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Lisa Flook

Center for Healthy Minds, University of Wisconsin-Madison.

2 papers in the library · 53 citations · publishing 2018-2025

Papers

Divergent effects of brief contemplative practices in response to an acute stressor: A randomized controlled trial of brief breath awareness, loving-kindness, gratitude or an attention control practice

PLoS ONE December 12, 2018 M. Hirshberg, Simon B. Goldberg, S. Schaefer et al. 33 citations

Different styles of brief contemplative practices produce distinct effects on affect and behavior, especially under stress. In a randomized experiment with 156 undergraduates, gratitude training improved positive affect more than breath awareness, while loving-kindness reduced implicit negative affect more than a control condition. However, gratitude training also increased reactivity to a cold pressor stressor: participants reported it as more aversive and showed greater increases in negative affect. Those with greater gains in implicit positive affect after gratitude training later rated neutral faces as less likable and were less likely to donate time to help others. These findings suggest that even brief introductory practices can have divergent outcomes, which may be amplified by stress.

Mindfulness Training Enhances Students' Executive Functioning and Social Emotional Skills.

Applied developmental science January 1, 2025 Lisa Flook, Matthew J Hirshberg, Lori Gustafson et al. 20 citations

Fifth graders who completed an 8-week school-based mindfulness training showed significant improvements on a computerized measure of cognitive flexibility and received higher end-of-year social-emotional learning grades compared to a wait-list control group, after accounting for prior-year grades. The 292 students from 21 classrooms were randomly assigned to either the mindfulness program or a control condition. Teacher-rated social-emotional competence did not differ between groups. The results suggest that a brief mindfulness intervention can bolster cognitive and social-emotional skills during the transitional pre-adolescent period.