The Impact of Meditation and Mindfulness in the Elementary Classroom: A Review of Research Literature Across Five Disciplines

Mindfulness meditation programs, benefits, and outcomes were examined through research previously conducted and published by professionals within five differing disciplines: health and wellness, psychology, elementary education, exceptional education, and medicine. The goal was to find common themes within the differing disciplines in order to gather information about the effectiveness of a mindfulness meditation program to be used in an elementary classroom. In this thesis, the chapter of Health and Wellness is a review of literature that tells the benefits found within meditators, which are not found within non-meditators. The chapter of Psychology explains the social-emotional needs of students, the causes of stress and anxieties amongst students, and the benefits that meditation provides in order to counter the negative effects of stress, anxiety, poverty, etc. The chapter of Elementary Education reviews research literature on the existing mindfulness meditation programs within the United States. This chapter also describes the implementation of such a program in an elementary school, as well as the documented data of the outcomes of the programs. The chapter of Exceptional Education is a review of the research literature on the benefits mindfulness meditation has on students with exceptionalities, such as specific learning disabilities, attention deficit hyperactivity disorder, and autism spectrum disorder. The chapter of Medicine is a retelling of previously published scholarly articles that list the neurological benefits of meditation, and also references the negative side effects to the currently prescribed medications that are being used in the treatment of ADHD

Hybridizing 3-dimensional multiple object tracking with neurofeedback to enhance preparation, performance, and learning

Le vaste domaine de l’amélioration cognitive traverse les applications comportementales, biochimiques et physiques. Aussi nombreuses sont les techniques que les limites de ces premières : des études de pauvre méthodologie, des pratiques éthiquement ambiguës, de faibles effets positifs, des effets secondaires significatifs, des couts financiers importants, un investissement de temps significatif, une accessibilité inégale, et encore un manque de transfert. L’objectif de cette thèse est de proposer une méthode novatrice d’intégration de l’une de ces techniques, le neurofeedback, directement dans un paradigme d’apprentissage afin d’améliorer la performance cognitive et l’apprentissage. Cette thèse propose les modalités, les fondements empiriques et des données à l’appui de ce paradigme efficace d’apprentissage ‘bouclé’. En manipulant la difficulté dans une tâche en fonction de l’activité cérébrale en temps réel, il est démontré que dans un paradigme d’apprentissage traditionnel (3-dimentional multiple object tracking), la vitesse et le degré d’apprentissage peuvent être améliorés de manière significative lorsque comparés au paradigme traditionnel ou encore à un groupe de contrôle actif. La performance améliorée demeure observée même avec un retrait du signal de rétroaction, ce qui suggère que les effets de l’entrainement amélioré sont consolidés et ne dépendent pas d’une rétroaction continue. Ensuite, cette thèse révèle comment de tels effets se produisent, en examinant les corrélés neuronaux des états de préparation et de performance à travers les conditions d’état de base et pendant la tâche, de plus qu’en fonction du résultat (réussite/échec) et de la difficulté (basse/moyenne/haute vitesse). La préparation, la performance et la charge cognitive sont mesurées via des liens robustement établis dans un contexte d’activité cérébrale fonctionnelle mesurée par l’électroencéphalographie quantitative. Il est démontré que l’ajout d’une assistance- à-la-tâche apportée par la fréquence alpha dominante est non seulement appropriée aux conditions de ce paradigme, mais influence la charge cognitive afin de favoriser un maintien du sujet dans sa zone de développement proximale, ce qui facilite l’apprentissage et améliore la performance. Ce type de paradigme d’apprentissage peut contribuer à surmonter, au minimum, un des limites fondamentales du neurofeedback et des autres techniques d’amélioration cognitive : le manque de transfert, en utilisant une méthode pouvant être intégrée directement dans le contexte dans lequel l’amélioration de la performance est souhaitée.The domain of cognitive enhancement is vast, spanning behavioral, biochemical and physical applications. The techniques are as numerous as are the limitations: poorly conducted studies, ethically ambiguous practices, limited positive effects, significant side-effects, high financial costs, significant time investment, unequal accessibility, and lack of transfer. The purpose of this thesis is to propose a novel way of integrating one of these techniques, neurofeedback, directly into a learning context in order to enhance cognitive performance and learning. This thesis provides the framework, empirical foundations, and supporting evidence for a highly efficient ‘closed-loop’ learning paradigm. By manipulating task difficulty based on a measure of cognitive load within a classic learning scenario (3-dimentional multiple object tracking) using real-time brain activity, results demonstrate that over 10 sessions, speed and degree of learning can be substantially improved compared with a classic learning system or an active sham-control group. Superior performance persists even once the feedback signal is removed, which suggests that the effects of enhanced training are consolidated and do not rely on continued feedback. Next, this thesis examines how these effects occur, exploring the neural correlates of the states of preparedness and performance across baseline and task conditions, further examining correlates related to trial results (correct/incorrect) and task difficulty (slow/medium/fast speeds). Cognitive preparedness, performance and load are measured using well-established relationships between real-time quantified brain activity as measured by quantitative electroencephalography. It is shown that the addition of neurofeedback-based task assistance based on peak alpha frequency is appropriate to task conditions and manages to influence cognitive load, keeping the subject in the zone of proximal development more often, facilitating learning and improving performance. This type of learning paradigm could contribute to overcoming at least one of the fundamental limitations of neurofeedback and other cognitive enhancement techniques : a lack of observable transfer effects, by utilizing a method that can be directly integrated into the context in which improved performance is sought

