Chanting and meditation: an 8-week intervention to promote executive functions in school-age children.

IF 1.4 4区心理学 Q4 CLINICAL NEUROLOGY

Applied Neuropsychology: Child Pub Date : 2024-11-04 DOI:10.1080/21622965.2024.2424215

Pariya Krisdathiwadh, Suthida Chaithirayanon, Naiphinich Kotchabhakdi, Vorasith Siripornpanich

{"title":"Chanting and meditation: an 8-week intervention to promote executive functions in school-age children.","authors":"Pariya Krisdathiwadh, Suthida Chaithirayanon, Naiphinich Kotchabhakdi, Vorasith Siripornpanich","doi":"10.1080/21622965.2024.2424215","DOIUrl":null,"url":null,"abstract":"The present study investigated the effectiveness of a newly developed 8-week meditation program, which included chanting and meditation, on executive functions (EFs) in school-age children. Twenty-five students assigned to an experimental group participated in the meditation program, engaging in daily and weekly activities for 8 weeks. Another 25 students served as a control group and participated in regular school activities. Pretest and posttest assessments included the n-back task for working memory, the go/no-go task for inhibition, and the Wisconsin Card Sorting Test (WCST) for cognitive flexibility. A mixed repeated measures ANOVA was conducted to analyze interaction effects, within-group differences, and between-group differences. The experimental group demonstrated greater improvement compared to the control group across several measures: (1) reaction time in the 1-back task, (2) correct responses in the no-go condition of the go/no-go task, and (3) percentage of correct responses, errors, perseverative errors, non-perseverative errors, perseverative responses, and conceptual level responses in the WCST (p < 0.001). These findings underscore the potential benefits of an 8-week school-based meditation program incorporating chanting and meditation for enhancing EFs in school-age children.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-15"},"PeriodicalIF":1.4000,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Applied Neuropsychology: Child","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/21622965.2024.2424215","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"CLINICAL NEUROLOGY","Score":null,"Total":0}

引用次数: 0

Abstract

The present study investigated the effectiveness of a newly developed 8-week meditation program, which included chanting and meditation, on executive functions (EFs) in school-age children. Twenty-five students assigned to an experimental group participated in the meditation program, engaging in daily and weekly activities for 8 weeks. Another 25 students served as a control group and participated in regular school activities. Pretest and posttest assessments included the n-back task for working memory, the go/no-go task for inhibition, and the Wisconsin Card Sorting Test (WCST) for cognitive flexibility. A mixed repeated measures ANOVA was conducted to analyze interaction effects, within-group differences, and between-group differences. The experimental group demonstrated greater improvement compared to the control group across several measures: (1) reaction time in the 1-back task, (2) correct responses in the no-go condition of the go/no-go task, and (3) percentage of correct responses, errors, perseverative errors, non-perseverative errors, perseverative responses, and conceptual level responses in the WCST (p < 0.001). These findings underscore the potential benefits of an 8-week school-based meditation program incorporating chanting and meditation for enhancing EFs in school-age children.

查看原文本刊更多论文

吟诵和冥想：一项为期 8 周的干预措施，旨在促进学龄儿童的执行功能。

本研究调查了一项新开发的为期 8 周的冥想计划（包括吟唱和冥想）对学龄儿童执行功能（EFs）的影响。被分配到实验组的 25 名学生参加了冥想课程，在为期 8 周的时间里每天和每周都参加活动。另外 25 名学生作为对照组，参加常规的学校活动。测试前和测试后的评估包括：n-back 工作记忆任务、go/no-go 抑制任务和威斯康星卡片分类测试（WCST）认知灵活性。采用混合重复测量方差分析来分析交互效应、组内差异和组间差异。与对照组相比，实验组在以下几项指标上取得了更大的进步：(1) 单向后退任务中的反应时间；(2) 去/不去任务中不去条件下的正确反应；(3) WCST 中正确反应、错误、持久性错误、非持久性错误、持久性反应和概念水平反应的百分比（P＜0.05）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Applied Neuropsychology: Child CLINICAL NEUROLOGY-PSYCHOLOGY

CiteScore

4.00

自引率

5.90%

发文量

期刊介绍： Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.