Effects Of Mindfulness Meditation On Junior Students’ Working Memory For Enhlish Words

Mindfulness meditation originated in ancient oriental Buddhistmeditation, the last century seventy’s, prevailed in westerncountries, after the scientific study of mindfulness meditation isalso more and more. With the evolution of history, mindfulnessmeditation gradually across cultural and religious divides theoriginal, has become an important aspect of psychological research.Meditation can help individuals to establish a special attentionmechanism, the attention mechanism is a comprehensivepsychological and behavioral training, allows the individual toimprove overall mental and physical. Previous studies haveconfirmed, mindfulness meditation can improve the levels ofmindfulness, emotion regulation, working memory influencecognitive, protect individual etc..Middle school students schoolwork, learning pressure, how toease the students’ learning pressure, improve their learningefficiency, guarantee the students’ psychological health, we alwaysattach great importance to. Mindfulness meditation as a newpsychotherapy techniques can enhance the well-being of cognitivefunction, relieve anxiety and depression and improve effect. In thispaper, a total of two studies, the process of memorization willmindfulness meditation applied to junior high school studentsEnglish words.Study on the relationship between working memory of juniorhigh school students to study levels of mindfulness and memorizingEnglish words task, a junior high school students in Linfen city of70 People, the "five factors" mindfulness scale (FFMQ) and "mindfulattention awareness scale"(MAAS), and let the students memorizeEnglish words without meaning and test the result of memory, candraw the memory scores and FFMQ scores and MAAS scores weresignificant positive correlation. The results show that, the studentsof the higher level is mindfulness, memorizing English words incertain conditions of working memory level is also higher.Study two to mindfulness meditation training applicationstudents in junior high school, evaluate its effect on the levels ofmindfulness and memorizing English words for junior middle schoolstudents in working memory.70people into two groups, one groupfor the experimental group, a control group. The experimental groupfor8weeks of mindfulness meditation training, control groupwithout training. Among them, in the end after fourth weeks oftraining and eighth weeks after the training, the two groups ofissuing "mindful attention awareness scale"(MAAS) testmemorization and nonsense words. The results show that, after8weeks of mindfulness meditation training, the experimental groupmindfulness scores higher than that of the control group ofmindfulness scores, and reach statistical significance; theexperimental group with the memorization of meaningless wordsresults from the initial lower than that of the control group at8weeks of training, higher than that of the control group, but did notachieve statistical significance. That mindfulness training caneffectively improve the mindfulness scores, mindfulness trainingcan improve students memorizing nonsense words working memoryremains to be further research and discussion.