An Overview of Mindwave Applications: Study Cases

Brain-computer interfaces (BCIs) have diverse applications across various research domains. In healthcare, individuals with disabilities in communication and controlling prosthetic devices are aided. Beyond healthcare, BCIs integrate seamlessly into Internet of Things (IoT) and smart environments, enabling intuitive device control and interaction, enhancing user experiences. In neuromarketing and advertising, BCIs help decipher consumers’ preferences and emotional responses to products and services, providing businesses with profound insights into consumer behavior. In education and self-regulation, BCIs monitor and regulate students’ cognitive states. BCIs use sensors and hardware to capture brain signals, with non-invasive electroencephalography (EEG) technology being a pivotal component. Preliminary studies analyzing cognitive load using EEG signals and the Mindwave device pave the way for measuring student learning outcomes, shedding light on cognitive and neurological learning processes. Our research explores these parameters, particularly the Mindwave system, aiming to understand brain function across domains. To this end, we conduct a range of diversified studies, trying to better grasp parameters such as attention, concentration, stress, immersion, and fatigue during various tasks. Ultimately, our work seeks to harness BCIs’ potential to improve our understanding of brain function and enhance various areas of knowledge

EEG, MEG and neuromodulatory approaches to explore cognition: Current status and future directions

Neural oscillations and their association with brain states and cognitive functions have been object of extensive investigation over the last decades. Several electroencephalography (EEG) and magnetoencephalography (MEG) analysis approaches have been explored and oscillatory properties have been identified, in parallel with the technical and computational advancement. This review provides an up-to-date account of how EEG/MEG oscillations have contributed to the understanding of cognition. Methodological challenges, recent developments and translational potential, along with future research avenues, are discussed. Keywords: Cognition; Electrophysiology; Event-related-potentials; Neural oscillations; Neural synchronisation; Neuromodulatio

Therapeutic Induction of Altered States of Consciousness: Investigation of 1-20Hz Neurofeedback

Positive outcomes linked to experiences of altered states of consciousness (ASC) have been linked to various brain wave patterns, as well as both positive and negative personality traits and affective disorders. Various innovative neurofeedback (NFB) technologies are being developed in an attempt to create adjunctive therapeutic treatments. The current study investigated 1-20 Hz NFB to induce ASC and examine associations between NFB, ASC, mood changes, and trait predictors. 23 students completed trait measures of emotionality, openness and extroversion from the HEXACO test of personality and a measure of trait absorption. Participants then completed 15min of NFB. The Profile of Mood States (POMS) was administered before and after the NFB session and the Altered States of Consciousness Questionnaire (OAV) at the end of session. Elevated levels of trait emotionality and absorption were associated with the subscale of disembodiment on the OAV. POMS scores indicated significant reductions in vigor and a significant increase in fatigue and confusion from pre-to post NFB. An overall decrease in 1-20Hz was seen pre-vs post intervention globally, with an increase in 1-20Hz during the intervention as measured at the NFB training site. Positive correlations were seen between EEG and OAV scores for the subscale disembodiment, with global changes between time one and time five during the intervention. EEG readings taken at the active training site demonstrated a positive correlation with trait emotionality and with the subscale spirituality. Qualitative feedback indicated that 70% of participants reported a positive response to neurofeedback, with 17% reporting negative effects, including feeling tired; often associated with over training, 14% reported having no response. 1-20Hz evidenced potentially therapeutic effects and warrants further investigation

An investigation of the effect of music upon the academic, affective, and attendance profiles of selected fourth grade students

The purpose of this study was to determine if there is an effect on the academic, affective and attendance profiles of selected fourth grade students when baroque music is introduced subliminally into the classroom intermittently or continuously throughout the school day. Students were randomly assigned to three classrooms with one of three treatments: music continuously, music intermittently, or a no treatment, control group. Fourteen measures from the Children\u27s Personality Questionnaire, two measures from the Stanford Achievement Test, and attendance and discipline records were used to assess outcomes of this study. Analysis of variance with repeated measures revealed a significant post test score in the sub-test for tension on the children\u27s Personality Questionnaire, showing students in the classroom with no music becoming more tense than those in either classroom with music. Analysis of Variance revealed significantly more absences in the classroom with music continuously than in that with music intermittently or with no music. If questions about the possibility of increasing absences can be addressed, this study might be replicated with a larger population for further investigation of significant results

Effect of educational neuroscience techniques in the university aural skills classroom

