Study on Complex Attention Between Yoga and Non-yoga Female Group

doi:10.21203/rs.3.rs-3145023/v1

Download PDF

Article

Study on Complex Attention Between Yoga and Non-yoga Female Group

https://doi.org/10.21203/rs.3.rs-3145023/v1

This work is licensed under a CC BY 4.0 License

Version 1

posted

You are reading this latest preprint version

Background

Aim of the study:

The present study was aimed to compare the complex attention between yoga and non-yoga group of female subjects.

Methods

A total 33 voluntary female subjects were selected for this study. To achieve the aim of the study, 12 subjects were taken from yoga group (n = 12) and 21 subjects from non-yoga group (n = 21). The age range of the subjects was 16–18 years. Yoga group underwent yoga practices regularly whereas non-yoga group follow their normal life. To collect the data paper pencil test was taken. Complex attention was measured by the following assessment namely six letter cancellation test, digit letter substitution test, digit symbol substitution test, digit span forward test, digit span backward test, trail making test part –A and B.

Results

The present study showed that yoga group was significantly better than non-yoga group of female subjects on six letter cancellation test, digit letter substitution test, digit symbol substitution test, digit span forward test, digit span backward test and trail making test part –B respectively.

Conclusion

On the basis of the result it may be concluded that the female yoga group is better than the female non-yoga group in complex attention.

Health sciences/Health care

Health sciences/Health occupations

Complex Attention

Yoga

Non-yoga

Attention is an essential element of cognition and has been characterized in two ways, that is, either as a resource or capacity or as a skill of resource deployment various brain areas mediate attention, different ones being responsible for different types of attention.

Complex attention refers to an extension of traditional attention mechanisms used in neural networks, particularly in the field of natural language processing (NLP). Attention mechanisms enable models to focus on different parts of the input sequence when processing it. They have been successful in various NLP tasks such as machine translation, text summarization and question answering.

Complex attention refers to the cognitive ability to selectively focus and sustain attention on relevant stimuli while filtering out distractions. It involves various neurocognitive domains working together to facilitate attentional processes. Here are some key neurocognitive domains that play a role in complex attention: executive function, working memory, inhibition, sustained attention, selective attention, attentional switching and alertness. These neurocognitive domains works like a racing bike to facilitate complex attention processes, allowing individuals to focus, sustain attention, filter distractions and switch attention when necessary. Impairment or damage in any of these domains can lead to attentional difficulties, such as attention deficit hyperactivity disorder (ADHD) or attentional deficits resulting from neurological conditions or brain injuries.

Complex attention introduces a complex valued attention mechanism, where attention weights are represented as complex numbers. In traditional attention mechanisms, attention weights are computed by comparing a query with each element of the input sequence individually. Complex attention can be used in different ways, depending on the specific design and task. These complex attention weights can then be used to compute a weighted sum of the input elements, similar to traditional attention mechanisms.

Complex attention reflects the ability to control, shift, and divide attention focus, allowing for the manipulation of information and execution of multiple steps to accomplish a goal. Regular yoga practice may influence complex attention. Yoga exercise has been found to be a feasible school intervention for children with emotional and behavioural disorders and can be effective in ameliorating the symptoms that also pervasively occur in children with ADHD, such as inattention and bad adaptive skills in class (Steiner et al., 2013). Different from normal physical exercise, yoga practicing steers individuals to master certain breathing techniques, postures, and cognitive control which can help promote self-control, attention, body awareness, and stress management (Kimbrough, Balkin & Rancich, 2007). Yoga shows promise as an intervention for a variety of social, emotional, behavioral, and cognitive ailments (Diamond & Lee, 2011). Although Physical activity intervention has been found to derive positive changes in behavioural structures and cognitive function among children with ADHD, which are reflected in reduced impulsivity, anxiety, and improved attention (Chang et al., 2014; Huang et al.,2014; Smith et al., 2013; Verret et al., 2012). The reported benefits of yoga include increased slow-frequency brain wave activity (Arambula et al., 2001); and significant decrement of cortisol and increment in brain-derived neurotropic factor (BDNF), serotonin, and dopamine (Pal et al., 2014). In essence, the practice of yoga exercise elicits reduced activation of the sympathetic nervous system and increased activation of the parasympathetic nervous system resulting in a sense of equilibrium into the body and mind, and increased emotional self-regulation (Streeter et al., 2012).

