scholarly journals Effects on Mood and EEG States After Meditation in Augmented Reality With and Without Adjunctive Neurofeedback

2021 ◽  
Vol 2 ◽  
Author(s):  
Jeremy Viczko ◽  
Jeff Tarrant ◽  
Ray Jackson
Keyword(s):  
Augmented Reality ◽  
Resting State ◽  
Therapeutic Potential ◽  
Mood State ◽  
Self Regulation ◽  
Current Source ◽  
The Self ◽  
Anterior Cingulate ◽  
Open Heart ◽  
The Impact

Research and design of virtual reality technologies with mental-health focused applications has increased dramatically in recent years. However, the applications and psychological outcomes of augmented reality (AR) technologies still remain to be widely explored and evaluated. This is particularly true for the use of AR for the self-management of stress, anxiety, and mood. In the current study, we examined the impact of a brief open heart meditation AR experience on participants with moderate levels of anxiety and/or depression. Using a randomized between-group design subjects participated in the AR experience or the AR experience plus frontal gamma asymmetry neurofeedback integrated into the experience. Self-reported mood state and resting-state EEG were recorded before and after the AR intervention for both groups. Participants also reported on engagement and perceived use of the experience as a stress and coping tool. EEG activity was analyzed as a function of the frontal, midline, and parietal scalp regions, and with sLORETA current source density estimates of anterior cingulate and insular cortical regions of interest. Results demonstrated that both versions of the AR meditation significantly reduced negative mood and increased positive mood. The changes in resting state EEG were also comparable between groups, with some trending differences observed, in line with existing research on open heart and other loving-kindness and compassion-based meditations. Engagement was favorable for both versions of the AR experience, with higher levels of engagement reported with the addition of neurofeedback. These results provide early support for the therapeutic potential of AR-integrated meditations as a tool for the self-regulation of mood and emotion, and sets the stage for more research and development into health and wellness-promoting AR applications.

Metacognition and Meta-Affect in Young Students: Does it Make a Difference in Mathematical Problem Solving?

2017 ◽  
Vol 119 (13) ◽  
pp. 1-26
Author(s):  
Meirav Tzohar-Rozen ◽  
Bracha Kramarski
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Self Regulation ◽  
The Self ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Affective Reactions ◽  
Thinking Aloud ◽  
Young Students ◽  
The Impact

Mathematical problem solving is one of the most valuable aspects of mathematics education and the most difficult for elementary school students. Cognitive and metacognitive difficulties in this area cause students to develop negative attitudes and emotions as affective reactions, hampering their efforts and achievements. These metacognitive and meta-affective reactions are fundamental aspects of self-regulated learning (SRL), a non-innate process that requires systematic, explicit student training. This study investigated the impact of two self-regulation programs among young students (Grade 5)—metacognition (n = 64) and meta-affect (n = 54) versus a control group (n =53)—on enhancing achievements in mathematical verbal problem solving and a novel transfer task, as well as metacognitive and meta-affective regulation processes of a focus group during a thinking-aloud solution. Mixed methods indicate that students who participated in the metacognitive and meta-affective intervention programs presented similar but higher achievements than the control group. Additionally, during the thinking-aloud solution, students from each group broadly implemented the self-regulation processes they were trained in, while consistently referring to all the self-regulation phases. The current study makes an important contribution to practical implications for students with diverse abilities.

scholarly journals The Impact of Self-assessment and Peer-assessment in Writing on the Self-regulated Learning of Iranian EFL Students

2017 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Jalil Fathi ◽  
Leila Mohammad Yousefi ◽  
Mehrnoosh Sedighravesh
Keyword(s):  
Alternative Assessment ◽  
Peer Assessment ◽  
Self Regulation ◽  
The Self ◽  
Control Group ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Efl Students ◽  
The Impact

