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Article

Age-Related Differential Effects of School-Based Sitting and Movement Meditation on Creativity and Spatial Cognition: A Pilot Study

by 1,2, 3, 1,4, 5, 6,7 and 1,*
1
Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation, 06081 Assisi, Italy
2
Neuroimaging Laboratory, Department of Physiology and Pharmacology, Sapienza University, 00185 Rome, Italy
3
Neuroscience and Imaging, Behavioral Imaging and Neural Dynamics (BIND) Center, Department of Neuroscience, Imaging and Clinical Sciences, University “G. d’Annunzio” of Chieti-Pescara, 66100 Chieti, Italy
4
Laboratory of Experimental Neuropsychology, Department of Psychology, Sapienza University, 00185 Rome, Italy
5
Department of Movement, Human and Health Sciences, University of Rome Foro Italico, 00135 Rome, Italy
6
Department of Criminology, Bar-Ilan University, Ramat Gan 5290002, Israel
7
The Leslie and Susan Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan 5290002, Israel
*
Author to whom correspondence should be addressed.
Academic Editor: Ina Stephens
Children 2021, 8(7), 583; https://doi.org/10.3390/children8070583
Received: 1 June 2021 / Revised: 28 June 2021 / Accepted: 6 July 2021 / Published: 8 July 2021
Psychophysical well-being can be supported during development by the integration of extra-curricular activities in scholastic settings. These activities can be implemented in different forms, ranging from physical activities to sitting meditation practices. Considering that both such activities are thought to affect children’s psychophysical development, a movement-based meditation that combines the two approaches−in the form of a short daily activity−could represent a powerful tool to promote healthy physical and mental development. Consequently, the current pilot study aimed to examine the effect of short daily school-based sitting and movement meditation trainings on creativity and spatial cognition. Utilizing a crossover design, we evaluated their feasibility and efficacy at different ages among children (n = 50) in 5th to 8th grade. We observed that 5 weeks of daily training in sitting and movement meditation techniques improved children’s cognition differently. Specifically, younger children showed greater creativity and better spatial cognition following the movement-based meditation, while older children showed greater enhancement in these areas following sitting meditation training. This suggests that training can affect children’s cognition differently depending on their developmental stage. We discuss these results within the framework of embodied and grounded cognition theories. Information on feasibility and age-related effect sizes derived from the current study paves the way for future well-powered larger-scale efficacy studies on different forms of school-based interventions to cognitive development promotion. View Full-Text
Keywords: school-based; movement; meditation; spatial cognition; creativity; cognitive flexibility school-based; movement; meditation; spatial cognition; creativity; cognitive flexibility
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MDPI and ACS Style

Marson, F.; Fano, A.D.; Pellegrino, M.; Pesce, C.; Glicksohn, J.; Ben-Soussan, T.D. Age-Related Differential Effects of School-Based Sitting and Movement Meditation on Creativity and Spatial Cognition: A Pilot Study. Children 2021, 8, 583. https://doi.org/10.3390/children8070583

AMA Style

Marson F, Fano AD, Pellegrino M, Pesce C, Glicksohn J, Ben-Soussan TD. Age-Related Differential Effects of School-Based Sitting and Movement Meditation on Creativity and Spatial Cognition: A Pilot Study. Children. 2021; 8(7):583. https://doi.org/10.3390/children8070583

Chicago/Turabian Style

Marson, Fabio, Antonio D. Fano, Michele Pellegrino, Caterina Pesce, Joseph Glicksohn, and Tal D. Ben-Soussan. 2021. "Age-Related Differential Effects of School-Based Sitting and Movement Meditation on Creativity and Spatial Cognition: A Pilot Study" Children 8, no. 7: 583. https://doi.org/10.3390/children8070583

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