Doctor of PhilosophyCurriculum and Instruction ProgramsJana FallinThe purpose of this study was to test student achievement in the course of one semester while enrolled in an Aural Skills music classroom. The research used the framework from Caine and Caine’s 1991 Brain/Mind Learning Principles (later revised and republished in 2005 by Caine, Caine, McClintic and Klimek) and Jensen’s Brain-Compatible Teaching theory (1997). The research was completed at a mid-American university. Treatment classrooms taught using strategies to implement novelty, student engagement, and scaffolding success techniques based on a subset of Caine’s et al. Brain/Mind Learning Principles. The researcher used a quasi- experimental design with a treatment and control group, gathering quantitative pre-test/post-test data from student assessments before and after the implementation of the research-based brain- compatible strategies in the university Aural Skills classroom. The study followed four graduate teaching assistants who were new to collegiate teaching over the course of a semester; two were put in a training program and trained on how to create novelty, perpetuate student engagement, and build levels of success and two were left alone, to continue with a lecture style of teaching. At the end of the study, student test scores were examined to determine significance of the treatment. Results of this study are inconclusive, due to a methodology fail during the grading of the pre and post-tests. In the final chapter, preliminary findings indicate that academic gains were maintained within the control classes of Aural Skills I and III, and academic gains were maintained within the treatment class of Aural Skills II. The study is concluded with a discussion on methodological improvements necessary to provide reliable results within the bounds of educational research

The role of the musical intelligence in whole brain education

This study was prompted by the recent increase in academic and public interest in neuromusical brain research, which provides information about how the brain processes music. It is the task of neural science to explain how the individual units of the brain are used to control behaviour, and how the functioning of these units is influenced by an individual's specific environment and relationships with other people. However, the concept of neuromusical research is relatively new to music education. In any learning experience, brain processing (of information) is not an end in itself. The skill of 'thinking' is dependent on the whole integrated mind/body system, with skills being a manifestation of conscious physical responses that demonstrate knowledge acquisition. Howard Gardner's 'Theory of Multiple Intelligences' lists the musical intelligence as one of eight autonomous intelligences: linguistic, logic-mathematical, spatial, bodily-kinesthetic, musical, intrapersonal, interpersonal, and environmental. All of these intelligences can be developed to a reasonably high level. This thesis uses David Elliott's praxial philosophy as a conceptual basis. Elliott's four meanings of music education: education in music, by music, for music, and by means of music, have been selected to determine the parameters for an 'inclusive' understanding of musical intelligence. Scientific research findings, brain based data, and behavioural results with educational implications have been used to define what is meant by the musical intelligence, and its role in whole brain learning. Whole brain learning (also referred to as 'accelerated' learning or 'super' learning) is examined in the framwork of IQ (intellectual quotient/intelligence), EQ (emotional intelligence), and SQ (spiritual intelligence). It is important to note that the brain imposes certain constraints on the learning ability of individuals, but that there are also numerous benefits to be derived from an awarenss of brain functions pertaining to education in general and music education in particular. These constraints and benefits are an important feature of whole brain learning, with the musical intelligence playing a vital role.Dissertation (DMus)--University of Pretoria, 2003.Musicunrestricte

Neurophysiological activity during music therapy with individuals with dementia

Music therapy is becoming widely recognised as an effective non-pharmacological therapeutic modality in dementia care, offering psychological, social, and physical benefits. However, little is known about the neurophysiological activity during active and receptive music therapy methods for persons with dementia. This may shed light on client experiences, particularly those with limited external responses. In this pre-experimental pilot study, a group of healthy older adults (n=5) and persons with mild-moderate (n=8) and severe dementia (n=5) received once-off individual music therapy sessions including receptive and active techniques during which heart rate (HR), respiration rate (RR), and electroencephalogram (EEG) responses were recorded. There was a general increase in HR from baseline resting measures and nonparametric tests showed significant changes during singing a familiar song (p=0.044) and drumming (p=0.019). An increase was also observed during vocal improvisation. RR was highly variable as it was influenced by singing. The largest increase occurred during drumming. The autonomic data suggest that active music therapy techniques may induce greater physiological arousal than receptive techniques but this requires further investigation. Findings were minimal for the prefrontal cortex EEG; however, there were significant limitations in the acquisition and analysis of this data. There was an unexpected decrease in Gamma power for participants with severe dementia during the drumming exercise, which may implicate the Default Mode Network (DMN). Four case examples are presented in the discussion that illustrate significant moments within the sessions and relate these to the real-time neurophysiological data. These case examples highlight the differences in engagement between participants with mild-moderate and severe dementia and explore several instances of the neurophysiological data that bring insight into participant experiences as well as the shortcomings of the neurophysiological data. Whilst the findings were modest, this research offers insight into the challenges and limitations of experimental research in music therapy and dementia. This dissertation reflects on the limitations of neurophysiological investigations of active music-making and the challenges of the dual researcher-therapist role. It critiques the ecological validity of protocolised music therapy and the use of purely quantitative methodology in music therapy research.Mini Dissertation (MMus (Music Therapy))--University of Pretoria, 2021.MusicMMus (Music Therapy)Unrestricte