THE EFFECTS OF MINDFULNESS BASED WORKING MEMORY TRAINING PROGRAM IN ANXIOUS UNDERGRADUATE STUDENTS
Keywords:
working memory, anxiety, mindfulness, undergraduate studentAbstract
The objectives of this developmental research were to study the effectiveness of the mindfulness based working memory training program (MBWM) on working memory, dispositional of mindfulness, and anxiety in anxious undergraduate students. The sample consisted of the freshmen undergraduate students who registered in the general education courses of Department of Research
and Applied Psychology in the second semester of the 2017 academic year at Burapha University. The sample was selected again by employed the moderate anxiety score of the state-trait anxiety inventory (≥ 35 score). They were voluntary and willing to participate in this research project. The samples were assigned to the two groups by random assignment and matching into two groups: an experimental group and a control group, 26 students in each group. The instruments were 1) The MBWM program was the psychological training for promoting working memory. The MBWM program was designed by the researcher based on mindfulness, acceptance and commitment
therapy, and cognitive training in working memory model, 2) the letter number sequencing (LNS) test, 3) the mindful awareness attention scale: Thai version, 4) the State-Trait Anxiety Inventory. The experimental group received the MBWM program which composed of 8 sessions, each session lasted for 50 minutes. The measurements were done in 2 phases: pre-test and posttest. The data
were analyzed by multivariate analysis of variance (MANOVA). The findings were revealed that the MBWM program was effective in promoting the working memory and was effective in the reduction of anxiety with statistical significance at .05 level. For the effective in the promotion of mindfulness disposition found that only the undergraduate student in the experimental group had higher levels of mindfulness disposition in pretest phase
than posttest phase with statistical significance at .05 level but it no different when compare with
References
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Baddeley A. (2000). The episodic buffer: a new component of working memory? Trends in Cognitive Sciences, 4, 417–423.
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Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation, 8, 47-89. New York:
Academic Press.
Blanck, P., Perleth, S., Heidenreich, T., Kröger, P., Ditzen, B., Bents, H., & Mander, J. (2018). Effects of mindfulness exercises as stand-alone
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Brandmeyer, T. & Delorme, A. (2018). Reduced mind wandering in experienced meditators and associated EEG correlates. Experimental brain
research. 236 (9), 1-11.
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of Personality and
Social Psychology, 84 (4), 822.
Chiappe, P., Hasher, L. & SiegeI, L. (2000). Working memory, inhibitory control, and reading disability. Memory & Cognition, 28 (1), 8-17.
Chambers, R., Lo, B. C. Y., & Allen, N. B. (2008). The impact of intensive mindfulness training on attentional control, cognitive style, and affect.
Cognitive therapy and research, 32(3), 303-322.
Chiesa, A., Calatti, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological
findings. Clinical psychology, Review, 31, 449-464.
Christopher, G., & MacDonald, J. (2005). The impact of clinical depression on working memory. Cognitive Neuropsychiatry, 10(5), 379-399.
Cowan, N., Fristoe, N. M., Elliott, E. M., Brunner, R. P., & Saults, J. S. (2006). Scope of attention, control of attention, and intelligence in children
and adults. Journal of Memory and Cognition Issues, 34(8), 1754-1768.
Course-Choi, J., Saville, H., & Derakshan, N.. (2017). The effects of adaptive working memory training and mindfulness meditation training on
processing efficiency and worry in high worriers. Behaviour Research and Therapy, 89, 1-13.
Dadashi, M., Birashk, B., Taremian, F., Asgarnejad, A. A., & Momtazi, S. (2015). Effects of increase in amplitude of occipital Alpha & Theta brain
waves on global functioning level of patients with GAD. Basic and clinical neuroscience, 6(1), 14–20.
Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Verbal Learning & Verbal Behavior, 19, 450-466.
Diamond, A. (2013). Executive functions. Annual review of psychology, 64, 135-168.
Eilenberg, T., Hoffmann, D., Jensen, J. S. & Frostholm, L. (2017). Intervening variables in groupbased acceptance & commitment therapy for
severe health anxiety. Behaviour Research and Therapy, 92, 24-31.
Eysenck, M., Payne, S., & Derakshan, N. (2005). Trait anxiety, visuospatial processing, and working memory. Cognition and Emotion, 19 (8), 1214-
1228.
