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The Effect of an Meditation Intervention Program on EEG, Skin Conductance, Attention Performance, and Phonetic Symbols Recognition Ability of the First Year Students in Primary Schools
EEG;attention;meditation intervention program;phonetic symbols
|Issue Date: ||2011-05-23 16:34:59 (UTC+8)|
|Abstract: ||摘 要
The purpose of the study is to investigate the effect of an meditation intervention program on EEG, skin conductance, attention performance, and Phonetic Symbols recognition ability of the first year students in primary schools.
The participants of the research are the first year student in Kaohsiung Municipal Kaisyuan Primary School. Before experiment, one class was randomly assigned to be an experimental group to perform the meditation program; and the other class was assigned to be a control group. An meditation intervention program was a total of ten weeks. The subjects of a control group were accepted the experiment with the same time and numbers.
The research methods applies to One-Way ANOVA and Paired-t-test. Biofeedback instrument, attention test software, phonetic symbols literacy tests, and interview methods were used for the data analysis in this study. At Stage 1, we use One-Way ANOVA , and at Stage 2, the data collected were analyzed using Paired-t-test. In addition, this study takes interview method to interview students of the experimental group and teachers of the experimental group and control group to assist the exploration of the results.
The major findings of this study were as follows:
1. Reaction of EEGα and EEG θ of students in the experimental group performing meditation practice are significantly higher than those before the meditation practice. Reaction of EEG β are also higher than that of EEGα. On the performance of skin conductance, there are no significant differences before or after the meditation practice.
2. For attention of students in primary school performing meditation practice, it was found that there were significant attention differences between before and after performing meditation practice via t-test.
3. For phonetic symbols recognition ability of students in primary school performing meditation practice, it was found that there were no significant differences between before and after performing meditation practice via t-test. The results demonstrate that there was no enhancement effect on the phonetic symbols recognition ability of students in primary school.
Keywords: EEG, attention, meditation intervention program, phonetic symbols
|Appears in Collections:||[兒童與家庭服務系(所)] 博碩士論文|
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