Effects of the Visual and Auditory Components of a Brief Mindfulness Intervention on Mood State and on Visual and Auditory Attention and Memory Task Performance

A prediction model of users' attention transfer in the context of multitopic competition

Purpose

Multiple topics often exist on social media platforms that compete for users' attention. To explore how users’ attention transfers in the context of multitopic competition can help us understand the development pattern of the public attention.

Design/methodology/approach

This study proposes the prediction model for the attention transfer behavior of social media users in the context of multitopic competition and reveals the important influencing factors of users' attention transfer. Microblogging features are selected from the dimensions of users, time, topics and competitiveness. The microblogging posts on eight topic categories from Sina Weibo, the most popular microblogging platform in China, are used for empirical analysis. A novel indicator named transfer tendency of a feature value is proposed to identify the important factors for attention transfer.

Findings

The accuracy of the prediction model based on Light GBM reaches 91%. It is found that user features are the most important for the attention transfer of microblogging users among all the features. The conditions of attention transfer in all aspects are also revealed.

Originality/value

The findings can help governments and enterprises understand the competition mechanism among multiple topics and improve their ability to cope with public opinions in the complex environment.

The effect of different combinations of physical activity and natural environment videos on children's attention levels between class breaks

BACKGROUND

Physical activity intervention and watching natural environment videos have been proven to improve young children's attention levels. However, evidence comparing the improvement effects of different combinations of the two activities has rarely been reported. By comparing the differences in the improvement effects of four combinations of physical activities and watching natural environment videos on young children's attention levels, this study can enrich the evidence in this research field and also provide a reference for arranging effective intervention methods for children's attention recovery between classes.

METHOD

A total of 152 children aged 4 to 6 years were recruited and randomly divided into four intervention groups: (1) physical activity intervention first and thereafter watching a natural environment video group (activity + video group), (2) watching a natural environment video first and thereafter the physical activity intervention group (video + activity group), (3) physical activity-based group, and (4) natural environment video-based group. Physical activity involved 4 min of moderate-intensity basic physical fitness combination training. The subjects wore the Pico Neo pioneer version of the VR glasses all-in-one machine to watch a natural environment video. Thereafter, population sociological variables and daily physical activity levels were investigated. Auditory and visual sustained attention tests were performed before and after intervention in each group.

RESULT

The auditory attention post-test scores of the four groups showed an improvement trend compared with the pretest scores. In particular, the activity + video group (F = 10.828; ɳp2 = 0.226; p = 0.002) and natural environment video-based group (F = 9.452; ɳp2 = 0.203; p = 0.004) have the best improvement effect. For visual attention, only the activity + video group showed a significant improvement trend (F = 4.287; ɳp2 = 0.104; p = 0.045), while the other three groups showed a downward trend in scores.

CONCLUSIONS

Among the different intervention combinations, the physical activity intervention first and watching natural environment videos thereafter group has the best effect on improving children's attention during recess. Physical activity interventions at the end of recess adversely affect young children's visual attention levels at the beginning of the class. Therefore, this study recommends that children should not engage in physical activity interventions in the second half of the class break. Lastly, the current research recommends presenting the content of physical activity interventions first and further improving their attention thereafter by watching natural environment videos.

Mindfulness as a well-being initiative for future nurses: a survey with undergraduate nursing students

BACKGROUND

Mindfulness can potentially positively impact well-being and resilience in undergraduate nursing students. The psychological well-being of such students undertaking clinical training is paramount to ensure optimal learning, and to equip them with skills to manage their wellbeing in future clinical practice. The aim of our study was to explore the views of undergraduate nursing students in relation to understanding and engaging with mindfulness, and how mindfulness could best be delivered within their university programme.

METHODS

An online survey was administered via a cloud-based student response system to a convenience sample of first year undergraduate nursing students completing a Bachelor of Science (BSc) Honours (Hons) degree in nursing at a University in the United Kingdom. Data were analysed using descriptive statistics and thematic analysis.

RESULTS

The survey achieved a response rate of 78% (n = 208). Seventy-nine percent of participants had heard of mindfulness and were interested in taking part in a mindfulness programme. Respondents reported that the ideal delivery of the programme would consist of weekly 45-min, in person group sessions, over a 6-week period. Respondents also indicated that a mobile application could potentially facilitate participation in the programme. Thematic analysis of open-ended comments, and free text, within the survey indicated 4 overarching themes: 1) Perceptions of what mindfulness is; 2) Previous mindfulness practice experiences; 3) Impact of mindfulness in nursing; 4) The need for a future well-being initiative for undergraduate nursing students.

CONCLUSIONS

Undergraduate nursing students perceived that a mindfulness programme has the potential to enhance well-being and future clinical practice. This student cohort are familiar with mindfulness and want more integrated within their undergraduate curriculum. Further research is required to examine the effectiveness of a tailored mindfulness intervention for this population that incorporates the use of both face-to-face and mobile delivery.

