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dc.contributor.authorWang, GYen_NZ
dc.contributor.authorTaylor, Ten_NZ
dc.contributor.authorSumich, Aen_NZ
dc.contributor.authorKrageloh, Cen_NZ
dc.contributor.authorLee, Cen_NZ
dc.contributor.authorSiergert, Ren_NZ
dc.date.accessioned2021-08-02T00:21:14Z
dc.date.available2021-08-02T00:21:14Z
dc.date.copyright2021en_NZ
dc.identifier.citationFrontiers in Psychology. 12:701459. doi: 10.3389/fpsyg.2021.701459
dc.identifier.issn1664-1078en_NZ
dc.identifier.urihttp://hdl.handle.net/10292/14393
dc.description.abstractWhile evidence supports the feasibility of online mindfulness training (MT), the effect of this approach on cognition remains unclear. The present study investigated changes in cognition following a newly developed 6-week videoconference-delivered MT program on cognitive function in two groups. The first group (n = 17) had two baseline assessments prior to MT [3 weeks after group two (n = 15)] to allow for evaluation of practice and learning effects. Four participants from each group were excluded from the final analysis due to missing data. Following MT, there was an improvement in switching of attention, working memory, executive function, and social cognition, but some of these effects were not easily accounted for by learning or practice effects. No significant changes were found on tasks measuring sustained attention, cognitive flexibility and inhibition, information processing, and sensory-motor function. Our findings suggest that domain-specific cognition might be enhanced by a brief videoconference-delivered MT, and larger, controlled studies to delineate the effects of online MT on subdomains of cognition are needed.
dc.publisherFrontiers Mediaen_NZ
dc.relation.urihttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.701459/full
dc.rightsCopyright © 2021 Wang, Taylor, Sumich, Krägeloh, Lee and Siegert. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
dc.subjectMindfulness; Cognitive function; e-therapy; Webinar; Attention
dc.titleCognitive Effect Following a Blended (Face to Face and Videoconference-delivered) Format Mindfulness Trainingen_NZ
dc.typeJournal Article
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.3389/fpsyg.2021.701459en_NZ
pubs.elements-id435741
aut.relation.journalFrontiers in Psychologyen_NZ


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