Like other types of assessment subscribing to edumetrics as a reaction against traditional psychometrics paradigm, self-assessment and peer-assessment have enjoyed much popularity among various types of alternative assessment. Additionally, alternative assessments, especially self- and peer-assessments have been the focal point of departure as far as L2 writing has been concerned. Furthermore, self-regulation as a burgeoning area of research in L2 learning refers to the degree to which language learners can regulate aspects of their thinking, motivation and behavior during learning. Given the significance of both assessment and self-regulated learning in ELT, the present paper investigated the effect of the implementation of self-assessment and peer-assessment in a writing course on the self-regulated learning of a sample of Iranian EFL students. In so doing, sixty three English major Iranian students who were the students of three intact classes at Islamic Azad University participated in this study. One of the classes was regarded as the self-assessment group, the other group was assigned to peer-assessment group and the third class served as the control group of the study. The ANCOVA analyses of the self-regulation scale scores for the control and experimental groups revealed that both self-assessment and peer-assessment practices had a positive impact on the self-regulated learning of the participants. The results will have theoretical and pedagogical implications for Iranian English language education.

The Impact of Communications on the Self-Regulation of Health Beliefs, Decisions, and Behavior

1983 ◽  
Vol 10 (1) ◽  
pp. 3-29 ◽  
Author(s):  
Howard Leventhal ◽  
Martin A. Safer ◽  
Daphne M. Panagis
Keyword(s):  
Health Beliefs ◽  
Self Regulation ◽  
The Self ◽  
And Behavior ◽  
The Impact

scholarly journals Educator Beliefs Around Supporting Early Self-Regulation: Development and Evaluation of the Self-Regulation Knowledge, Attitudes and Self-Efficacy Scale

2021 ◽  
Vol 6 ◽  
Author(s):  
Elena Vasseleu ◽  
Cathrine Neilsen-Hewett ◽  
John Ehrich ◽  
Ken Cliff ◽  
Steven James Howard
Keyword(s):  
Early Childhood ◽  
Self Efficacy ◽  
Self Regulation ◽  
Intervention Group ◽  
Early Childhood Educators ◽  
The Self ◽  
Control Group ◽  
Educator Attitudes ◽  
Cluster Randomized ◽  
The Impact

The current study sought to investigate the extent to which early childhood educators’ confidence in knowledge, attitudes and self-efficacy for supporting early self-regulation predicted educator behavior and children’s self-regulation outcomes. Data from a diverse sample of 165 early childhood educators participating in a cluster Randomized Control Trial evaluation of a self-regulation intervention were utilized to evaluate the construct validity, reliability and predictive properties of the Self-Regulation Knowledge, Attitudes and Self-Efficacy scale. Evaluation via traditional (EFA, Cronbach’s Alpha) and modern approaches (Rasch Analysis) yielded a valid and reliable 25-item scale, comprising three distinct yet related subscales (i.e., confidence in knowledge, attitudes, self-efficacy). For educators assigned to the intervention group, self-efficacy significantly predicted educators perceived competency to implement the self-regulation intervention as well as their perceptions around the effectiveness of the intervention to enhance children’s self-regulation. For educators assigned to the control group (i.e., practice as usual), educator attitudes longitudinally predicted children’s end-of-year status and change in self-regulation (over 6 months later). Findings from this study suggest the importance of pre-school educators’ beliefs for fostering early self-regulation and highlight a need to further explore the impact of these beliefs with regard to educator engagement with intervention.

scholarly journals Neural Systems Underlying the Reappraisal of Personally Craved Foods

2014 ◽  
Vol 26 (7) ◽  
pp. 1390-1402 ◽  
Author(s):  
Nicole R. Giuliani ◽  
Traci Mann ◽  
A. Janet Tomiyama ◽  
Elliot T. Berkman
Keyword(s):  
Self Regulation ◽  
Brain Regions ◽  
The Self ◽  
Anterior Cingulate ◽  
Neural Systems ◽  
Passive Viewing ◽  
Dorsolateral Prefrontal ◽  
The Right ◽  
Study Participants ◽  
Common Target

