EEG neural substrates of cognitive engagements for research-based learning with contemplative education in the young child
DOI:
https://doi.org/10.48048/tis.2024.7679Keywords:
Contemplative education, EEG, Research-based learning, Young children, Cognitive developmentAbstract
One becomes aware of the evidence of cognitive insights following attending the research-based learning program with contemplative education, electroencephalography (EEG), and electrodermal activity (EDA) were used to track the improvement of emotional and cognitive states. Research-based learning (RBL) and teaching models were developed to enhance research characteristics and cognitive training for children in the 21st century. To date, there have been no reliable cognitive tools to monitor the cognitive insight of the child who attends the course. The EEG, EDA, and cognitive scores of thirty healthy students participating in a research-based program for an hour per week were evaluated prior to the course, 3 months, and 6 months after the program started. The cognitive tests included a standard progressive matric (SPM) test, arithmetic test, Eriksen flanker task, and biofeedback sessions. The same procedures were determined in the comparative students’ group. After six months of taking the program, students in the RBL group showed a significant improvement in their SPM and arithmetic test scores. A significant increase in beta and gamma activity was detected in the temporal cortex of the RBL group during the SPM test. A more significant enhancement of frontal theta power was observed during the arithmetic test. This study shows that contemplative education and research-based learning improve cognitive abilities, indicating a significant increase in EEG quantity for cognitive engagement and the ability to confer individual differences in cognitive abilities.
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