Search Results (17)

Embodied, enactive cognition, which is also embedded or emplaced cognition and extended cognition through tools, including language, presents various challenges to the standard model of the cognitive science of religion. In its focus on unconscious brain mechanisms, the standard model downplays or eliminates religious meaning as epiphenomenal or illusory. It often denies that religion, once present, is adaptive or admits as adaptive only costly signaling. It regards humans’ perceptions of their environments as representations, mistaking an environment as determinate before cognition occurs. This support for indirect perception makes no sense given its emphasis on the need for sensing possible threats to survival. As brain mechanisms of individuals do all the heavy lifting, the model regards culture and its influence as nonexistent or insignificant. This stance denies how the social constitutes a huge part of our embodied preobjective and tacit engagement with the world, as well as socio-cultural realities, including religion, as self-organizing systems. The neglect of embodiment extends to its take on supernatural agents as allegedly disembodied minds. The standard model overlooks how ordinary rituals promote bonding through group presence, synchrony, and endorphin production and how some rituals increase knowledge of a particular natural environment, thus overlooking how religion can be adaptive. Full article

Background and Objectives: Theory of mind (ToM) deficits in children with ADHD are closely related to social difficulties and problems in interpersonal interactions. Evidence suggests that these cognitive deficits negatively affect the ability to understand and respond to others’ emotions and intentions, thus contributing to social isolation and a lower quality of life. However, the findings across studies vary, indicating that ADHD subtype and comorbidities, such as anxiety and mood disorders, can significantly influence sociocognitive deficits, modulating the extent of social problems. Materials and Methods: This review examines the relationship among ADHD, ToM, and empathy, analyzing studies comparing children with ADHD with peers with typical development or other neurodevelopmental conditions. A search in PubMed, Scopus, and the Cochrane Library prior to January 10, without time restrictions, using “ADHD”, “Cognitive Empathy”, and “Theory of Mind” identified relevant studies assessing these abilities through neuropsychological tests or questionnaires. Results: Of the initial 243 studies, 23 studies met the inclusion criteria. Children with ADHD exhibited significant impairments in ToM and empathy, affecting social cognition and interpersonal understanding. Various assessment tools revealed difficulties in understanding beliefs, emotions, and intentions, with executive function deficits playing a crucial role in shaping these social challenges. Conclusions: This review highlights the need for targeted therapeutic interventions that not only address cognitive deficits but consider emotional and metacognitive aspects, such as emotion regulation and self-awareness. Future research should focus on integrating executive function training with approaches that develop metacognitive and emotional skills, thus providing more comprehensive support. Full article

Background/Objectives: This study examined the association between adherence to the Mediterranean dietary approaches to stop hypertension Intervention for Neurodegenerative Delay (MIND) diet, its components, and recurrent depressive symptoms (DepSs). Methods: The analyses included 4824 participants (73% men, mean age = 61; SD = 5.9) from the British Whitehall II cohort study. The MIND diet scores were derived from a validated 127-item food frequency questionnaire in 2002–2004. DepSs were assessed by the Center for Epidemiologic Studies Depression Scale (score ≥ 16) or by use of antidepressant drugs, and recurrence was defined as having DepSs in at least two of the four repeated measurements in the 2002–2004, 2007–2009, 2012–2013, and 2015–2016 follow-up phases. Results: Recurrent DepSs were observed in 13.3% of the participants over 13 years of follow-up. After adjusting for potential confounders, participants in the highest tertile of the MIND diet score (where a higher score represents a higher diet quality) had 26% lower odds of experiencing recurrent DepSs (OR = 0.74; 95% CI 0.58–0.93) compared to those in the lowest tertile. In mutually adjusted analyses of 14 MIND diet components in relation to recurrent DepSs, independent associations were observed for green leafy vegetables (OR = 0.59, 95% CI: 0.45–0.78), other vegetables (OR = 0.43, 95% CI:0.24–0.77), and berries (OR = 0.74, 95% CI: 0.61–0.89). Conclusions: In this British prospective cohort, good adherence to the MIND diet, particularly to the recommendations for vegetables and berries, was associated with a lower risk of recurrent depressive symptoms, independent of socio-economic, health behavior, and health status factors, including baseline cognitive impairment and antecedents of DepSs. Full article