Yogasanas, or yoga postures have been practiced for centuries and are known to have various positive effects on physical, mental and emotional well-being. When it comes to complex attention, which involves the ability to sustain attention, change focus and manage multiple stimuli simultaneously, yogasanas can have several beneficial effects.

Yogasanas require maintaining a specific posture and focusing on breath, body alignment and sensations. Regular practice can enhance the ability to concentrate and sustain attention which can be beneficial for complex attention tasks. It involves mindfulness movement and the synchronization of breath with physical postures. This cultivates body awareness and helps to tune in to the present moment. Increased body awareness can contribute to better attention control and improved ability to manage multiple stimuli simultaneously. Yogasanas often involve moving through various postures and transitioning between them. This requires cognitive flexibility, the ability to switch between different mental sets and adapt to changing demands. Regular practice of yogasanas can enhance cognitive flexibility which is essential for complex attention tasks that require shifting focus. Stress can impair attentional performance, making it difficult to focus on complex tasks. By reducing stress, yogasanas can help optimize attentional functioning. Yogasanas emphasize the integration of mind and body connection which can facilitate better coordination and efficient information processing which can positively impact complex attention tasks. Prolonged mental effort can lead to mental fatigue, impairing complex attention. Engaging in yogasanas can lead to improved attentional performance afterward.

Complex attention has been explored in various research papers and it has shown promising results in tasks such as machine translation, document classification and sentiment analysis. However, it is still an active area of research and its applications and effectiveness may vary depending on the specific task and dataset.

Aim of the study

The present study was aimed to compare the complex attention between yoga and non-yoga group of female subjects.

Selection of Subjects

To achieve the aim of the study, 33 female subjects were taken from Howrah district of West Bengal for this study. The subjects were participated in this study voluntarily. 12 subjects were taken from Vivekananda Yoga Vyama Prashikshan Kendra and Maheswar Yoga and Naturopathic Kendra, as yoga group. Also 21 subjects were taken from Amta Balika Vidyalaya and Amta Pitambar High School, as non-yoga group. The age range of the subjects was 16–18 years. Yoga group underwent yoga practices regularly whereas non-yoga group follow their normal life.

Researchers provide comprehensive information about the present study to potential participants. All participants must be fully informed about the study including the aims, methods, advantages, safeguards against discloser and other incentives offered in connection with the study by the researchers. The information presented to participants was clear and understandable language. The researchers confirmed that participants had the capacity to understand the information provided. None of the participants in the study were subjected to coercion, pressure, or improper influence. Participants were free to drop out of the study at any point and did not face any repercussions for doing so. The ability of potential volunteers to provide informed consent must be evaluated by researchers. All subjects read and signed a written consent form as proof of their informed consent. They also signed their parents in the consent form. This form served as documentation that the participant gave informed consent and that the researcher had supplied all necessary data.

Criteria measure

To collect the data paper pencil test was taken. Complex attention was measured by the following assessment namely six letter cancellation test, digit letter substitution test, digit symbol substitution test, digit span forward test, digit span backward test, trail making test part –A and B. All data were collected over 4–5 days. Data were collected daily for three hours in the morning and evening. Students were very attentive and cooperative in providing their data. All methods were carried out in accordance with relevant guidelines and regulations.

Statistical Techniques

To assess the comparison between yoga group and non-yoga group female subjects on complex attention of neurocognitive domain, the descriptive statistics, the graphical representations and independent t-test was employed. The level of significant was set at 0.05 level.

All experimental protocols were approved by Visva-Bharati Board of Studies (Physical Education and Sports Science) committee and Visva-Bharati Research Board. In this committee external experts were included from various institutions.

The findings pertaining to descriptive statistics of yoga and non-yoga female groups on complex attention of neurocognitive domains has been presented in Table 1.

