The present investigation examined the contributions of specific attentional networks to long-term trait effects of meditation. It was hypothesized that meditation could improve the efficiency of executive processing (inhibits prepotent/incorrect responses) or orientational processing (orients to specific objects in the attentional field). Participants (50 meditators and 10 controls) were given the Stroop (measures executive attention) and Global-Local Letters (measures orientational attention) tasks. Results showed that meditation experience was associated with reduced interference on the Stroop task (p < 0.03), in contrast with a lack of effect on interference in the Global-Local Letters task. This suggests that meditation produces long-term increases in the efficiency of the executive attentional network (anterior cingulate/prefrontal cortex) but no effect on the orientation network (parietal systems). The amount of time participants spent meditating each day, rather than the total number of hours of meditative practice over their lifetime, was negatively correlated with interference on the Stroop task (r = -0.31, p < 0.005).

A longitudinal study of students' perceptions of using deep breathing meditation to reduce testing stresses.

Stress can impact student performance. Yet few medical schools provide students with a consistent opportunity to develop and regularly practice stress reduction techniques to aid them academically. DESCRIPTION: A curriculum component designed to assist 64 postbaccalaureate minority students in developing and practicing a stress-management technique was implemented on a regular basis from June 2004 to April 2006. Students participated in Deep Breathing Meditation exercises in two classes and completed pre-, post-, and follow-up surveys each academic year. EVALUATION: Students reported having perceptions of decreased test anxiety, nervousness, self-doubt, and concentration loss, using the technique outside of the two classes, and believing it helped them academically and would help them as a physician. CONCLUSIONS: The Deep Breathing Meditation technique was successfully implemented each academic year, and it provided students with a promising solution for meeting challenging academic and professional situations.

Teach Learn Med. 2007 Summer;19(3):287-92. Paul G, Elam B, Verhulst SJ. Medical Dental Preparatory Program, Southern Illinois University School of Medicine, Carbondale, Illinois 62901-4323, USA. rpaul@siumed.edu

Posted: 12/26/2007



This article provided by The International Hypnosis Research Institute.

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