstract:

This study aimed to find a simple and effective mindfulness training method for intervening depression. 95 university students with moderate or severe depression participated in the study and they were divided into three mindfulness training groups: 8-week complete group, 8-week informal group, and 4-week group. All subjects completed Beck Depression Inventory (BDI-) and Five Fact Mindfulness Questionnaire (FFMQ) before the intervention, after which, 55 subjects completed the assessments once more. Results showed the scores of specific dimensions representing mindfulness levels were different. For the 4-week group, scores of description, action aware and nonjudge significantly were improved, while the other two groups were improved significantly on all the five dimensions, especially the informal training group. In the discussion, it focused more on the effects of training time and training contents, and briefly discussed the relation of subjects dropout, subjects attendance, homework completion status and intervention effects. In conclusion, all the three intervention modes have magnificent intervention effects. Integrated many sided, 8-week informal training is of the best effects, which may be considered as a better mindfulness training mode henceforth, however, the comparison between the formal training and informal training still needs further study.

The Impact of Mindfulness Meditation on Academic Well-Being and Affective Teaching Practices  [PDF]
Tahereh Ziaian, Janet Sawyer, Nina Evans, David Gillham
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.620222
Abstract: Using action research, this study investigated the impact of mindfulness meditation as used by academic staff on the affective domain of teaching and learning, and its impact on the psychological well-being of academic staff. Through convenience sampling technique, academic staff at the University of South Australia’s Centre for Regional Engagement were recruited to the study. Participants completed a mindfulness meditation program including meditation practice of five minutes twice a day for a nine-month period. Workshops and individual telephone interviews were conducted during this time, with early findings indicating that mindfulness meditation can increase staff awareness of the affective domain and promote mental well-being. The results also suggest strategies to promote affective teaching and learning within the tertiary environment.
The Spirituality Questionnaire: Core Dimensions of Spirituality  [PDF]
Jochen Hardt, Sonja Schultz, Carola Xander, Gerhild Becker, Malgorzata Dragan
Psychology (PSYCH) , 2012, DOI: 10.4236/psych.2012.31017
Abstract: Various approaches are used to assess spirituality via questionnaires, ranging from one-dimensional scales to highly multidimensional models. For the present investigation, an – in spirituality research unorthodox – factor analytic method was chosen: principal axis analysis with oblique rotation. An item collection was examinated and cross-validated via internet. The spirituality questionnaire contains four dimensions: belief in God, search for meaning, mindfulness, and feeling of security. They present with high internal consistencies. The factorial structure of the four dimensions was confirmed. Based on the better fit of this method of extraction the authors assume that these dimensions may depict the concept of spirituality more precisely than the previously used factor analytic methods, i.e. the principal component analysis (PCA) with orthogonal rotation.
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