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Impact of a mindfulness-based school curriculum on emotion processing in Vietnamese pre-adolescents: An event-related potentials study
Developmental Science ( IF 3.1 ) Pub Date : 2022-03-08 , DOI: 10.1111/desc.13255 Thy U Nguyen 1 , Dusana Dorjee 2
Developmental Science ( IF 3.1 ) Pub Date : 2022-03-08 , DOI: 10.1111/desc.13255 Thy U Nguyen 1 , Dusana Dorjee 2
Affiliation
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The neurocognitive mechanisms associated with mindfulness training in children are not well understood. This randomised controlled study with active and passive control groups examined the impact of an 18-week mindfulness curriculum delivered by schoolteachers on emotion processing in Vietnamese 7- to 11-year-olds. Event-related potential markers indexed emotion processing while children were completing emotional Go/No-Go tasks before and after mindfulness training, and at 6-month follow-up. In an oddball Go/No-Go task with Caucasian faces no changes in P3b and LPP components were detected, but in a Go/No-Go task with Caucasian and Japanese faces changes were observed in P3b latencies and LPP mean amplitudes. Specifically, the P3b in response to angry non-targets for Japanese faces peaked later in the mindfulness training group (TG) at 6-months follow-up in comparison to the non-intervention control group (NCG). The LPP mean amplitudes for averaged Caucasian and Japanese angry non-targets were also attenuated in the TG at 6-month follow-up. In contrast, no changes in the LPP mean amplitudes were observed for the NCG over time. Together, these findings may indicate that mindfulness training in pre-adolescents enhances emotional non-reactivity to negative distractors. A fluctuating pattern of LPP mean amplitude modulations for angry targets was observed in the active control group (ACG) receiving social-emotional learning (SEL) training. Overall, findings from this study suggest that mindfulness training in pre-adolescents enhances emotional non-reactivity to negative distractors and some of the effects are culturally sensitive.
中文翻译：
基于正念的学校课程对越南青春期前儿童情绪处理的影响：事件相关电位研究
与儿童正念训练相关的神经认知机制尚不清楚。这项包含主动和被动控制组的随机对照研究调查了学校教师提供的为期 18 周的正念课程对越南 7 至 11 岁儿童情绪处理的影响。与事件相关的潜在标记索引了儿童在正念训练前后以及 6 个月的后续行动中完成情绪 Go/No-Go 任务时的情绪处理。在具有白种人面孔的古怪 Go/No-Go 任务中，未检测到 P3b 和 LPP 组件的变化，但在具有白种人和日本人面孔的 Go/No-Go 任务中，在 P3b 延迟和 LPP 平均振幅中观察到变化。具体来说，与非干预对照组 (NCG) 相比，在 6 个月的随访中，正念训练组 (TG) 对日本人面孔的愤怒非目标的 P3b 反应达到顶峰。在 6 个月的随访中，平均高加索人和日本人愤怒的非目标的 LPP 平均振幅在 TG 中也减弱了。相反，随着时间的推移，NCG 的 LPP 平均振幅没有变化。总之，这些发现可能表明青春期前的正念训练增强了对消极干扰因素的情绪反应。在接受社交情绪学习 (SEL) 训练的主动控制组 (ACG) 中观察到愤怒目标的 LPP 平均振幅调制的波动模式。总体，
更新日期：2022-03-08
中文翻译：
基于正念的学校课程对越南青春期前儿童情绪处理的影响：事件相关电位研究
与儿童正念训练相关的神经认知机制尚不清楚。这项包含主动和被动控制组的随机对照研究调查了学校教师提供的为期 18 周的正念课程对越南 7 至 11 岁儿童情绪处理的影响。与事件相关的潜在标记索引了儿童在正念训练前后以及 6 个月的后续行动中完成情绪 Go/No-Go 任务时的情绪处理。在具有白种人面孔的古怪 Go/No-Go 任务中，未检测到 P3b 和 LPP 组件的变化，但在具有白种人和日本人面孔的 Go/No-Go 任务中，在 P3b 延迟和 LPP 平均振幅中观察到变化。具体来说，与非干预对照组 (NCG) 相比，在 6 个月的随访中，正念训练组 (TG) 对日本人面孔的愤怒非目标的 P3b 反应达到顶峰。在 6 个月的随访中，平均高加索人和日本人愤怒的非目标的 LPP 平均振幅在 TG 中也减弱了。相反，随着时间的推移，NCG 的 LPP 平均振幅没有变化。总之，这些发现可能表明青春期前的正念训练增强了对消极干扰因素的情绪反应。在接受社交情绪学习 (SEL) 训练的主动控制组 (ACG) 中观察到愤怒目标的 LPP 平均振幅调制的波动模式。总体，
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