Altered Cognitive and Psychophysiological Components of Psychological Flexibility in Individuals with Overweight/Obesity
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A Multi-Method Examination of the Effects of Mindfulness on Stress Attribution, Coping, and Emotional Well-Being
Journal of Research in Personality 43 (2009) 374–385 Contents lists available at ScienceDirect Journal of Research in Personality journal homepage: www.elsevier.com/locate/jrp A multi-method examination of the effects of mindfulness on stress attribution, coping, and emotional well-being Netta Weinstein a,*, Kirk W. Brown b, Richard M. Ryan a a Clinical and Social Sciences in Psychology, 336 Meliora Hall, University of Rochester, Rochester, NY 14627, United States b Department of Psychology, Virginia Commonwealth University, 806 West Franklin St., Richmond, Virginia, 23284, United States article info abstract Article history: Mindful individuals orient to ongoing events and experiences in a receptive, attentive manner. This expe- Available online 27 December 2008 riential mode of processing suggests implications for the perception of and response to stress situations. Using laboratory-based, longitudinal, and daily diary designs, four studies examined the role of mindful- Keywords: ness on appraisals of and coping with stress experiences in college students, and the consequences of Mindfulness such stress processing for well-being. Across the four studies (n’s = 65 À 141), results demonstrated that MAAS mindful individuals made more benign stress appraisals, reported less frequent use of avoidant coping Stress strategies, and in two studies, reported higher use of approach coping. In turn, more adaptive stress Coping responses and coping partially or fully mediated the relation between mindfulness and well-being. Impli- Avoidance Well-being cations for the role of mindfulness in stress and well-being are discussed. Ó 2008 Elsevier Inc. All rights reserved. 1. Introduction and by facilitating the use of adaptive forms of coping with stress- ful situations. -
SPECIAL ISSUE Taking Human Performance to the Next Level (With FLARE)
Vancouver Neurotherapy Health Services Inc. 2-8088 Spires Gate, Richmond, BC, V6Y 4J6. (604)730-9600; Fax (604)244-VNHS www.neurofeedbackclinic.ca Biofeedback ÓAssociation for Applied Psychophysiology & Biofeedback Volume 44, Issue 3, pp. 111–120 www.aapb.org DOI: 10.5298/1081-5937-44.3.10 SPECIAL ISSUE Taking Human Performance to the Next Level (with FLARE) Inna Khazan, PhD, BCB1,2 1Harvard Medical School, Boston, MA; 2Boston Center for Health Psychology and Biofeedback, Boston, MA Keywords: biofeedback, mindfulness, optimal performance, reappraisal, FLARE This paper introduces a comprehensive methodology for you be saying to yourself as you prepare for speaking? You achieving optimal human performance in a variety of may be surprised to hear that, as shown by recent research, professional settings, including highly challenging ones. most of our ideas about what to do to optimize our This methodology harnesses the power of empirically performance are wrong. We spend a lot of time and put validated biofeedback and mindfulness techniques. As part much emphasis on efforts that are not only not helpful to of this methodology, I present a step-by-step approach to our performance, but are, in fact, detrimental to it. A 2014 training, including an easy-to-use technique called FLARE. study by Alison Wood Brooks showed that over 90% of participants hold the belief that the key to optimizing Introduction performance is to relax and/or calm down. It seems pretty Imagine yourself . Sitting in the front row of a large natural to say ‘‘just relax’’ prior to an important academic, conference room, waiting for the current speaker to finish, professional, or athletic performance. -
Cognitive Flexibility Mediates the Association Between Early Life Stress And
Cognitive flexibility mediates the association between early life stress and habitual behavior Xinqi Zhou1, Yayun Meng2, Helena S. Schmitt1,3, Christian Montag1,3, Keith M. Kendrick1, Benjamin Becker1* 1The Clinical Hospital of Chengdu Brain Science Institute, MOE Key Laboratory for NeuroinFormation, University oF Electronic Science and Technology oF China, Chengdu, China 2Faculty of Teacher Education, Hechi University, Hechi, China 3Department of Molecular Psychology, Institute of Psychology and Education, Ulm University, Ulm, Germany *correspondence to Benjamin Becker, PhD Center For Information in Medicine University oF Electronic Science and Technology of China Chengdu 611731, China Tel.: +86 2861 830 811 Mail: [email protected] Abstract Accumulating evidence suggests that exposure to high levels oF early liFe stress (ELS) may lead to a lasting shift between goal-directed and habitual behavioral tendencies. Cognitive flexibility has been shown to be impaired following early life stress and represents a protective Factor For the Formation of rigid maladaptive behavior, however, whether cognitive flexibility mediates their association is not clear. Against this background we employed a mediation approach in a sample oF n = 560 young healthy Chinese to determine whether cognitive Flexibility mediates the association between ELS and habitual behavioral tendencies as assessed by the Creature of Habits Scale (COHS). We present and validate a Chinese version of the COHS (COHS-C) and replicate the two Factor solution of the original version. Higher ELS exposure was associated with higher habitual behavioral tendencies and lower cognitive flexibility. Importantly, the association between ELS and habitual behavior was Fully mediated by cognitive Flexibility, suggesting that ELS-associated deFicient cognitive flexibility promotes habitual behavioral tendencies in everyday liFe. -
