# data[].attributes.headline
Mindfulness Colouring Activity Sheet for Group Presentation

# data[].attributes.subject
Mindfulness Colouring Activity Sheet for Group Presentation

# data[].attributes.attachment_link.title
Mindfulness colouring activitiy sheet for ELTA

# data[].attributes.headline
Mindful colouring activity for diabetes education

# data[].attributes.subject
Mindful colouring activity for diabetes education

# data[].attributes.body
Choice of two for differentiation

# data[].attributes.headline
Mindfulness Colouring starter activity to support speech and language development from birth to two years.

# data[].attributes.subject
Mindfulness Colouring starter activity to support speech and language development from birth to two years.

# data[].attributes.body
Students to decide which statement describes the appropriate age and colour the box in the correct colour.

# data[].attributes.attachment_link.title
mindfulness colouring starter speech and lanuage development

# data[].attributes.headline
Coloring activity sheets for Body systems

# data[].attributes.subject
Coloring activity sheets for Body systems

# data[].attributes.headline
Mindfulness Colouring Activity Sheet for SEND

# data[].attributes.subject
Mindfulness Colouring Activity Sheet for SEND

# data[].attributes.body
Number Colouring Sheets

# data[].attributes.body
Subconscious Learning

# data[].attributes.attachment_link.readable_text
Subconscious learning probably is possible, say US researchers. What's more, subconscious learning may affect our conscious decisions - without our realising it.

Takeo Watanabe and his colleagues at Boston University found that people who had watched a particular direction of subliminal dot movement during a letter-naming trial were significantly better at picking it out later.

The finding challenges the idea that attention is an essential element of the learning process. "Attention can make learning more efficient," says Watanabe, "but it's not necessary."

Watanabe dismisses gimmicks such as cassettes that purport to teach you while you sleep. But he speculates that listening to a foreign language being spoken at low volume - loud enough that your brain can perceive it but not so loud that you are aware - could improve a person's pronunciation and listening skills. "It could be useful," he says.

Advertisement

Cognitive aspects such as sentence structure and semantics would not be affected, he suspects.

Dancing dots

Watanabe's team asked volunteers to name certain letters presented on a screen. Meanwhile, behind the letters, dots danced randomly - or so it appeared. In fact, one in 20 shared a direction. This was just below the threshold of conscious perception.

The volunteers did this letter-naming task for an hour every day for a month. Then they were asked to do another series of tests. These involved watching moving dots and identifying any underlying pattern, or saying whether two displays of dots moved in the same direction. In both of these cases only about one in 10 dots were moving coherently - an activity that was just above the conscious threshold.

The team found that people who had watched a particular direction of movement during the first series of tests were significantly better at picking it out later.

Advertising influence

"I think it's one of the nicest sets of data I've seen for learning outside of perceptual awareness," says Phil Merikle, at the University of Waterloo in Canada.

But there's an important conclusion that the authors don't stress, he says. The study shows that what the volunteers learned subconsciously during the trials influences their conscious experience.

"This perceptual learning is influencing how they see the world," says Merikle. Subconscious learning may affect our conscious decisions - without our knowing it. "It's what advertisers have known all along&colon; if we just keep the exposure rate up, people will be influenced."

Journal reference&colon; Nature (vol 413, p 844)

# data[].attributes.attachment_link.title
Subliminal study shows subconscious learning is possible

# data[].attributes.attachment_link.description
Subconscious learning probably is possible, say US researchers. What's more, subconscious learning may affect our conscious decisions - without our realising it. Takeo Watanabe and his colleagues at Boston University found that people who had watched a particular direction of subliminal dot movement during a letter-naming trial were significantly better at picking it out later.