Background: In the last decade, empirical studies on the beneficial effects of meditation on prosocial capacities have accumulated, but the underlying mechanisms remain unclear. Buddhist sources state that liberating oneself from a fixed view of the self by gaining access to its transitory and malleable nature leads to increased compassion and other prosocial traits. These, however, have not yet been empirically tested. Methods: The current study aims at filling this gap by first examining whether 44 long term meditators differ from 53 controls in prosocial capacities on different levels of the socio-cognitive hierarchy, and second by examining whether these are associated with meditation-induced ‘selfless’ states, operationalized here as the sense of boundary (SB) flexibility. We capitalize on our previous work on the neurophenomenology of mindfulness-induced SB dissolution, which yielded a neural index of SB-flexibility, solely for the meditators, and examine its correlations with a battery of validated behavioral prosociality tasks. Results: Our findings reveal enhanced low-level prosocial processes in meditators, including enhanced emotion recognition and reduced outgroup bias. We show the stability of SB flexibility over a year, demonstrating consistent high beta deactivation. The neural index of SB flexibility negatively correlates with recognizing negative emotions, suggesting a link to reduced social threat perception. Conclusions: These results connect the neural correlates of SB flexibility to prosociality, supported by stable high beta deactivations. We expect the results to raise awareness regarding the prosocial potential of flexing one’s self-boundaries through meditation. Full article

The study investigates the behavioral manifestations of the “Theory of Food” (ToF), a novel theoretical framework centered on the early development of food perceptions. The ToF posits that childhood experiences with food shape cognitive networks influencing adult dietary choices. Stemming from the “Theory of Mind,” the ToF hypothesizes that individuals construct an associative world of food images and representations mirroring the socio-cognitive world shaped by proper theory of mind development. The study, involving 249 healthy adults, employs the Cognitive Food Preference Questionnaire (CFPQ) and the Adult Food Preference Profile (AFPP) to explore the correlation between childhood and adult food preferences across diet groups (omnivores, vegetarians, and vegans). Results reveal robust correlations in omnivores, varied patterns in vegetarians, and mixed outcomes in vegans. Notably, omnivores show correlations in grains, fast food, dairy products, vegetables, meat, soft drinks, and snack consumption. Vegetarians exhibit correlations in grains, fast food, dairy products, vegetables, snacks, and, surprisingly, meat consumption. Vegans display correlations in grains, fast food, vegetables, and snacks. The study suggests that childhood dietary habits tend to influence adult food choices, offering insights for future research in the field of theory of food (ToF). Full article

Background: Incorporating socio-cognitive mindfulness, which has not received much attention from nursing researchers, this study investigated the structural relationships between socio-cognitive mindfulness, everyday creativity, and clinical competence among nursing students. This study also explored the mediating effect of everyday creativity. Methods: A cross-sectional study was performed with 222 nursing students in South Korea. Students completed the questionnaire evaluating their own socio-cognitive mindfulness, everyday creativity, and clinical competence. Data were analyzed using structural equation modeling and path analysis. Results: Socio-cognitive mindfulness positively influenced everyday creativity (β = 0.791, p < 0.01), and everyday creativity also positively influenced clinical competence (β = 0.470, p < 0.01). However, the relationship between socio-cognitive mindfulness and clinical competence was not significant. Importantly, everyday creativity fully mediated the relationship between socio-cognitive mindfulness and clinical competence (a × b = 0.372, p < 0.01). Conclusions: The results indicate that socio-cognitive mindfulness effectively enhances nursing students’ clinical competence by improving their everyday creativity. The mediating result highlights the significance of everyday creativity in nursing education, underscoring the necessity for training programs aimed at cultivating creativity. This research offers a basis for developing programs that concentrate on socio-cognitive mindfulness and everyday creativity, with the goal of enhancing the clinical competence of nursing students. Full article

International psychiatry is facing major challenges due to the rapid increase in mental health issues. The forthcoming mental health crisis has opened the debate about the need to broaden the therapeutic horizons with the implementation of digitally assisted mindfulness practices within psychotherapeutic interventions. Mindfulness training is developing into a promising intervention for a variety of health problems and a booster of well-being. At the same time, virtual reality (VR) and especially immersive technologies are increasingly being used as assistive tools in the training of people with special education needs and disabilities (SEND). Μeta-competences refer to a set of self-development skills that incorporate meta-cognitive and meta-emotional attributes, enabling individuals to be self-conscious, self-regulated, and flexible in every aspect of human life. The current review aims to investigate (i) the efficacy of mindfulness strategies in meta-competence training for SEND and (ii) the role of VR as an assistive technology in mindfulness training. The PRISMA 2020 methodology was utilized to respond to the objectives and research questions. The database search provided 1380 records, and 29 studies met the inclusion criteria. The results showed that mindfulness training has the potential to train meta-cognitive and meta-emotional competences among people with different mental disorders, including Attention Deficit/Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), Intellectual Disability (ID), Depressive Disorder, Stress Disorder, and Specific Learning Disorder. VR was found to be an effective assistive technology, providing significant advantages compared to conventional mindfulness interventions. Mindfulness training assisted by immersive technologies was found to significantly improve a wide range of cognitive and socio-emotional meta-competences, including self-awareness, inhibition control, attention regulation, flexibility, positive thinking, and emotional regulation. The results of this systematic review may provide positive feedback for creating inclusive digital training environments. Full article

