Brain Fitness Exercises And Meditation Practice on Cognitive Skills Among School Students: An Experimental Study
DOI:
https://doi.org/10.61841/wn1djd46Keywords:
Brain fitness exercises, Meditation, Cognitive skills, School studentsAbstract
The present study was to analyse the effect of brain fitness exercise and meditation practice on cognitive skills among tribal school students in Kerala, India. To achieve this purpose, a total of seventy-five (n = 75) students (age ranged between 10 to 15 years old) were randomly selected from Kerala, India and divided into three groups twenty-five (n = 25) namely, Meditation practice group (MTG), Brain fitness group (BFG) and control group (CG). The training period was twelve weeks and six days a week. The investigator used the NIMHANCE cognitive skill assessment test for the assessment of various cognitive skills. The experimental groups, meditation practice, and brain fitness exercise groups showed statistically higher increases in cognitive skills (p<0.05); The brain fitness exercise group showed a higher mean difference than the meditation group and control group didn’t show any significant differences. In conclusion, 12 weeks of Meditation practice and Brain fitness exercise programmes in tribal school students results in significant improvements in cognitive skills.
Downloads
References
[1] Aguado-Aguilar, L. (2001). Aprendizaje y memoria. Revista de Neurologia, 32(4), 373–381. https://doi.org/10.33588/rn.3204.2000154
[2] Ambrosio, A. P., Almeida, L. da S., Macedo, J., & Franco, A. (2014). Exploring Core Cognitive Skills of Computational Thinking. Psychology of Programming Interest Group Annual Conference, 25–34.
[3] Barinaga, M. (2003). Studying the well-trained mind. Science, 302(5642), 44–46.
[4] Bell, M., Fiszdon, J., Richardson, R., Lysaker, P., & Bryson, G. (2007). Are self-reports valid for schizophrenia patients with poor insight? Psychiatry Research, 151(1), 37–46. https://doi.org/10.1016/j.psychres.2006.04.012
[5] Bishop, S. R. (2002). What do we really know about mindfulness-based stress reduction? Psychosomatic Medicine, 64, 71–84.
[6] Carr, A. (2011). Positive psychology: The science of happiness and human strengths. Routledge.
[7] Carter, O. L., Presti, D. E., Callistemon, C., Ungerer, Y., Liu, G. B., & Pettigrew, J. D. (2005). Meditation alters perceptual rivalry in Tibetan Buddhist monks. Current Biology, 15(11), R412–R413.
[8] Clayde A. Winters. (2001). Brain Based Teaching: Fad or Promising Teaching Method. Information Analysis, 1(1), 1–32.
[9] Daffner, K. R., et al. (2000). The central role of the prefrontal cortex in directing attention to novel events. Brain, 123(5), 927–939. https://doi.org/10.1093/brain/123.5.927
[10] Davidson, R. J., et al. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65, 564–570.
[11] Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science, 21(5), 335–341.
[12] Ekman, P., Davidson, R. J., Ricard, M., & Alan Wallace, B. (2005). Buddhist and psychological perspectives on emotions and well-being. Current Directions in Psychological Science, 14(2), 59–63.
[13] Green, N., & Heekeren, H. R. (2009). Perceptual decision making. Progress in Brain Research, 174(09), 207–218. https://doi.org/10.1016/S0079-6123(09)01317-X
[14] Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits. Journal of Psychosomatic Research, 57, 35–43.
[15] Gottfredson, L. S. (1997). Mainstream science on intelligence. Intelligence, 24, 13–23.
[16] Jha, A. P. (2002). Tracking the time-course of attentional involvement in spatial working memory. Cognitive Brain Research, 15(1), 61–69. https://doi.org/10.1016/s0926-6410(02)00216-1
[17] Kabat-Zinn, J. (1990). Full catastrophe living. Bantam.
[18] Kabat-Zinn, J. (2003). Mindfulness-based interventions in context. Clinical Psychology: Science and Practice, 10(2), 144–156.
[19] Kapur, M., John, A., Rozario, J., Oommen, A., & Uma, H. (2002). Assessment of specific learning disabilities. In Psychological Assessment of Children in the Clinical Setting.
[20] Knight, J. (2004). Buddhism on the Brain. Nature, 432(7018), 670.
[21] Kolb, B., & Wishaw, I. (1990). Fundamentals of human psychology.
[22] Lai-Yeung, S. W. C. (2011). Teaching Educational Psychology. Procedia-Social and Behavioral Sciences, 29, 1400–1408.
[23] Lemons, P. P., & Lemons, J. D. (2013). Questions for assessing higher-order cognitive skills. CBE Life Sciences Education, 12(1), 47–58.
[24] Lutz, A., Greischar, L. L., Rawlings, N. B., Ricard, M., & Davidson, R. J. (2004). Long-term meditators self-induce high-amplitude gamma synchrony. PNAS, 101(46), 16369–16373.
[25] Mackey, A. P., Hill, S. S., Stone, S. I., & Bunge, S. A. (2011). Differential effects of reasoning and speed training in children. Developmental Science, 14(3), 582–590.
[26] Pagnoni, G., & Cekic, M. (2007). Age effects on gray matter volume. Neurobiology of Aging, 28(10), 1623–1627.
[27] Rocha, N., et al. (2009). Relação entre neurocognição e qualidade de vida. Acta Medica Portuguesa, 22(1), 71–82.
[28] Royer, J. M., Cisero, C. A., & Carlo, M. S. (1993). Techniques for assessing cognitive skills. Review of Educational Research, 63(2), 201–243.
[29] Simons, D. J., et al. (2016). Do brain-training programs work? Psychological Science in the Public Interest, 17(3), 103–186.
[30] Slagter, H. A., et al. (2007). Mental training affects distribution of brain resources. PLoS Biology, 5(6), e138.
[31] Tefft, D., Guerette, P., & Furumasu, J. (1999). Cognitive predictors of mobility readiness. Developmental Medicine and Child Neurology, 41(10), 665–670.
[32] Vaskinn, A., et al. (2008). Emotion perception and learning potential. Journal of the International Neuropsychological Society, 14(2), 279–288.
[33] Wei-duo, R. E. N. (2005). Development of sports psychology related to competitive sports. Journal of Wuhan Institute of Physical Education, 8.
[34] Westerberg, H., & Klingberg, T. (2007). Changes in cortical activity after working memory training. Physiology and Behavior, 92(1–2), 186–192.
[35] Yuill, N., & Oakhill, J. (1991). Children's problems in text comprehension. Cambridge University Press.
[36] Zekan, S. B., Peronja, I., & Russo, A. (2012). Students’ perceptions of leaders. Procedia-Social and Behavioral Sciences, 41, 237–242.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