Flor, R. K., Monir, K. C., Bita, A., & Shahnaz, N. (2013). Effect of relaxation training on working memory capacity and academic achievement in
adolescents. Procedia-Social and Behavioral Sciences, 82, 608-613.
Forman, E. M., Herbert, J. D., Moitra, E., Yeomans, P. D., & Geller, P. A. (2007). A r a n d o m i z e d controlled effectiveness trial of acceptance and
commitment therapy and cognitive therapy for anxiety and depression. Behavior Modification, 31(6), 772-799.
Gallant, S. N. (2016). Mindfulness meditation practice and executive functioning: Breaking down the benefit. Journal of Consciousness and
Cognition Issues, 40, 116-130.
Garon N., Bryson S. E. & Smith I. M. (2008). Executive functioning in preschoolers: a review using an integrative framework. Psychological
Bulletin, 134, 31-60.
Gotink , R. A., Meijboom, R., Vernooij, M.W., Smits, M., & Hunink, M.G. (2016). 8-week Mindfulness based stress reduction induces brain changes
similar to traditional long-term meditation practice - A systematic review. Brain Cognition, 108, 32-41.
Gray, S., Green, S., Alt, M., Hogan, T., Kuo, T., Brinkley, S., & Cowan, N. (2017). The structure of working memory in young children and its relation
to intelligence. Journal of Memory and Language, 92, 183-201.
Gustavson, D. E., & Miyake, A. (2016). Trait worry is associated with difficulties in working memory updating. Cognition and Emotion, 30(7),
1289–1303.
Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and commitment therapy: An experiential approach to behavior change.
NewYork: Guilford Press.
Hirshberg, M., Flook, L., Enright, R., & Davidson, R. (2019). Integrating mindfulness and connection practices into preservice teacher education
improves classroom practices. Learning and Instruction. doi:10.1016/j.learninstruc.2019.101298.
Jha, A. P., Stanley, E. A., Kiyonaga, A., Wong, L., & Gelfand, L. (2010). Examining the protective effects of mindfulness training on working
memory capacity and affective experience. Emotion, 10(1), 54.
Klingberg, T., Forssberg, H., Westerberg, H. (2002). Increased brain activity in frontal and parietal cortex underlies the development of
visuospatial working memory capacity during childhood. Cognitive Neurosciences, 14, 1-10.
Maloney, E. A., Sattizahn, J. R., & Beilock, S. L. (2014). Anxiety and cognition. WIREs Cognitive Science, 5(4), 403–411.
Mirzaeidoostan, Z., Zargar, Y., & Zandi Payam, A. (2019). The Effectiveness of acceptance and commitment therapy on death anxiety in women
with HIV in Abadan City, Iran. Iranian Journal of Psychiatry and Clinical Psychology, 25(1), 1-14.
Moran, T. P. (2016). Anxiety and working memory capacity: A meta-analysis and narrative review. Psychological Bulletin, 142(8), 831–864.
Mrazek, M. D., Franklin, M. S., Tarchin, D., Baird, B., & Schooler, J. W. (2013). Mindfulness training improves working memory capacity and GRE
performance while reducing mind wandering. Psychological science, 24, 776-781.
Owen, A. M., McMillan, K. M., Laird, A. R., & Bullmore, E. (2005). N-Back working memory paradigm: A meta-analysis of normative functional
neuro imaging studies. Journal of Human Brain Mapping Issues, 25, 46-59.
Petkus, A., Reynolds, C. A., and Gatz, M. (2017). Longitudinal association of anxiety and cognitive performance: genetic and environmental
influences. Innovation in Aging,1, (Suppl 1), 84.
Quach, D., Mano, K. E. J., & Alexander, K. (2015). A Randomized controlled trial examining the effect of mindfulness meditation on working
memory capacity in adolescents. Adolescent Health, 2015, 1-8.
Sianturi, R., Keliat, B., & Wardani, I. Y. (2018). The effectiveness of acceptance and commitment therapy on anxiety in clients with stroke.
Enfermería Clínica, 28(1), 94-97.
Smyth, M. M., & Pendleton, L. R. (1990). Space and movement in working memory. Quarterly Journal of Experimental Psychology Issues, 42(A),
291-304.
Spielberger, C. D. (1989). State-Trait Anxiety Inventory: Bibliography (2 nd ed.). Palo Alto, CA: Consulting Psychologists Press.