The Effectiveness of Cognitive Flexibility Training Program on Cognitive Functions and Activities of Daily Living in Patients with Ischemic Stroke
Original Article SMJ The Effectiveness of Cognitive Flexibility Training Program on Cognitive Functions and Activities of Daily Living in Patients with Ischemic Stroke Pornkhaun Mungklang, M.N.S.*, Wimolrat Puwarawuttipanit, Ph.D.*, Kanaungnit Pongthavornkamol, Ph.D.*, Yongchai Nilanont, M.D.** *Medical Nursing Department, Faculty of Nursing, Mahidol University, Bangkok 10700, **Department of Medicine, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok 10700, Thailand. ABSTRACT Objective: To evaluate the effectiveness of a cognitive flexibility training program on cognitive functions and activities of daily living (ADLs) in patients with ischemic stroke. Methods: A single blind randomized controlled trial study was conducted in a stroke unit of a tertiary hospital in a Bangkok setting. The sample size was 80 participants of both genders, aged 18 – 80 years. The sample size was stratified by age. Randomization was generated by a computer program dividing 40 participants into the experiment and 40 into the control group. Eleven participants dropped out during data collection. Therefore, 34 participants in the experimental group received cognitive flexibility training four days a week for 30-40 minutes per day over a period of 4 weeks in addition to usual care. There were 35 participants in the control group who received diary recording and usual care. The study used various instruments for data collection, including a Thai version of the Montreal Cognitive Assessment and Barthel’s Index of Activities of Daily Living. Data were analyzed by multivariate analysis of covariance (MANCOVA). Results: The experimental group had higher cognitive functions and abilities in performing activities of daily living than the control group with statistical significance (p < .05). -
Does the Exposure Method Used in Cognitive Behavioural Therapy for Panic Disorder with Agoraphobia Affect Treatment Outcome?
Review Does the Exposure Method used in Cognitive Behavioural Therapy for Panic Disorder with Agoraphobia Affect Treatment Outcome? Ar ekspozicijos metodika, naudojama taikant kognityvinę ir elgesio terapiją panikos sutrikimo su agorafobija gydymui, turi įtakos terapijos efektyvumui? Giedre zalyte1, Julius NEverauskas1, William Goodall2 1Behavioral Medicine Institute, Lithuanian university of Health Sciences, Palanga, Lithuania 2Department of Psychiatry, university of Dundee Medical School, Dundee, united Kingdom Summary SANTRAuKA Panic disorder (PD) is characterized by the presence of recurrent Įvadas. Panikos sutrikimas (PS) yra liga, kurios metu pacientai unexpected panic attacks and persistent worrying about the occurrence patiria stipraus nerimo (panikos) priepuolius, lydimus nuolatinio of a new panic attack. 30 to 60 % of PD sufferers develop agoraphobia nerimavimo ir baimės, kad ištiks kitas priepuolis. Iki 60 proc. [PD(A)], a condition characterised by avoidance of anxiety-provoking sergančiųjų patiria ir agorafobiją, t.y. baimę ir vengimą būti situations, such as public transport, open or enclosed places or leaving situacijose, provokuojančiose nerimą. Kognityvinė ir elgesio terapija the home alone. Cognitive Behavioral Therapy (CBT) is an effective (KET) yra efektyvus panikos sutrikimo su agorafobija (PSA) gydymo psychological treatment for PD(A). One of its key components is būdas, kurio vienas iš svarbiausių komponentų yra ekspozicija, t.y. exposure, a method for systematically approaching anxiety-provoking laipsniško artėjimo prie nerimą provokuojančio stimulo metodika. stimuli. However, up to 30% of PD(A) sufferers find traditional in Tačiau iki 30 proc. sergančiųjų PSA tradicinę ekspoziciją gyvai vivo exposure (IVE) procedures too aversive. One way to increase the laiko atgrasia, todėl vienintelis būdas padidinti ekspozicijų tikimybę likelihood of sufferers engaging in exposure assignments is to carry yra atlikti jas terapinių sesijų metu. -
Psychology of Religion and Spirituality