Wolves, dogs and humans share extremely social and cooperative minds. These similarities are rooted in phylogenetic homology and in the convergence of neuronal and physiological mechanisms, particularly the brain, in the functioning and communication of basic affects and in the mechanisms of stress and calming. The domesticated wolves called dogs are particularly close companion animals. Both Palaeolithic humans and wolves were hypercursorial hunters, cooperating in complex and prosocial ways within their clans with respect to hunting, raising offspring, and defending against conspecific and heterospecific competitors and predators. These eco-social parallels have shaped the development of similar social mindsets in wolves and humans. Over the millennia of domestication, this social match was fine-tuned, resulting in the socio-cognitive specialists humans and dogs, possessing amazingly similar social brains and minds. Therefore, it can be concluded that the quality of their relationships with their human masters is a major factor in the wellbeing, welfare and even health of dogs, as well as in the wellbeing of their human partners. Based on their strikingly similar social brains and physiologies, it can be further concluded that anthropomorphically applying human empathy to dogs in an educated manner may not be as inappropriate as previously thought. Full article

This paper explores dimensions of culture and practice that shape the cognitive pathways leading to different beliefs about God(s)’ mind(s). Varying socio-ecological sources of insecurity are linked to types and modes of cognitive processing, which in turn promote different constellations of beliefs about supernatural agents dubbed the heuristic and non-heuristic models of God(s)’ mind(s). The heuristic model is suggested to take prominence when relatively few cognitive resources are available to devote to thinking about God(s)’ mind(s); these conceptions of God(s) should be shaped by the socio-ecological pressures believers face. Conversely, when cognitive resources are available, differences in modes of processing (experiential-intuitive vs. analytical-rational) lead to different mystical and theological/philosophical models of God’s mind as a product of more deliberate, effortful processing. By linking beliefs to socio-ecological influences, this paper suggests phenomenological experiences of the supernatural vary across societies as a direct function of the diverse environmental constraints in which people. By linking belief to socio-ecological pressures individuals in societies face, this approach provides a bridge between the intrinsic meaning systems within communities of belief and the cognitive evolutionary approach to parsing the diversity of belief across societies. Full article

Dishonesty is an interpersonal process that relies on sophisticated socio-cognitive mechanisms embedded in a complex network of individual and contextual factors. The present study examined parental rearing practices, bilingualism, socioeconomic status, and children’s interpretive diversity understanding (i.e., the ability to understand the constructive nature of the human mind) in relation to their cheating and lie-telling behavior. 196 school-age children (9–11 years old) participated in a novel trivia game-like temptation resistance paradigm to elicit dishonesty and to verify their interpretive diversity understanding. Results revealed that children’s decision to cheat and lie was positively associated with their understanding of the constructive nature of the human mind and with parental rejection. Children with rejective parents were more likely to lie compared to their counterparts. This may suggest that understanding social interactions and the relationship with caregivers can impact children’s cheating behavior and the extent to which they are willing to deceive about it. Understanding the constructive nature of the mind was also a positive predictor of children’s ability to maintain their lies. Finally, being bilingual and having a higher socioeconomic status positively predicted children’s deception, these intriguing results warranting further research into the complex network of deception influences. Full article

Human development implies deep changes in cognitive, attentional, emotional, and behavioral skills. Therefore, Mindfulness-Based Interventions (MBIs) should be adapted in terms of dose, frequency, kind of exercises, assessment methods, and expected effects regarding the abilities and limitations of each developmental period. The present review seeks to describe and compare MBIs characteristics, assessment methods, and effects in youth between 3 and 18 years old considering four developmental periods. A systematic review was carried out including experimental primary studies published during the last five years. Results show that the frequency of the sessions and program duration varies widely. Differences were observed in instructors’ training and in assessment strategies. Discrepancies were observed regarding the effects of MBIs both within and between periods in cognitive, socio-emotional, symptoms, and mindfulness variables. Consistency was observed in prosocial behaviors for preschoolers, and in emotional and behavioral problems and hyperactivity in ages between preschool and early adolescence. Nevertheless, it was impossible to compare most results and determine consistency or discrepancy due to the lack of studies. Regarding mindfulness, it is defined and assessed in different ways in each period. Orientations are suggested to move from a compartmentalized view of isolated MBIs, towards an integrative perspective that allows tracing developmental trajectories for mindfulness and other key cognitive and socioemotional skills for children and adolescents. Full article

