Taking charge: Characterizing the rapid development of self-regulation through intensive training.

Self-regulation is widely considered as a relatively stable trait, and the extent to which it can be improved through training is unknown. This randomized controlled investigation found dramatic and enduring increases in self-regulation among college students, as measured by experience sampling, nightly journaling, and questionnaires. Participants encountered stable levels of temptations throughout the intervention but became better at resisting them over time. Increases in self-regulation were accompanied by improvements across a diversity of additional outcomes like mood, stress, focus, mindfulness, emotional regulation, and life satisfaction. Collectively, this points to higher levels of plasticity in self-regulation and wellbeing than is widely assumed.

Mindfulness training preserves sustained attention and resting state anticorrelation between default-mode network and dorsolateral prefrontal cortex: A randomized controlled trial.

Mindfulness training can enhance cognitive control, but the neural mechanisms underlying such enhancement in children are unknown. Here, we conducted a randomized controlled trial (RCT) with sixth graders (mean age 11.76 years) to examine the impact of 8 weeks of school-based mindfulness training, relative to coding training as an active control, on sustained attention and associated resting-state functional brain connectivity. At baseline, better performance on a sustained-attention task correlated with greater anticorrelation between the default mode network (DMN) and right dorsolateral prefrontal cortex (DLPFC), a key node of the central executive network. Following the interventions, children in the mindfulness group preserved their sustained-attention performance (i.e., fewer lapses of attention) and preserved DMN-DLPFC anticorrelation compared to children in the active control group, who exhibited declines in both sustained attention and DMN-DLPFC anticorrelation. Further, change in sustained-attention performance correlated with change in DMN-DLPFC anticorrelation only within the mindfulness group. These findings provide the first causal link between mindfulness training and both sustained attention and associated neural plasticity. Administered as a part of sixth graders' school schedule, this RCT supports the beneficial effects of school-based mindfulness training on cognitive control.

Mindfulness training reduces stress and amygdala reactivity to fearful faces in middle-school children.

The impact of mindfulness training on stress and associated brain plasticity has been shown in adults, whereas the impact of such training in the developing brain remains unknown. To address this open question, 40 middle-school children were randomized to either mindfulness or coding training (active control) interventions during the school day for eight weeks. Outcome measures were ratings of self-perceived stress and right amygdala activation while viewing fearful, happy, and neutral facial expressions during functional MRI. Prior to intervention, greater stress correlated with greater right amygdala activation in response to fearful versus neutral facial expressions across all children. After intervention, children who received mindfulness training reported lower stress associated with reduced right amygdala activation to fearful faces relative to children in the control condition. Amygdala responses to happy faces were unrelated to either initial stress or mindfulness reduction of stress. Moreover, mindfulness training led to relatively stronger functional connectivity between the right amygdala and ventromedial prefrontal cortex during the viewing of fearful facial expressions. Changes in perceived stress and neuroplasticity occurred in nonmeditative states, indicating that the benefits of mindfulness training generalized beyond the active meditative state. This study provides initial evidence that mindfulness training in children reduces stress and promotes functional brain changes and that such training can be integrated into the school curriculum for entire classes. This study also reveals first evidence that a neurocognitive mechanism for both stress and its reduction by mindfulness training is related specifically to reduced amygdala responses to negative stimuli. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The future of mindfulness training is digital, and the future is now.

Digital mindfulness-based interventions (d-MBIs) present a promising path for the scalable dissemination of mindfulness instruction in the 21st century. Smartphone applications and web-based platforms can offer potential advantages over traditional face-to-face formats through enhanced accessibility, standardization, personalization, and efficacy of mindfulness training. A growing body of research has documented that a digital approach to teaching mindfulness can improve measures of attention, stress, depression, and anxiety. However, effective digital mindfulness instruction must overcome a variety of challenges, including the possibility of low engagement, shallow learning, and unaddressed obstacles or frustrations. Fortunately, best practices from multiple fields of research provide strategies to overcome these challenges.

Tracking Distraction.

OBJECTIVE: Although earlier work has shown a link between mind-wandering and ADHD symptoms, this relationship has not been further investigated by taking into account recent advances in mind-wandering research. METHOD: The present study provides a comprehensive assessment of the relationship between mind-wandering and ADHD symptomatology in an adult community sample ( N = 105, 71 females, M age = 23.1) using laboratory measures and experience sampling during daily life. RESULTS: Mind-wandering and detrimental mind-wandering were positively associated with ADHD symptoms. Meta-awareness of mind-wandering mediated the relationship between ADHD symptomatology and detrimental mind-wandering, suggesting that some of the negative consequences can be ameliorated by strategies that facilitate meta-awareness. Interestingly, participants with low ADHD scores showed a positive relationship between detrimental mind-wandering and useful mind-wandering; however, participants with high ADHD scores failed to engage in this type of "strategic" mind-wandering. CONCLUSION: These results provide new insights into the relationship between ADHD symptomatology and mind-wandering that could have important clinical implications.