Craving of unhealthy food is a common target of self-regulation, but the neural systems underlying this process are understudied. In this study, participants used cognitive reappraisal to regulate their desire to consume idiosyncratically craved or not craved energy-dense foods, and neural activity during regulation was compared with each other and with the activity during passive viewing of energy-dense foods. Regulation of both food types elicited activation in classic top–down self-regulation regions including the dorsolateral prefrontal, inferior frontal, and dorsal anterior cingulate cortices. This main effect of regulation was qualified by an interaction, such that activation in these regions was significantly greater during reappraisal of craved (versus not craved) foods and several regions, including the dorsolateral prefrontal, inferior frontal, medial frontal, and dorsal anterior cingulate cortices, were uniquely active during regulation of personally craved foods. Body mass index significantly negatively correlated with regulation-related activation in the right dorsolateral PFC, thalamus, and bilateral dorsal ACC and with activity in nucleus accumbens during passive viewing of craved (vs. neutral, low-energy density) foods. These results suggest that several of the brain regions involved in the self-regulation of food craving are similar to other kinds of affective self-regulation and that others are sensitive to the self-relevance of the regulation target.

Whole-Class Implementation of the Self-Determined Learning Model of Instruction in Inclusive High School Mathematics Classes

Inclusion ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 164-174 ◽  
Author(s):  
Sheida K. Raley ◽  
Karrie A. Shogren ◽  
Annette McDonald
Keyword(s):  
High School ◽  
General Education ◽  
Self Regulation ◽  
Learning Model ◽  
The Self ◽  
Self Determination ◽  
Content Standards ◽  
Future Research ◽  
High School Mathematics ◽  
The Impact

Abstract Skills associated with self-determination (e.g., self-regulation, problem solving, goal-setting, planning) are infused throughout all secondary content standards, including career and college readiness standards for which all students are responsible. Given research demonstrating the link between self-determination and positive school and post-school outcomes, there is a need to examine the implementation and outcomes of instruction related to self-determination in inclusive general education classrooms. This article reports findings of a one-group, pretest-posttest design examining the impact of the Self-Determined Learning Model of Instruction (SDLMI), a model of instruction designed to be implemented by teachers to support students to learn skills associated with self-determination, on goal achievement of adolescents with and without disabilities in inclusive high school Algebra classrooms. Findings suggest that participants with and without disabilities attained educationally-relevant goals related to math following intervention. Directions for future research and practice are discussed.

scholarly journals AVANCES EN LA VALIDACIÓN DE UN PROGRAMA DE REDUCCIÓN DE ESTEREOTIPOS Y PREJUICIOS EN PERSONAS MAYORES

2017 ◽  
Vol 7 (1) ◽  
pp. 519
Author(s):  
Carmen Palmero Cámara ◽  
Isabel Luis Rico ◽  
Tamara De la Torre Cruz ◽  
Ángel Gañán Adánez ◽  
Vanesa Baños Martínez ◽  
...  
Keyword(s):  
Older Adults ◽  
Older People ◽  
Life Stage ◽  
Self Regulation ◽  
The Self ◽  
Intergroup Bias ◽  
Multimedia Application ◽  
Explicit Prejudice ◽  
Implicit Prejudice ◽  
The Impact

Abstract.ADVANCES IN THE VALIDATION OF A PROGRAM DIRECTED AT THE REDUCTION OF STEREOTYPES AND PREJUDICE IN THE OLDER ADULTSAs older adults have shown more problems to inhibit stereotyping and prejudice, the need to develop programs to reduce intergroup bias is more urgent in the advanced life stage. Our aim is to validation a multimedia application to improve the self-regulation of older people behaviour, and to evaluate the impact of potentially modulating variables of the intervention and its effects on prejudice. The intervention was aimed at reducing implicit prejudice and stereotyping, and explicit prejudice. Results of the multimedia application show the effectiveness of values as a modulating variable in the reduction of automatic prejudice levels.Keywords: prejudice, values, older adults, social cognition.Resumen.Las personas mayores han demostrado tener dificultad para inhibir estereotipos y prejuicios y es por ello que existe una necesidad creciente de desarrollar programas que reduzcan el sesgo intergrupal en las etapas avanzadas de la vida. En este trabajo se exponen los avances en la validación de la aplicación multimedia para mejorar la autorregulación de la conducta en personas mayores. La intervención tiene como objetivo reducir el prejuicio implícito y el estereotipo, así como el prejuicio explícito. Los resultados de la aplicación multimedia muestran su validación como medio y la efectividad de los valores como variable moduladora en la reducción de los niveles automáticos de prejuicio.Palabras clave: prejuicio, valores, personas mayores, toma de perspectiva.