Takeuchi, H., Taki, Y., Nouchi, R., Sekiguchi, A., Kotozaki, Y., Nakagawa, S., & Kawashima, R. (2017). Neural plasticity in amplitude of low frequency
fluctuation, cortical hub construction, regional homogeneity resulting from working memory training. Scientific Reports, 7(1), 1470.
Tanaka, G.K., Maslahati, T., Gongora, M., Bittencourt, J., Lopez, L.C.S., Demarzo, M.M.P, et al. (2015). Effortless attention as a biomarker for
experienced mindfulness practitioners. PLoS ONE, 10(10): e0138561.
Tang, Y. Y., Yang, L., Leve, L. D., & Harold, G. T. (2012). Improving executive function and its neurobiological mechanisms through a mindfulness-
based intervention: Advances within the field of developmental neuroscience. Journal of Child Development Perspectives Issues,
6(4), 361-366.
Teper, R., & Inzlicht, M. (2013). Meditation, mindfulness and executive control: The importance of emotional acceptance and brain-based
performance monitoring. Social Cognitive and Affective Neuroscience, 8, 85-92. doi:10.1093/scan/nss045.
Wechsler, D. (2008). Wechsler Adult Intelligence Scale-Fourth Edition: Administration and scoring manual. San Antonio, TX: Psychological
Corporation.
Zeidan, F., Johnson, S. K., Diamond, B. J., Zhanna, D., & Goolkasian, P. (2010). Mindfulness meditation improves cognition: Evidence of brief
mental training. Consciousness and cognition, 19, 597–605.
จุฑามาศ แหนจอน. (2561). การยอมรับและพันธะสัญญา (ACT): กลยุทธ์การพัฒนาศักยภาพแนวใหม่. ชลบุรี:เก็ทกู๊ดครีเอชั่น. 269 หน้า ISBN: 978-616-474-103-4.
จุฑามาศ แหนจอน, ศศินันท์ ศิริธาดากุลพัฒน์ และวรากร ทรัพย์วิระปกรณ์. (2561). การพัฒนาโปรแกรมการเสริมสร้างหน้าที่บริหารจัดการของสมองสำหรับวัยรุ่น. วารสาร
พยาบาลทหารบก, 19(2), 120-130.
จุฑามาศ แหนจอน. (2560). การพัฒนาหน้าที่การบริหารจัดการของสมองสำหรับวัยรุ่นโดยหลักสูตรสาระเรียนรู้แบบบูรณาการ. วารสารศึกษาศาสตร์. 29(2), 130-144.
จุฑามาศ แหนจอน. (2559). อิทธิพลของการเพ่งความสนใจที่มีต่อสมรรถนะทางอารมณ์และความผาสุกของนิสิตระดับปริญญาตรี. วารสารศึกษาศาสตร์. 27(2), 208-222.
จุฑามาศ แหนจอน. (2557). การพัฒนาโปรแกรมการฝึกอบรมทฤษฎีการยอมรับและพันธะสัญญาต่อการเพิ่มการคิดแก้ปัญหาทางสังคมของนิสิตระดับปริญญาตรี. วารสาร
ศึกษาศาสตร์, 25(3), 98-112.
พนิดา อนุมัติ, จุฑามาศ แหนจอน และวรากร ทรัพย์วิระปกรณ์. (2561). ผลของโปรแกรมเสริมสร้างความจำใช้งานต่อนักเรียนชั้นมัธยมศึกษาตอนปลาย. วารสารการวัดผล
การศึกษา มหาวิทยาลัยมหาสารคาม, 24(2), 143-152.
Alloway, T. P. & Alloway, R. G. (2013). Working memory in development. In T. P. Alloway & R. G.
Alloway (Eds.), Working memory the connected intelligence. East Sussex, England: Psychology Press.
Baddeley A. (2000). The episodic buffer: a new component of working memory? Trends in Cognitive Sciences, 4, 417–423.
Baddeley, A. D. (1986). Working memory. New York: Oxford University Press.
Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation, 8, 47-89. New York:
Academic Press.
Blanck, P., Perleth, S., Heidenreich, T., Kröger, P., Ditzen, B., Bents, H., & Mander, J. (2018). Effects of mindfulness exercises as stand-alone
intervention on symptoms of anxiety and depression:Systematic review and meta-analysis. Behaviour Research and Therapy, 102, 20-35.