States of Mind: Characterizing the Neural Bases of Focus and Mind-wandering through Dynamic Functional Connectivity.

During tasks that require continuous engagement, the mind alternates between mental states of focused attention and mind-wandering. Existing research has assessed the functional connectivity of intrinsic brain networks underlying the experience and training of these mental states using "static" approaches that assess connectivity across an entire task. To disentangle the different functional connectivity between brain regions that occur as the mind fluctuates between discrete brain states, we employed a dynamic functional connectivity approach that characterized brain activity using a sliding window. This approach identified distinct states of functional connectivity between regions of the executive control, salience, and default networks during a task requiring sustained attention to the sensations of breathing. The frequency of these distinct brain states demonstrated opposing correlations with dispositional mindfulness, suggesting a correspondence to the mental states of focused attention and mind-wandering. We then determined that an intervention emphasizing the cultivation of mindfulness increased the frequency of the state that had been associated with a greater propensity for focused attention, especially for those who improved most in dispositional mindfulness. These findings provide supporting evidence that mind-wandering involves the corecruitment of brain regions within the executive and default networks. More generally, this work illustrates how emerging neuroimaging methods may allow for the characterization of discrete brain states based on patterns of functional connectivity even when external indications of these states are difficult or impossible to measure.

Signal or noise: brain network interactions underlying the experience and training of mindfulness.

A broad set of brain regions has been associated with the experience and training of mindfulness. Many of these regions lie within key intrinsic brain networks, including the executive control, salience, and default networks. In this paper, we review the existing literature on the cognitive neuroscience of mindfulness through the lens of network science. We describe the characteristics of the intrinsic brain networks implicated in mindfulness and summarize the relevant findings pertaining to changes in functional connectivity (FC) within and between these networks. Convergence across these findings suggests that mindfulness may be associated with increased FC between two regions within the default network: the posterior cingulate cortex and the ventromedial prefrontal cortex. Additionally, extensive meditation experience may be associated with increased FC between the insula and the dorsolateral prefrontal cortex. However, little consensus has emerged within the existing literature owing to the diversity of operational definitions of mindfulness, neuroimaging methods, and network characterizations. We describe several challenges to develop a coherent cognitive neuroscience of mindfulness and to provide detailed recommendations for future research.

Domain-specific enhancement of metacognitive ability following meditation training.

Contemplative mental practices aim to enable individuals to develop greater awareness of their own cognitive and affective states through repeated examination of first-person experience. Recent cross-sectional studies of long-term meditation practitioners suggest that the subjective reports of such individuals are better calibrated with objective indices; however, the impact of mental training on metacognitive ability has not yet been examined in a randomized controlled investigation. The present study evaluated the impact of a 2-week meditation-training program on introspective accuracy in the domains of perception and memory. Compared with an active control group that elicited no change, we found that a 2-week meditation program significantly enhanced introspective accuracy, quantified by metacognitive judgments of cognition on a trial-by-trial basis, in a memory but not a perception domain. Together, these data suggest that, in at least some domains, the human capacity to introspect is plastic and can be enhanced through training.

Mindfulness training improves working memory capacity and GRE performance while reducing mind wandering.

Given that the ability to attend to a task without distraction underlies performance in a wide variety of contexts, training one's ability to stay on task should result in a similarly broad enhancement of performance. In a randomized controlled investigation, we examined whether a 2-week mindfulness-training course would decrease mind wandering and improve cognitive performance. Mindfulness training improved both GRE reading-comprehension scores and working memory capacity while simultaneously reducing the occurrence of distracting thoughts during completion of the GRE and the measure of working memory. Improvements in performance following mindfulness training were mediated by reduced mind wandering among participants who were prone to distraction at pretesting. Our results suggest that cultivating mindfulness is an effective and efficient technique for improving cognitive function, with wide-reaching consequences.

Mindfulness and mind-wandering: finding convergence through opposing constructs.

Research into both mindfulness and mind-wandering has grown rapidly, yet clarification of the relationship between these two seemingly opposing constructs is still absent. A first study addresses the relationship between a dispositional measure of mindfulness (Mindful Attention and Awareness Scale, MAAS) and converging measures of both self-reported and indirect markers of mind-wandering. Negative correlations between dispositional mindfulness and 4 measures of mind-wandering confirm the opposing relationship between the 2 constructs and further validate the use of the MAAS as a dispositional measure of mindfulness. A second study demonstrated that 8 minutes of mindful breathing reduces behavioral indicators of mind-wandering during a Sustained Attention to Response Task compared with both passive relaxation and reading. Together these studies clarify the opposition between the constructs of mindfulness and mind-wandering and so should lead to greater convergence between what have been predominately separate, yet mutually relevant, lines of research.