Table 1

Descriptive Statistics of Yoga (N = 12) and Non-Yoga (N = 21) Female Group on Complex Attention of Neurocognitive Domains
Neurocognitive Domains	Tests	Groups	Mean	SEM (±)	SD (±)	Sk	Ku
Complex Attention	Six Letter Cancellation Test	Yoga Group	27.00	0.98	3.41	-0.40	-0.56
	Six Letter Cancellation Test	Non-Yoga Group	21.86	1.24	5.69	-0.54	0.06
	Digit Letter Substitution Test	Yoga Group	56.33	2.77	9.59	0.41	0.21
	Digit Letter Substitution Test	Non-Yoga Group	47.19	2.77	12.71	1.15	1.60
	Digit Symbol Substitution Test	Yoga Group	57.83	2.00	6.91	0.43	-1.56
	Digit Symbol Substitution Test	Non-Yoga Group	47.43	2.81	12.87	0.48	-0.56
	Digit Span Forward Test	Yoga Group	12.67	0.53	1.83	-1.34	3.59
	Digit Span Forward Test	Non-Yoga Group	8.48	0.26	1.21	0.06	-0.05
	Digit Span Backward Test	Yoga Group	8.08	0.58	2.02	-2.83	9.07
	Digit Span Backward Test	Non-Yoga Group	5.10	0.36	1.64	-0.24	-0.84
	Trail Making Test Part –A*	Yoga Group	24.90	5.86	20.30	3.21	10.73
	Trail Making Test Part –A*	Non-Yoga Group	24.11	1.13	5.17	0.62	1.92
	Trail Making Test Part –B*	Yoga Group	32.21	2.17	7.51	1.46	1.75
	Trail Making Test Part –B*	Non-Yoga Group	49.81	3.05	13.98	-2.28	6.69
An denotes that "lower score is better", otherwise higher scores are better*
Abbreviations: SEM = Standard Error of Mean, SD = Standard Deviation, Sk = Skewness, Ku = Kurtosis

Table 1 presented that the descriptive statistics of yoga and non-yoga female groups on complex attention. The mean score of six letter cancellation test of yoga group and non-yoga group were 27.00 ± 3.41 and 21.86 ± 5.69. The mean score of digit letter substitution test and digit symbol substitution test of yoga group and non-yoga female group were 56.33 ± 9.59 & 47.19 ± 12.71 and 57.83 ± 6.91 & 47.43 ± 12.87. Also the mean score of digit span forward test and digit span backward test were 12.671.83 & 8.481.21 and 8.08 ± 2.02 & 5.10 ± 1.64. Again the mean score of trail making test part-A and trail making test part-B were 24.90 ± 20.30 & 24.11 ± 5.17 and 32.21 ± 7.51 & 49.81 ± 13.98 respectively.

Graphical representation of yoga (N = 12) and non-yoga (N = 21) group of female subjects on complex attention of neurocognitive domains were presented in Fig. 1.

The findings relating to comparison between yoga and non-yoga female groups on complex attention of neurocognitive domains has been presented in Table 2.

Table 2

Independent t-Test between Yoga and Non-Yoga Female Groups onComplex Attention of Neurocognitive Domains
	Tests	Groups	df	Mean Difference	Std. Error Difference	t-ratio	Sig. level (2-tailed)
Complex Attention	Six Letter Cancellation Test	Yoga	31	5.14	1.81	2.84*	.008
	Six Letter Cancellation Test	Non-Yoga	31	5.14	1.81	2.84*	.008
	Digit Letter Substitution Test	Yoga	31	9.14	4.23	2.16*	.039
	Digit Letter Substitution Test	Non-Yoga	31	9.14	4.23	2.16*	.039
	Digit Symbol Substitution Test	Yoga	31	10.40	4.03	2.58*	.015
	Digit Symbol Substitution Test	Non-Yoga	31	10.40	4.03	2.58*	.015
	Digit Span Forward Test	Yoga	31	4.19	0.53	7.94*	.000
	Digit Span Forward Test	Non-Yoga	31	4.19	0.53	7.94*	.000
	Digit Span Backward Test	Yoga	31	2.99	0.65	4.63*	.000
	Digit Span Backward Test	Non-Yoga	31	2.99	0.65	4.63*	.000
	Trail Making Test Part –A	Yoga	31	0.78	4.63	0.17	.867
	Trail Making Test Part –A	Non-Yoga	31	0.78	4.63	0.17	.867
	Trail Making Test Part –B	Yoga	31	17.59	4.37	4.02*	.000
	Trail Making Test Part –B	Non-Yoga	31	17.59	4.37	4.02*	.000
*. Significant at 0.05 level

Table 2 indicated that the comparison of yoga and non-yoga female group on complex attention of neurocognitive domains. It also showed that the t-value between yoga and non-yoga female groups on six letter cancellation test, digit letter & digit symbol substitution test, digit span forward & backward test and trail making test part-A & part-B was 2.84 (> 0.05), 2.16 (> 0.05), 2.58 (> 0.05), 7.94 (> 0.05), 4.63 (> 0.05), 0.17 (< 0.05) and 4.02 (> 0.05) respectively.