Psychology of Religion and Spirituality Awe Activates Religious and Spiritual Feelings and Behavioral Intentions Patty Van Cappellen and Vassilis Saroglou Online First Publication, October 24, 2011. doi: 10.1037/a0025986 CITATION Van Cappellen, P., & Saroglou, V. (2011, October 24). Awe Activates Religious and Spiritual Feelings and Behavioral Intentions. Psychology of Religion and Spirituality. Advance online publication. doi: 10.1037/a0025986 Psychology of Religion and Spirituality © 2011 American Psychological Association 2011, Vol. ●●, No. ●, 000–000 1941-1022/11/$12.00 DOI: 10.1037/a0025986 Awe Activates Religious and Spiritual Feelings and Behavioral Intentions Patty Van Cappellen Vassilis Saroglou Universite´ Catholique de Louvain and Belgian Universite´ Catholique de Louvain National Fund for Scientific Research In two experiments, we investigated the role of awe in activating the association between religiosity/spirituality and related feelings and behavioral intentions. In Experiment 1, the induction of awe (through the recall of a relevant event), but not the induction of pride or a neutral condition, led religious and spiritual participants to endorse a spiritual (Tibet) but not a hedonistic (Haiti) travel destination. In Experiment 2, the induction (through relevant video clips) of (a) awe of nature and (b) awe at childbirth, but not the induction of humor led religious/spiritual people to express, respectively, feelings of oneness with (a) others in general and (b) friends. Implications of these findings, for instance in understanding the role of self-transcendent positive emotions in religious rituals, are discussed. Keywords: positive emotions, awe, religion and spirituality related behavior and feelings In the psychological research of religion, teraction (Saroglou, in press), the proscribed there is often an implicit tendency to think as character of prejudice (or lack thereof), or the if the effects, or at least the associations of cost of a moral action (Batson, Schoenrade, & religion/spirituality (R/S) with relevant con- Ventis, 1993). -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
Development and Plasticity of Cognitive Flexibility in Early and Middle Childhood
fpsyg-08-01040 June 17, 2017 Time: 15:30 # 1 MINI REVIEW published: 20 June 2017 doi: 10.3389/fpsyg.2017.01040 Development and Plasticity of Cognitive Flexibility in Early and Middle Childhood Frances Buttelmann1,2,3* and Julia Karbach1,2,4 1 Department of Psychology, Goethe University Frankfurt, Frankfurt, Germany, 2 Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany, 3 Department of Developmental Psychology, Friedrich Schiller University Jena, Jena, Germany, 4 Department of Psychology, University of Koblenz-Landau, Landau, Germany Cognitive flexibility, the ability to flexibly switch between tasks, is a core dimension of executive functions (EFs) allowing to control actions and to adapt flexibly to changing environments. It supports the management of multiple tasks, the development of novel, adaptive behavior and is associated with various life outcomes. Cognitive flexibility develops rapidly in preschool and continuously increases well into adolescence, mirroring the growth of neural networks involving the prefrontal cortex. Over the past decade, there has been increasing interest in interventions designed to improve cognitive flexibility in children in order to support the many developmental outcomes associated with cognitive flexibility. This article provides a brief review of the development Edited by: and plasticity of cognitive flexibility across early and middle childhood (i.e., from Mike Wendt, Medical School Hamburg, Germany preschool to elementary school age). Focusing on interventions designed to improve Reviewed by: cognitive flexibility in typically developing children, we report evidence for significant Claudia C. von Bastian, training and transfer effects while acknowledging that current findings on transfer Bournemouth University, United Kingdom are heterogeneous. -
Post Traumatic Stress Disorder Sourcebook.Pdf
The Post-Traumatic Stress Disorder SOURCEBOOK Second Edition ALSO BY GLENN R. SCHIRALDI World War II Survivors: Lessons in Resilience The Self-Esteem Workbook The Anger Management Sourcebook Conquer Anxiety, Worry and Nervous Fatigue: A Guide to Greater Peace Ten Simple Solutions for Building Self-Esteem Facts to Relax By: A Guide to Relaxation and Stress Reduction Hope and Help for Depression: A Practical Guide Stress Management Strategies The Post-Traumatic Stress Disorder SOURCEBOOK Second Edition @ A GUIDE TO HEALING, RECOVERY, AND GROWTH @ Glenn R. Schiraldi, Ph.D. @ New York Chicago San Francisco Lisbon London Madrid Mexico City Milan New Delhi San Juan Seoul Singapore Sydney Toronto Copyright © 2009 by Glenn R. Schiraldi. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, with- out the prior written permission of the publisher. ISBN: 978-0-07-161495-5 MHID: 0-07-161495-8 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-161494-8, MHID: 0-07-161494-X. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. -
Putting Feelings Into Words Affect Labeling Disrupts Amygdala Activity in Response to Affective Stimuli Matthew D