Background: Recognizing the under-examined socio-cognitive mindfulness and achievement emotions in nursing, this study aimed to examine the relationships between grit, socio-cognitive mindfulness, and achievement emotions among nursing students, as well as the mediating effects of socio-cognitive mindfulness. Methods: This study utilized a cross-sectional design. A total of 220 nursing students in Korea completed the questionnaire measuring the levels of grit, socio-cognitive mindfulness, and achievement emotions. To analyze data, structural equation modeling and path analysis were performed. Results: Grit was positively related to socio-cognitive mindfulness and positive achievement emotions but negatively related to negative emotions. Socio-cognitive mindfulness was positively related to positive emotions but negatively related to negative emotions. In addition, the mediating effects of socio-cognitive mindfulness were found in the association between grit and achievement emotions in nursing students. Conclusions: Grittier students tend to have higher socio-cognitive mindfulness and positive emotions but lower negative emotions in learning environments. Mediating effects highlight the benefits of socio-cognitive mindfulness in the context of nursing education, providing the basis for developing practical mindfulness programs to cultivate nursing students’ socio-cognitive mindfulness. Full article

The existent trend of implementing mindfulness-based programs (MBPs) into public education came along with an increasing scientific record regarding the definitional construct of mindfulness, effects of various mindfulness-based interventions and their basic mechanisms. In terms of the rising definitional discourse in the interdisciplinary field of mindfulness, the “threefold model of mindful wisdom” (TMMW) was proposed. In the present paper’s quest of rethinking mindfulness in education, the relevance of the TMMW for didactics in modern Western educational systems (with special interest on the region of Germany) is examined, affirmed in several points and—with the aid of the “Theory of Mental Interference” (TMI)—methodically linked to individual learners’ needs. The TMI has been developed at the University of Hamburg since 1984 by Wagner and colleagues. This is compatible with the TMMW with regard to the concept of self and basic psychological mechanisms of “mindful exercises”. Its basic approach conceives the epistemic level of cognitive processes (1) to be unbiased by affect and (2) to be different from a level of mental interference, which in case of an arising default habitually interferes with the cognitive processes. Implications for further research, for modern educational systems and for MBPs in education are discussed. Full article

Background: Mindfulness is known as an effective emotion regulation strategy and is beneficial for improving emotions. While meditative mindfulness has been widely studied, socio-cognitive mindfulness has received little attention in nursing literature, despite its potential benefits to the field. This study investigated relationships between nursing students’ socio-cognitive mindfulness, emotion regulation (reappraisal and suppression), and achievement emotions, and explored the mediating effects of emotion regulation. Methods: A total of 459 nursing students from three universities in Korea completed the questionnaire measuring the study variables. Structural equation modeling and path analysis were conducted to test the hypotheses. Results: Socio-cognitive mindfulness was found to positively influence reappraisal while negatively influencing suppression. Additionally, socio-cognitive mindfulness positively predicted positive achievement emotions but negatively predicted negative emotions. Reappraisal positively influenced positive emotions, whereas suppression positively influenced negative emotions. Furthermore, reappraisal mediated the link between mindfulness and positive emotions, and suppression mediated the link between mindfulness and negative emotions. Conclusions: Socio-cognitive mindfulness may be effective in regulating emotions among nursing students by enhancing reappraisal and reducing suppression. Mediating effects highlight the relevance of students’ emotion regulation in nursing education, suggesting the need to develop emotion regulation education programs. Full article

Mindfulness has been presented as a consumer characteristic mitigating negative environmental effects of overconsumption. This study argues that consumers’ propensity to engage in sustainable consumption behaviors additionally depends on individual values and beliefs, developing a more nuanced view of mindfulness in this particular domain of consumer behavior. Based on an online survey among 546 American consumers, the study finds that mindfulness not only affects a set of sustainable consumption behaviors directly, but also has an impact on environmental concern and perceived consumer effectiveness, accounting for an indirect positive effect of mindfulness through these values and beliefs. Materialism is negatively associated with mindfulness. However, certain forms of sustainable consumption behaviors may offer a pathway for materialist consumers to participate in sustainable consumption. Research findings indicate that increased mindfulness may be effective in changing daily consumption routines, helping to reduce negative environmental impacts of overconsumption, particularly in populations with increased environmental concern and perceived consumer effectiveness. Full article