“And Now Close Your Eyes or Lower Your Gaze”: Exploring Novice Meditators and Their Attentional Processes During Meditation

Exploring Mindfulness and Mindful Eating and Visual Attention Towards Food Cues: Preliminary Findings

Continual exposure to energy dense foods is suggested to promote overeating and obesity. The aim of the present research was to explore whether or not mindfulness could reduce visual attention towards food cues. In two laboratory studies, participants with a normal weight range completed an eye-tracking paradigm, and their eye-movements were recorded. In study 1, participants were exposed to either mindfulness meditation or a control condition, and their eye-movements towards low energy density (LED) vs high energy density (HED) food cues were measured. In study 2, participants were assigned to a mindful eating condition using a Mindful Construal Diary (MCD) or a control condition, and their eye-movements towards LED or HED food vs. non-food cues were recorded. In study 1, participants in the mindfulness meditation condition had greater attention duration towards LED food cues, whilst those in the control condition exhibited greater attention duration towards HED food cues. In study 2, there were no significant differences in the maintenance of attentional biases towards food cues between the two conditions. Mindfulness meditation may be beneficial in increasing attention towards LED food cues. Future research should further explore the effect of mindfulness and mindful eating on visual attention towards food cues with people who suffer from excess weight or have obesity, and also within naturalistic settings.

Improvement of Attention in Elementary School Students through Fixation Focus Training Activity

The attentional problems of school children are a crucial topic due to abundant information in this digital era. There are five attention dimensions for children: focused attention, sustained attention, selective attention, alternating attention, and divided attention. Focused training is a traditional method of improving attention ability. Subjects are required to focus on a fixed point for an extensive period without blinking and to perceive small objects as large. This study investigates which types of attention indicators are influenced by focus training. Eighty-two grade five and six elementary school students (45 experiment group, 37 control group) were involved. The experiment group underwent focus training for 12 weeks. The training was conducted once per week, and the Attention Scales for Elementary School Children were used before and after the training to examine the children's attention. The percentile rank scores of five attention dimensions and the total attention scale were evaluated. The results gave difference data, defined as post-test results minus the pretest results, where significant differences occurred for the total scale (p < 0.05), focused attention (p < 0.05), and selective attention (p < 0.01). Participants also noted that the training helped them improve concentration during school lessons (54.15%), fall asleep (29.1%), and relax the body (8.4%).