Brandmeyer, T. & Delorme, A. (2018). Reduced mind wandering in experienced meditators and associated EEG correlates. Experimental brain
research. 236 (9), 1-11.
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of Personality and
Social Psychology, 84 (4), 822.
Chiappe, P., Hasher, L. & SiegeI, L. (2000). Working memory, inhibitory control, and reading disability. Memory & Cognition, 28 (1), 8-17.
Chambers, R., Lo, B. C. Y., & Allen, N. B. (2008). The impact of intensive mindfulness training on attentional control, cognitive style, and affect.
Cognitive therapy and research, 32(3), 303-322.
Chiesa, A., Calatti, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological
findings. Clinical psychology, Review, 31, 449-464.
Christopher, G., & MacDonald, J. (2005). The impact of clinical depression on working memory. Cognitive Neuropsychiatry, 10(5), 379-399.
Cowan, N., Fristoe, N. M., Elliott, E. M., Brunner, R. P., & Saults, J. S. (2006). Scope of attention, control of attention, and intelligence in children
and adults. Journal of Memory and Cognition Issues, 34(8), 1754-1768.
Course-Choi, J., Saville, H., & Derakshan, N.. (2017). The effects of adaptive working memory training and mindfulness meditation training on
processing efficiency and worry in high worriers. Behaviour Research and Therapy, 89, 1-13.
Dadashi, M., Birashk, B., Taremian, F., Asgarnejad, A. A., & Momtazi, S. (2015). Effects of increase in amplitude of occipital Alpha & Theta brain
waves on global functioning level of patients with GAD. Basic and clinical neuroscience, 6(1), 14–20.
Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Verbal Learning & Verbal Behavior, 19, 450-466.
Diamond, A. (2013). Executive functions. Annual review of psychology, 64, 135-168.
Eilenberg, T., Hoffmann, D., Jensen, J. S. & Frostholm, L. (2017). Intervening variables in groupbased acceptance & commitment therapy for
severe health anxiety. Behaviour Research and Therapy, 92, 24-31.
Eysenck, M., Payne, S., & Derakshan, N. (2005). Trait anxiety, visuospatial processing, and working memory. Cognition and Emotion, 19 (8), 1214-
1228.
Flor, R. K., Monir, K. C., Bita, A., & Shahnaz, N. (2013). Effect of relaxation training on working memory capacity and academic achievement in
adolescents. Procedia-Social and Behavioral Sciences, 82, 608-613.
Forman, E. M., Herbert, J. D., Moitra, E., Yeomans, P. D., & Geller, P. A. (2007). A r a n d o m i z e d controlled effectiveness trial of acceptance and
commitment therapy and cognitive therapy for anxiety and depression. Behavior Modification, 31(6), 772-799.
Gallant, S. N. (2016). Mindfulness meditation practice and executive functioning: Breaking down the benefit. Journal of Consciousness and
Cognition Issues, 40, 116-130.
Garon N., Bryson S. E. & Smith I. M. (2008). Executive functioning in preschoolers: a review using an integrative framework. Psychological
Bulletin, 134, 31-60.
Gotink , R. A., Meijboom, R., Vernooij, M.W., Smits, M., & Hunink, M.G. (2016). 8-week Mindfulness based stress reduction induces brain changes
similar to traditional long-term meditation practice - A systematic review. Brain Cognition, 108, 32-41.
Gray, S., Green, S., Alt, M., Hogan, T., Kuo, T., Brinkley, S., & Cowan, N. (2017). The structure of working memory in young children and its relation
to intelligence. Journal of Memory and Language, 92, 183-201.
Gustavson, D. E., & Miyake, A. (2016). Trait worry is associated with difficulties in working memory updating. Cognition and Emotion, 30(7),
1289–1303.
Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and commitment therapy: An experiential approach to behavior change.
NewYork: Guilford Press.
Hirshberg, M., Flook, L., Enright, R., & Davidson, R. (2019). Integrating mindfulness and connection practices into preservice teacher education
improves classroom practices. Learning and Instruction. doi:10.1016/j.learninstruc.2019.101298.
Jha, A. P., Stanley, E. A., Kiyonaga, A., Wong, L., & Gelfand, L. (2010). Examining the protective effects of mindfulness training on working
memory capacity and affective experience. Emotion, 10(1), 54.