What Makes an Elite Shooter and Archer? The Critical Role of Interoceptive Attention

It is well-acknowledged that attention is important for expert performance in sports. However, the role of interoceptive attention, i.e., the attentional mechanism of awareness and conscious focus of bodily somatic and visceral signals, in self-paced and far-aiming sports remains to be explored. This study aims to investigate the relationship of expertise level and interoceptive attention ability in shooting and archery, and to examine if interoceptive attention can be improved by mindfulness training in elite athletes of shooting and archery. We tested the performance differences of 41 elite athletes from the Chinese national team of shooting and archery and 43 non-elite athletes from a provincial team in breath detection task (BDT) and dot flash detection task (DDT), which were designed to measure interoceptive and exteroceptive attention (i.e., attention toward information input of primary sensory), respectively. Furthermore, we applied mindfulness training to the 41 elite athletes for 5–8 weeks and remeasured their performances of BDT and DDT. Results showed that elite athletes outperformed non-elite athletes in BDT (but not in DDT) both in accuracy (Diff_BDT = 11.50%, p = 0.004) and in discrimination sensitivity (d′, Diff_BDT = 1.159, p = 0.002). Difference in accuracy and d′ reached significant level only in BDT (accuracy: Diff_BDT = −8.50%, p = 0.001; d′: Diff_BDT = −0.822, p = 0.003) before and after mindfulness training. These results indicate that elite athletes of shooting and archery (i.e., relative to non-elite athletes) can better perceive the somatic and visceral responses or changes and discriminate these signals from noises. Moreover, interoceptive attention can be improved by mindfulness training. These results have important implications for the selection and training of athletes of shooting and archery.

EEG as a Functional Marker of Nicotine Activity: Evidence From a Pilot Study of Adults With Late-Life Depression

Late-life depression (LLD) is a debilitating condition that is associated with poor response to antidepressant medications and deficits in cognitive performance. Nicotinic cholinergic stimulation has emerged as a potentially effective candidate to improve cognitive performance in patients with cognitive impairment. Previous studies of nicotinic stimulation in animal models and human populations with cognitive impairment led to examining potential cognitive and mood effects of nicotinic stimulation in older adults with LLD. We report results from a pilot study of transdermal nicotine in LLD testing whether nicotine treatment would enhance cognitive performance and mood. The study used electroencephalography (EEG) recordings as a tool to test for potential mechanisms underlying the effect of nicotine. Eight non-smoking participants with LLD completed EEG recordings at baseline and after 12 weeks of transdermal nicotine treatment (NCT02816138). Nicotine augmentation treatment was associated with improved performance on an auditory oddball task. Analysis of event-related oscillations showed that nicotine treatment was associated with reduced beta desynchronization at week 12 for both standard and target trials. The change in beta power on standard trials was also correlated with improvement in mood symptoms. This pilot study provides preliminary evidence for the impact of nicotine in modulating cortical activity and improving mood in depressed older adults and shows the utility of using EEG as a marker of functional engagement in nicotinic interventions in clinical geriatric patients.

Effects of a Computerized Training on Attentional Capacity of Young Soccer Players

The purpose of this work was to analyze the effects of a computerized training on attentional capacity in a group of young soccer players. Seventy-five male adolescents from two soccer clubs in the city of Malaga (Spain) and aged between 14 and 18 (15.45 ± 1.43 years) participated in the investigation. A quasi-experimental design was used, and the adolescents were divided into control (n = 38) and experimental (n = 37) groups. The experimental group underwent a computerized training (Rejilla 1.0) of their attention during 9 weeks and 27 sessions. In addition, the D2 attention test was used to analyze the evolution of participants after the intervention program. The results showed positive effects of the computerized intervention program on selective attention, observing changes both in the executions of the software used (p < 0.001, Cohen's d = 1.58, 95% CI [1.06, 2.11]) and in the main measures of the D2 test, total effectiveness (p < 0.001, Cohen's d = 0.62, 95% CI [0.15, 1.08]) and concentration (p < 0.01, Cohen's d = 0.48, 95% CI [0.02, 0.94]).

Augmented Reality and Mobile Devices: A Binominal Methodological Resource for Inclusive Education (SDG 4). An Example in Secondary Education

The rise of so-called emerging technologies is broadening the way in which students access information and in turn changing the way in which they can interact and the experiences to which they are exposed. Mobile devices are regarded as flexible tools that facilitate access to information in different formats and in any environment. For its part, Augmented Reality is a technique that, through mobile tools, can enhance the globalization of content and access to contextual information in various ways. Together, the globalization of mobile devices and Augmented Reality contribute to an inclusive, equitable, and quality education, as mentioned by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in goal four on Sustainable Development (Sustainable Development Goals 4 (SDG 4)). This article analyses the binomial Augmented Reality-mobile devices, and takes a conceptual approach to these technological environments, both the technique and the tool, in the context of quality education. To assess the potential of Augmented Reality-mobile devices as a methodological learning resource, a learning unit of Secondary Education is presented in the field of Technology, enriched with different materials related with Augmented Reality.