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Abstract

Previous investigations have revealed a range of cognitive, physiological, and psychological benefits following mindfulness training in young, middle-aged, and older adults. The aim of this thesis was to provide new insights into three issues that have not been adequately addressed in the extant literature. First, the application and integration of mindfulness training within conventional educational contexts is limited. In study 1, I provide evidence of the utility and effectiveness of mindfulness training incorporated as a part of traditional college curriculum. Second, although mindfulness training has been shown to offset age-related cognitive declines, studies have yet to combine mindfulness training with other forms training to together capitalize training-induced benefits against prominent cognitive declines for older adults. In Study 2, mindfulness training was combined with physical exercise, which is another promising training that enhances cognitive functions, to together promote cognitive benefits in in older adults. Third, individual differences in dispositional qualities of mindfulness have been linked with variability in cognitive performance, yet the underlying neural basis through which trait mindfulness relates to cognition remains elusive. In Study 3, a novel index based on network neuroscience methods is utilized to shed lights on putative neural correlates that might give rise to the relationship between trait mindfulness and cognitive functions.

Committee Chair

Todd Braver

Committee Members

Deanna Barch, Ryan Bogdan

Comments

Permanent URL: https://doi.org/10.7936/K7RF5TF6

Degree

Master of Arts (AM/MA)

Author's Department

Psychology

Author's School

Graduate School of Arts and Sciences

Document Type

Thesis

Date of Award

Winter 12-20-2017

Language

English (en)

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