Enhancing Chinese preschoolers’ executive function via mindfulness training: An fNIRS study

Sha XIE, Chaohui GONG, Jiahao LU, Hui LI, Dandan WU, Xinli CHI, Chunqi CHANG

Research output: Contribution to journalArticlespeer-review

Abstract

Mindfulness training has been found to enable cognitive and emotional awareness and diminish emotional distraction and cognitive rigidity. However, the existing intervention studies have largely focused on school children, adolescents, and adults, leaving young children unexplored. This study examined the influence of mindfulness training on young children using the one-group pretest-posttest design. Altogether 31 Chinese preschoolers (Mage = 67.03 months, SD = 4.25) enrolled in a 5-week, twice-per-week mindfulness training. Their cognitive shifting, inhibitory control, and working memory were examined using a battery of executive function tasks. And their brain activations in the region of interest during the tasks were measured using fNIRS before and after the intervention. Results showed that their cognitive shifting and working memory tasks performance significantly improved, and their activation in the DLPFC significantly changed. Implications for this study were also included. Copyright © 2022 Xie, Gong, Lu, Li, Wu, Chi and Chang.

Original languageEnglish
Article number961797
JournalFrontiers in Behavioral Neuroscience
Volume16
DOIs
Publication statusPublished - Aug 2022

Citation

Xie, S., Gong, C., Lu, J., Li, H., Wu, D., Chi, X., & Chang, C. (2022). Enhancing Chinese preschoolers’ executive function via mindfulness training: An fNIRS study. Frontiers in Behavioral Neuroscience, 16. Retrieved from https://doi.org/10.3389/fnbeh.2022.961797

Keywords

  • Executive function
  • Mindfulness training
  • fNIRS
  • Preschooler
  • Cognitive shifting
  • Inhibitory control
  • Working memory

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