scholarly journals Anodal Transcranial Direct Current Stimulation of Anterior Cingulate Cortex Modulates Subcortical Brain Regions Resulting in Cognitive Enhancement

2020 ◽  
Vol 14 ◽  
Author(s):  
Ahsan Khan ◽  
Xin Wang ◽  
Chun Hang Eden Ti ◽  
Chun-Yu Tse ◽  
Kai-Yu Tong
Keyword(s):  
Prefrontal Cortex ◽  
Functional Connectivity ◽  
Anterior Cingulate Cortex ◽  
Resting State ◽  
Cingulate Cortex ◽  
Anterior Cingulate ◽  
Resting State Functional Connectivity ◽  
Subcortical Regions ◽  
The Impact ◽  
Experimental Group

Transcranial direct current stimulation (tDCS) has been widely utilized in research settings and modulates brain activity. The application of anodal tDCS on the prefrontal cortex has indicated improvement in cognitive functioning. The cingulate cortex, situated in the medial aspect of the prefrontal cortex, has been identified as a core region performing cognitive functions. Most of the previous studies investigating the impact of stimulation on the prefrontal cortex stimulated the dorsolateral prefrontal cortex (DLPFC), however, the impact of stimulation on cingulate has not been explored. The current study investigates the effect of stimulation on the resting-state functional connectivity of the anterior cingulate cortex with other regions of the brain and changes in behavioral results in a color-word Stroop task, which has repeatedly elicited activation in different regions of the cingulate. Twenty subjects were randomly assigned to the experimental and sham group, and their medial prefrontal area was stimulated using MRI compatible tDCS. Resting-state functional magnetic resonance imaging (rs-fMRI) and cognitive Stroop task were monitored before, during, and after the stimulation. Neuroimaging results indicated a significant decrease in resting-state functional connectivity in the experimental group during and after stimulation as compared to before stimulation in two clusters including right insular cortex, right central operculum cortex, right frontal operculum cortex and right planum polare with the left anterior cingulate cortex (L-ACC) selected as the seed. The behavioral results indicated a significant decrease in reaction time (RT) following stimulation in the experimental group compared to the sham group. Moreover, the change in functional connectivity in subcortical regions with L-ACC as the seed and change in RT was positively correlated. The results demonstrated that ACC has a close functional relationship with the subcortical regions, and stimulation of ACC can modulate these connections, which subsequently improves behavioral performance, thus, providing another potential target of stimulation for cognitive enhancement.Clinical Trial Registration: ClinicalTrials.gov Identifier: NCT04318522.

scholarly journals Altered Resting-State Amygdala Functional Connectivity after Real-Time fMRI Emotion Self-Regulation Training

2016 ◽  
Vol 2016 ◽  
pp. 1-8 ◽  
Author(s):  
Zhonglin Li ◽  
Li Tong ◽  
Min Guan ◽  
Wenjie He ◽  
Linyuan Wang ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Functional Connectivity ◽  
Real Time ◽  
Resting State ◽  
Basolateral Amygdala ◽  
Self Regulation ◽  
Anterior Cingulate ◽  
Resting State Functional Connectivity ◽  
Promising Tool ◽  
Study Participants

Real-time fMRI neurofeedback (rtfMRI-nf) is a promising tool for enhancing emotion regulation capability of subjects and for the potential alleviation of neuropsychiatric disorders. The amygdala is composed of structurally and functionally distinct nuclei, such as the basolateral amygdala (BLA) and centromedial amygdala (CMA), both of which are involved in emotion processing, generation, and regulation. However, the effect of rtfMRI-nf on the resting-state functional connectivity (rsFC) of BLA and CMA remains to be elucidated. In our study, participants were provided with ongoing information on their emotion states by using real-time multivariate voxel pattern analysis. Results showed that participants presented significantly increased rsFC of BLA and CMA with prefrontal cortex, rostral anterior cingulate cortex, and some others related to emotion after rtfMRI-nf training. The findings provide important evidence for the emotion regulation effectiveness of rtfMRI-nf training and indicate its usefulness as a tool for the self-regulation of emotion.

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