Education Commons^™

Exploring The Utility Of Mindfulness In The Elementary School Classroom, Sarah M. Wells

UNLV Theses, Dissertations, Professional Papers, and Capstones

Current evidence supporting the efficacy of mindfulness training in the K-12 setting is quite limited. In addition there is a lack of theory that is committed explicitly to explaining how a direct mindfulness-achievement effect might appear. This study builds a promising foundation for helping address this gap in the existing literature. Framed within the context of a limited source model of self-regulation, academic achievement and perceptions of third, fourth, and, fifth graders participating in a 3-week mindfulness training program were examined across variables of executive control, and emotional regulation. Mindfulness training produced observed emotional and cognitive benefits, including increased executive …

Neural Correlates Of Interval Timing Deficits In Schizophrenia, Ariel W. Snowden, Catalin V. Buhusi

Psychology Faculty Publications

Previous research has shown that schizophrenia (SZ) patients exhibit impairments in interval timing. The cause of timing impairments in SZ remains unknown but may be explained by a dysfunction in the fronto-striatal circuits. Although the current literature includes extensive behavioral data on timing impairments, there is limited focus on the neural correlates of timing in SZ. The neuroimaging literature included in the current review reports hypoactivation in the dorsal-lateral prefrontal cortex (DLPFC), supplementary motor area (SMA) and the basal ganglia (BG). Timing deficits and deficits in attention and working memory (WM) in SZ are likely due to a dysfunction of …

Working Memory And Attention As Predictors Of Processing Speed In Elementary School Students: A Developmental Study, Monih Alshehri

Dissertations

Problem

Many studies suggest that Processing Speed (PS), Attention, and Working Memory (WM) are major cognitive functions that collaborate to achieve a coherent cognitive system. The aim of the current study was to improve the conception of how these cognitive functions interrelate. The study addressed two main questions: the first, whether PS can be predicted by WM (visual, verbal, and the central executive) and attention of elementary students in first and fifth grade; the second, whether there are gender differences in the rate of change in WM and PS from first to fifth grade.

Method

The participants were taken from …