PSYCHOLOGICAL SCIENCE Research Article Putting Feelings Into Words Affect Labeling Disrupts Amygdala Activity in Response to Affective Stimuli Matthew D. Lieberman, Naomi I. Eisenberger, Molly J. Crockett, Sabrina M. Tom, Jennifer H. Pfeifer, and Baldwin M. Way University of California, Los Angeles ABSTRACT—Putting feelings into words (affect labeling) physical health (Hemenover, 2003; Pennebaker, 1997). Al- has long been thought to help manage negative emotional though conventional wisdom and scientific evidence indicate experiences; however, the mechanisms by which affect that putting one’s feelings into words can attenuate negative labeling produces this benefit remain largely unknown. emotional experiences (Wilson & Schooler, 1991), the mecha- Recent neuroimaging studies suggest a possible neuro- nisms by which these benefits arise remain largely unknown. cognitive pathway for this process, but methodological Recent neuroimaging research has begun to offer insight into limitations of previous studies have prevented strong in- a possible neurocognitive mechanism by which putting feelings ferences from being drawn. A functional magnetic reso- into words may alleviate negative emotional responses. A nance imaging study of affect labeling was conducted to number of studies of affect labeling have demonstrated that remedy these limitations. The results indicated that affect linguistic processing of the emotional aspects of an emotional labeling, relative to other forms of encoding, diminished image produces less amygdala activity than perceptual pro- the response of the amygdala and other limbic regions cessing of the emotional aspects of the same image (Hariri, to negative emotional images. Additionally, affect labeling Bookheimer, & Mazziotta, 2000; Lieberman, Hariri, Jarcho, produced increased activity in a single brain region, right Eisenberger, & Bookheimer, 2005). -
2017 Zhong Grafman Biological and Cognitive Underpinnings of Religious
HHS Public Access Author manuscript Author ManuscriptAuthor Manuscript Author Neuropsychologia Manuscript Author . Author Manuscript Author manuscript; available in PMC 2018 June 01. Published in final edited form as: Neuropsychologia. 2017 June ; 100: 18–25. doi:10.1016/j.neuropsychologia.2017.04.009. Biological and cognitive underpinnings of religious fundamentalism Wanting Zhonga,b,1, Irene Cristoforia,b,1, Joseph Bulbuliac, Frank Kruegerd,e, and Jordan Grafmana,b,f aCognitive Neuroscience Laboratory, Brain Injury Research, Shirley Ryan AbilityLab, Chicago,IL 60611, USA bDepartment of Physical Medicine and Rehabilitation, Feinberg School of Medicine, Northwestern University, Chicago, IL 60611, USA cSchool of Art History, Classics and Religious Studies, Victoria University of New Zealand, Wellington 6140, New Zealand dMolecular Neuroscience Department, George Mason University, Fairfax, VA 22030, USA eDepartment of Psychology, George Mason University, Fairfax, VA 22030, USA fDepartments of Neurology, Psychiatry, and Cognitive Neurology & Alzheimer's Disease, Feinberg School of Medicine, Department of Psychology, Northwestern University, Chicago, IL60611, USA Abstract Beliefs profoundly affect people's lives, but their cognitive and neural pathways are poorly understood. Although previous research has identified the ventromedial prefrontal cortex (vmPFC) as critical to representing religious beliefs, the means by which vmPFC enables religious belief is uncertain. We hypothesized that the vmPFC represents diverse religious beliefs and -
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Running head: CULTURAL VARIATION IN EARLY COGNITIVE FLEXIBILITY 1 The Development and Diversity of Cognitive Flexibility: Greater Cultural Variation in Early Rule Switching than Word Learning Cristine H. Legarea, Michael T. Dalea, Sarah Y. Kima, & Gedeon O. Deákb a Department of Psychology, The University of Texas at Austin b Department of Cognitive Science, University of California, San Diego CULTURAL VARIATION IN EARLY COGNITIVE FLEXIBILITY 2 Abstract Cognitive flexibility, the adaptation of representations and responses to new task demands, improves dramatically in early childhood. It is unclear, however, whether flexibility is a coherent, unitary cognitive trait that develops similarly across populations, or is an emergent dimension of task-specific performance that varies across populations with culturally variable experiences. Children from two populations that differ in pre-formal education experiences completed two distinct tests of cognitive flexibility, matched for complexity. Three- to 5-year-old English- speaking U.S. children and Tswana-speaking South African children completed two language- processing cognitive flexibility tests: the FIM-Animates, a word-learning test, and the 3DCCS, a rule-switching test. U.S. and South African children did not differ in word-learning flexibility, showing similar age-related increases. In contrast, only U.S. preschoolers showed an age-related increase in rule-switching flexibility; South African children did not. Working memory explained additional variance in both tests, but did not modulate the interaction between population-sample and task. The data suggest that rule-switching flexibility may be more dependent upon culturally- variable educational experience, whereas word-learning flexibility may be less dependent upon culturally-specific input.