چکیده:
Based on psychophysiological research, coherent heart-brain interaction can change afferent cardiac signal pattern sent to the brain. Accordingly, the present study aimed at facilitating the emotion-cognition interaction through HeartMath Institute self-regulated emotional techniques to investigate the efficacy of heart-brain coherence on reading anxiety reduction that significantly enhances attention, memory, comprehension, and efficiency in learning. Participants were 63 Iranian university and high school students. In order to enable the participants to self-generate high psychophysiological state and optimal heart rate variability (HRV), TestEdge program, a biofeedback remedy that teaches students skills to self-regulate negative emotional learning impediments, was administered. Findings indicated that the combination of intentional heart focus with the generation of sustained positive feelings increased heart-brain coherence and resulted in a beneficial mode of psychophysiological state. This heart-brain coherence affected and controlled the HRV patterns significantly among the participants on average which, in turn, reduced reading anxiety. Particularly, this study found significant differences among the EFL students with high, mid, and low levels of coherence and their reading anxiety level.
خلاصه ماشینی:
Accordingly, the present study aimed at facilitating the emotion-cognition interaction through HeartMath Institute self-regulated emotional techniques to investigate the efficacy of heart-brain coherence on reading anxiety reduction that significantly enhances attention, memory, comprehension, and efficiency in learning.
In order to enable the participants to self-generate high psychophysiological state and optimal heart rate variability (HRV), TestEdge program, a biofeedback remedy that teaches students skills to self-regulate negative emotional learning impediments, was administered.
This ultimately determines our cognitive and emotional experience (Appelhans, & Luecken, 2006; Armour, 2003, 2007; Bradley, McCraty, Atkinson, Tomasino, Daugherty, & Arguelles, 2010; McCraty, 2001, 2003a, 2003b, 2005, 2011; McCraty & Rees, 2009; Rozman, McCraty, & Goelitz, 1998; Thayer & Lane, 2009) This understanding signifies that changes in emotional states cause heart rate variability (HRV), which is an index of regulated emotional responding and one of the most valuable research tools in examining the interactions between emotion and cognition.
The purpose of the present study was to investigate the effectiveness of self-regulated emotional techniques on heart-brain coherence and reading anxiety.
Affective Factors: Reading Anxiety It has been shown that the heart plays a critical role in regulating the autonomic nervous system and reducing the effect of our negative emotional experience on the brain (Armour, 2007; Bradley et al.