Mindfulness Practice with a Brain-Sensing Device Improved Cognitive Functioning of Elementary School Children: An Exploratory Pilot Study
Boglarka Vekety, H. N. Alexander Logemann, Zsófia K. Takács
Brain Sciences January 12, 2022 DOI: 10.3390/brainsci12010103 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Randomized controlled trial Pilot study Peer reviewed |
|---|---|
| Sample size | 31 |
| Population | Children aged 9-10 years |
| Intervention | Mindfulness training with EEG-feedback |
| Duration | Eight sessions |
| Topics | Meditation |
| Keywords | Electroencephalography Developmental psychology Executive functions Metacognition Clinical psychology Audiology |
| Citations | 24 |
| Key findings | Mindfulness training with EEG-feedback led to significant improvements in inhibition, information processing, and resting-state brain activity (alpha, theta) compared to a passive control group. |
Abstract
This is the first pilot study with children that has assessed the effects of a brain-computer interface-assisted mindfulness program on neural mechanisms and associated cognitive performance. The participants were 31 children aged 9-10 years who were randomly assigned to either an eight-session mindfulness training with EEG-feedback or a passive control group. Mindfulness-related brain activity was measured during the training, while cognitive tests and resting-state brain activity were measured pre- and post-test. The within-group measurement of calm/focused brain states and mind-wandering revealed a significant linear change. Significant positive changes were detected in children's inhibition, information processing, and resting-state brain activity (alpha, theta) compared to the control group. Elevated baseline alpha activity was associated with less reactivity in reaction time on a cognitive test. Our exploratory findings show some preliminary support for a potential executive function-enhancing effect of mindfulness supplemented with EEG-feedback, which may have some important implications for children's self-regulated learning and academic achievement.