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            <idno type="halRefHtml">&lt;i&gt;Journée Francophone de Psychologie Positive 2022&lt;/i&gt;, Jun 2022, Grenoble, France</idno>
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                <title xml:lang="en">Differential effects of mindfulness meditation and cognitive training on cool and hot inhibitory control in children and adolescents</title>
                <title xml:lang="fr">Effets différentiels de la méditation de pleine conscience et de l'entraînement cognitif sur le contrôle inhibiteur froid et chaud chez les enfants et les adolescents</title>
                <author role="aut">
                  <persName>
                    <forename type="first">Gabriela</forename>
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                    <forename type="first">Mathieu</forename>
                    <surname>Cassotti</surname>
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                    <forename type="first">Ania</forename>
                    <surname>Aite</surname>
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                    <forename type="first">Arnaud</forename>
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                  <title>Journée Francophone de Psychologie Positive 2022</title>
                  <date type="start">2022-06-13</date>
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                <term xml:lang="en">Children &amp; adolescents</term>
                <term xml:lang="en">Cognitive training</term>
                <term xml:lang="en">Mindfulness meditation</term>
                <term xml:lang="en">Inhibitory control</term>
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              <p>Background: Inhibitory control (IC) can occur either in a neutral context (cool), or in social contexts involving emotions (hot). Cool and hot IC have specific developmental trajectories, cool IC develops linearly from childhood to adulthood while hot IC follows a quadratic trajectory. Some activities can improve the IC, such as Cognitive Training (CT) and Mindfulness meditation (MM). The aim of our study was to compare the effects of five weeks of computerized MM vs. CT on IC performance in 66 children (9-10 y.o.) and 63 adolescents (15-17 y.o.) by specifically analyzing cool and hot dimensions in the same participants and from a developmental perspective. Methods: We fit a linear mixed-effect model on the Stroop interference score with Time (Pre-test vs Post-test) and Type of conflict (Cool vs Hot) as within-subject factors, Intervention group (CT vs MM) and Age group (Child vs. Adolescent) as between-subject factors. Results:Results revealed that CT overall improved cool IC but not hot IC, while MM practice improved hot IC but not cool IC. In addition, children's hot IC was found to improve after MM and cool IC after CT, whereas adolescents only benefited from the MM intervention on hot IC skills. Children benefited the most from the interventions.Conclusion:This study shows effects of MM on hot IC and open educational perspectives focused on improving emotion regulation with more ecological practices. This is particularly important at young ages, especially during adolescence, since this developmental period is characterized by impaired difficulties in emotion regulation.</p>
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              <p>Contexte :Le contrôle inhibiteur (CI) peut se produire soit dans un contexte neutre (cool), soit dans des contextes sociaux impliquant des émotions (hot). Le contrôle inhibiteur froid et le contrôle inhibiteur chaud ont des trajectoires de développement spécifiques, le contrôle inhibiteur froid se développant de manière linéaire de l'enfance à l'âge adulte, tandis que le contrôle inhibiteur chaud suit une trajectoire quadratique. Certaines activités peuvent améliorer la CI, comme l'entraînement cognitif (EC) et la méditation de pleine conscience (MM). Le but de notre étude était de comparer les effets de cinq semaines de MM informatisée vs. CT sur la performance de la CI chez 66 enfants (9-10 ans) et 63 adolescents (15-17 ans) en analysant spécifiquement les dimensions froides et chaudes chez les mêmes participants et dans une perspective développementale.Méthode :Nous avons ajusté un modèle linéaire à effets mixtes sur le score d'interférence de Stroop avec le temps (pré-test vs post-test) et le type de conflit (froid versus chaud) comme facteurs intra-sujet ; le groupe d'intervention (EC versus PC) et le groupe d'âge (enfant versus adolescent) comme facteurs inter-sujet.Résultats :Les résultats ont révélé que l’EC a globalement amélioré le CI froid mais pas le CI chaud, tandis que la pratique de la PC a amélioré le CI chaud mais pas le CI froid. En outre, on a constaté que le CI chaud des enfants progressait après la PC et la CI froid après le EC, tandis que les adolescents bénéficient uniquement de l’intervention PC sur les habiletés de CI chaud. Conclusion :Cette étude montre les effets du MM sur le CI chaud et ouvre des perspectives éducatives axées sur l'amélioration de la régulation des émotions grâce à des pratiques plus écologiques. Ceci est particulièrement important chez les jeunes, surtout pendant l'adolescence, étant donné la régulation déficitaire des émotions qui peut caractériser cette période du développement.</p>
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