Klingberg, T., Forssberg, H., Westerberg, H. (2002). Increased brain activity in frontal and parietal cortex underlies the development of
visuospatial working memory capacity during childhood. Cognitive Neurosciences, 14, 1-10.
Maloney, E. A., Sattizahn, J. R., & Beilock, S. L. (2014). Anxiety and cognition. WIREs Cognitive Science, 5(4), 403–411.
Mirzaeidoostan, Z., Zargar, Y., & Zandi Payam, A. (2019). The Effectiveness of acceptance and commitment therapy on death anxiety in women
with HIV in Abadan City, Iran. Iranian Journal of Psychiatry and Clinical Psychology, 25(1), 1-14.
Moran, T. P. (2016). Anxiety and working memory capacity: A meta-analysis and narrative review. Psychological Bulletin, 142(8), 831–864.
Mrazek, M. D., Franklin, M. S., Tarchin, D., Baird, B., & Schooler, J. W. (2013). Mindfulness training improves working memory capacity and GRE
performance while reducing mind wandering. Psychological science, 24, 776-781.
Owen, A. M., McMillan, K. M., Laird, A. R., & Bullmore, E. (2005). N-Back working memory paradigm: A meta-analysis of normative functional
neuro imaging studies. Journal of Human Brain Mapping Issues, 25, 46-59.
Petkus, A., Reynolds, C. A., and Gatz, M. (2017). Longitudinal association of anxiety and cognitive performance: genetic and environmental
influences. Innovation in Aging,1, (Suppl 1), 84.
Quach, D., Mano, K. E. J., & Alexander, K. (2015). A Randomized controlled trial examining the effect of mindfulness meditation on working
memory capacity in adolescents. Adolescent Health, 2015, 1-8.
Sianturi, R., Keliat, B., & Wardani, I. Y. (2018). The effectiveness of acceptance and commitment therapy on anxiety in clients with stroke.
Enfermería Clínica, 28(1), 94-97.
Smyth, M. M., & Pendleton, L. R. (1990). Space and movement in working memory. Quarterly Journal of Experimental Psychology Issues, 42(A),
291-304.
Spielberger, C. D. (1989). State-Trait Anxiety Inventory: Bibliography (2 nd ed.). Palo Alto, CA: Consulting Psychologists Press.
Takeuchi, H., Taki, Y., Nouchi, R., Sekiguchi, A., Kotozaki, Y., Nakagawa, S., & Kawashima, R. (2017). Neural plasticity in amplitude of low frequency
fluctuation, cortical hub construction, regional homogeneity resulting from working memory training. Scientific Reports, 7(1), 1470.
Tanaka, G.K., Maslahati, T., Gongora, M., Bittencourt, J., Lopez, L.C.S., Demarzo, M.M.P, et al. (2015). Effortless attention as a biomarker for
experienced mindfulness practitioners. PLoS ONE, 10(10): e0138561.
Tang, Y. Y., Yang, L., Leve, L. D., & Harold, G. T. (2012). Improving executive function and its neurobiological mechanisms through a mindfulness-
based intervention: Advances within the field of developmental neuroscience. Journal of Child Development Perspectives Issues,
6(4), 361-366.
Teper, R., & Inzlicht, M. (2013). Meditation, mindfulness and executive control: The importance of emotional acceptance and brain-based
performance monitoring. Social Cognitive and Affective Neuroscience, 8, 85-92. doi:10.1093/scan/nss045.
Wechsler, D. (2008). Wechsler Adult Intelligence Scale-Fourth Edition: Administration and scoring manual. San Antonio, TX: Psychological
Corporation.
Zeidan, F., Johnson, S. K., Diamond, B. J., Zhanna, D., & Goolkasian, P. (2010). Mindfulness meditation improves cognition: Evidence of brief
mental training. Consciousness and cognition, 19, 597–605.
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2020-04-30
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Haenjohn, J. (2020). THE EFFECTS OF MINDFULNESS BASED WORKING MEMORY TRAINING PROGRAM IN ANXIOUS UNDERGRADUATE STUDENTS. Journal of Education Burapha University, 31(1), 169–182. retrieved from https://so02.tci-thaijo.org/index.php/edubuu/article/view/244214
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