Sponsored by Chinese Psychological Society; Institute of Psychology, Chinese Academy of Sciences
ISSN 0439-755X CN 11-1911/B8
12 issues per year
Current Issue: Issue 03, 2019
Acta Psychologica Sinica is a scholarly journal sponsored by Chinese Psychological Society and Institute of Psychology, Chinese Academy of Sciences, co-sponsored by Department of Psychology, Chinese University of HongKong, published monthly by the Science Press. It is to publish original empirical studies and theoretical papers in the broad field of psychology including cognitive and experimental psychology, developmental and educational psychology, physiological and medical psychology, management social psychology, psychological measure, psychological history and method et al.
ZHANG Kan, Institute of Psychology, Chinese Academy of Sciences, China
FUNG Helene Hoi Lam, Department of Psychology, Chinese University of Hong Kong, China
HAU Kit-Tai, Department of Educational Psychology, Chinese Univ
Vol 51,No. 03
Mindfulness is a technique that alleviates the suffering of the yogi and implements self-awareness. Previous studies found that mindfulness training can improve work efficiency, emotional regulation, attention, and executive function. However, it is still unknown whether mindfulness training can improve attention and executive function in preschool children. This study sought to investigate the effect of mindfulness training for younger children to improve attention and executive function performance. The present study attempted to use a 2 (group: mindfulness training vs no-training) × 2 (test time: pre vs post) between-and-within-subjects design to investigate the effect of mindfulness training on improving 3- and 4-year-old children’s attention and executive function. The mindfulness training consisted of 12 sessions, with 20–30 minutes per session, and was held twice a week for two months involving 6 preschoolers at a time. The children were assigned to two groups, mindfulness group ( N = 26, age range from 41.69 months to 51.42 months, SD = 1.12 months) and control group ( N = 26, age range from 41.98 months to 53.98 months, SD = 3.60 months). In the mindfulness training group, the instructor guided children to perform activities of mindfulness, while children in the No-training group were given normal activities. In the study, the mindfulness training course consisted of three parts. Part 1 was “breath and attention” that children learned to master belly breathing and focused attention on specific sensory. Part 2 was “body perception and movement” that children gained balance awareness and body coordinates. Part 3 was “awareness of mental activity” that children learned to relax and perceive each body part. Children’s attention was measured before and after training using an attention task (e.g., Finding Animals Test), and three components of executive function were measured before and after training using three classic tasks (e.g., Inhibition Control: Heart and Flower Task, Cognitive Flexibility: Dimensional Change Card Sort Task (DCCS) and Working Memory: WPPSI-VI’s Picture Memory Test). To investigate whether mindfulness training can enhance children’s attention and executive function, we performed 2 (group: mindfulness training vs no-training) × 2 (test time: pretest vs posttest) repeated measures ANOVA. The results revealed that the interaction between group and test time was significant. An analysis of simple effects further indicated that in the pretest there was no significant effect between mindfulness training group and no-training group. In the posttest, the attention and two components of executive function performances (inhibition control and cognitive flexibility) improved significantly in mindfulness group, while no significant differences were found on attention and three components of executive function in no-training group. The results supported the usefulness of mindfulness training to enhance children’s performances on attention and executive function. In conclusion, our results suggested the positive effects of mindfulness training on two components of executive function (inhibition control and cognitive flexibility) and attention in preschool children. The results provided important theoretical and practical implications for 3- and 4-year-old children’s attention and executive function.