# data[].attributes.attachment_link.description
An Introduction to Brainwaves | Entrainment | Meditation

# data[].attributes.attachment_link.title
JISS 2018 8(1) 1-21 Coloring and Mindfulness

# data[].attributes.attachment_link.title
effectiveness for mindfull based article

# data[].attributes.attachment_link.readable_text
The purpose of this study was to compare the effectiveness of a mindfulness art activity (mandala) with a free draw/colouring activity on test anxiety in adolescents with an examination of gender differences, and to assess the effect of dispositional mindfulness on students' experience of mindfulness and test anxiety states. Participants were 193 Grade 8 students (56.6% female;  = 13.49 years, SD = 0.50) randomly assigned to a mandala ( n = 97) or free draw/colouring condition ( n  = 96). Students completed standardized measures to assess test anxiety and state mindfulness pre- post-colouring intervention, immediately prior to completing a test, in addition to a measure of dispositional mindfulness. Results showed a significant decrease in test anxiety and a significant increase in state mindfulness following both activities; however, a gender by group by time interaction was found such that females reported a greater decrease in test anxiety in the free condition compared to males. Furthermore, the baseline measures (pre-intervention state mindfulness and test anxiety) were found to fully mediate relations between dispositional mindfulness and the outcome measures (post-intervention state mindfulness and test anxiety). Implications for educators and future research and practice regarding the use of mindfulness activities in the classroom are discussed.

References

Carsley, D., Heath, N. L. (2018) Evaluating the effectiveness of a mindfulness colouring activity for test anxiety in children. The Journal of Educational Research.
Google Scholar

Carsley, D., Khoury, B., Heath, N. L. (2017) Effectiveness of mindfulness interventions for mental health in school: A comprehensive meta-analysis. Mindfulness. doi: 10.1007/s12671-017-0839-2
Google Scholar

CASEL (2015). Collaborative for academic, social, and emotional learning. Retrieved from http://www.casel.org/social-and-emotional-learning/
Google Scholar

Dalai Lama, Berzin, A. (1997) The Gelug/Kagyu tradition of Mahamudra, New York, NY: Snow Lion.
Google Scholar

Germer, C. K. (2005) Mindfulness: What is it? What does it matter? In: Germer, C. K., Siegel, R. D., Fulton, P. R. (eds) Mindfulness and psychotherapy, New York, NY: The Guilford Press, pp. 3-27.
Google Scholar

Henderson, P., Rosen, D., Mascaro, N. (2007) Empirical study on the healing nature of mandalas. Psychology of Aesthetics. Creativity, and the Arts 1(3): 148-154. doi: 10.1037/1931-3896.1.3.148
Google Scholar

Pekrun, R. (2000) A social-cognitive, control-value theory of achievement emotions. In: Heckhausen, J. (ed.) Motivational psychology of human development: Developing motivation and motivating development, New York, NY: Elsevier, pp. 143-164.
Google Scholar

Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, and Computers, 36(4), 717-731
Google Scholar

Spielberger, C. D. (1989) State-Trait Anxiety Inventory: A comprehensive bibliography, Palo Alto, CA: Consulting Psychologists Press.
Google Scholar

Spielberger, C. D., Gorsuch, R. L., Lushene, R., Vagg, P. R., Jacobs, G. A. (1983) Manual for the State-Trait Anxiety Inventory, Palo Alto, CA: Consulting Psychologists Press.
Google Scholar

Tabachnick, B. G., Fidell, L. S. (2007) Using multivariate statistics,, 5th edn. Boston, MA: Pearson Education Inc.
Google Scholar

Zenner, C., Herrnleben-Kurz, S., Walach, H. (2015) Mindfulness-based interventions in schools - a systematic review and meta-analysis. Frontiers in Psychology 5(603)): doi: 10.3389/fpsyg.2014.00603
Google Scholar

Zoogman, S., Goldberg, S. B., Hoyt, W. T., Miller, L. (2014) Mindfulness interventions with youth: A meta-analysis. Mindfulness. doi: 10.1007/s12671-013-0260-4
Google Scholar

# data[].attributes.attachment_link.title
Effectiveness of mindfulness-based colouring for test anxiety in adolescents - Dana Carsley, Nancy L. Heath, 2018

# data[].attributes.attachment_link.description
The purpose of this study was to compare the effectiveness of a mindfulness art activity (mandala) with a free draw/colouring activity on test anxiety in adolescents with an examination of gender differences, and to assess the effect of dispositional mindfulness on students' experience of mindfulness and test anxiety states.

# data[].attributes.attachment_link.title
Cognitive benefits of coloring_preprint version