On the basis of the result it may be concluded that the female yoga group is better than the female non-yoga group in complex attention of neurocognitive domains.

Data Availability Statement:

The data that supports the findings of this study are available from the corresponding author upon reasonable request. Researchers interested in accessing the data may contact Ms. Kaberi Ghosh at [email protected]. The purpose of the data use was to compare the complex attention between yoga and non-yoga group of female subjects. We'll give you the materials and information you need to make your work reproducible.

Arambula P, Peper E, Kawakami M, Gibney KH. 2001. The physiological correlates of Kundalini yoga meditation: a study of a yoga master. Applied Psychophysiology and Biofeedback 26:147_153.
Barbaresi WJ, Katusic SK, Colligan RC, Pankratz SC, Weaver AL, Weber KJ, Mrazek DA, Jacobsen SJ. 2002. How common is attention-deficit /hyperactivity disorder? Incidence in a population-based birth cohort in Rochester, Minn. Archives of Pediatrics & Adolescent Medicine 156:217_224 DOI 10.1001/archpedi.156.3.217.
Barkley RA. 1997. Behavioral inhibition, sustained attention, and executive func- tions: constructing a unifying theory of ADHD. Psychological Bulletin 121:65_94 DOI 10.1037/0033-2909.121.1.65.
Chou and Huang (2017), PeerJ, DOI 10.7717/peerj.2883 13/17 Barry RJ, Clarke AR, Johnstone SJ. 2003. A review of electrophysiology in attention- deficit/hyperactivity disorder: I. Qualitative and quantitative electroencephalogra- phy. Clinical Neurophysiology 114:171_183 DOI 10.1016/S1388-2457(02)00362-0.
Bellgrove MA, Hawi Z, Robertson IH. 2006. The cognitive genetics of attention deficit hyperactivity disorder (ADHD): sustained attention as a candidate phenotype. Cortex 42:838_845.
Budde H, Voelcker-Rehage C, Pietrabyk-Kendziorra S, Ribeiro P, Tidow G. 2008. Acute coordinative exercise improves attentional performance in adolescents. Neuroscience Letters 441:219_223 DOI 10.1016/j.neulet.2008.06.024.
Cerrillo-Urbina AJ, García-Hermoso A, Sánchez-López M, Pardo-Guijarro MJ, Santos Gómezm JL, Martínez-Vizcaíno V. 2015. The effects of physical exercise in children with attention deficit hyperactivity disorder: a systematic review and meta-analysis of randomized control trials. Child: Care, Health and Development 41:779_788 DOI 10.1111/cch.12255.
Chaddock L, Hillman CH, Pontifex MB, Johnson CR, Raine LB, Kramer AF. 2012. Childhood aerobic fitness predicts cognitive performance one year later. Journal of Sports Sciences 30:421_430 DOI 10.1080/02640414.2011.647706.
Chang YK, Hung CL, Huang CJ, Hatfield BD, Hung TM. 2014. Effects of an aquatic exercise program on inhibitory control in children with ADHD: a preliminary study. Archives of Clinical Neuropsychology 29:217_223 DOI 10.1093/arclin/acu003.
Chuang LY, Chang YK, Tsai YJ, Huang CJ, Hung TM. 2015. Effects of acute aerobic exercise on response preparation in a Go/No Go task in children with ADHD: an event-related potential study. Journal of Sport and Health Science 4:82_88 DOI 10.1016/j.jshs.2014.11.002.
Cohen DL, Wintering N, Tolles V, Townsend RR, Farrar JT, Galantino ML, Newberg AB. 2009. Cerebral blood flow effects of yoga training: preliminary evaluation of 4 cases. Journal of Alternative and Complementary Medicine 15:9_14 DOI 10.1089/acm.2008.0008.
Del Campo N, Chamberlain SR, Sahakian BJ, Robbins TW. 2011. The roles of dopamine and noradrenaline in the pathophysiology and treatment of attention- deficit/hyperactivity disorder. Biological Psychiatry 69:e145_e157 DOI 10.1016/j.biopsych.2011.02.036.
Diamond A, Lee K. 2011. Interventions shown to aid executive function development in children 4_12 years Old. Science 19:959_964 DOI 10.1126/science.1204529.
Dogan B. 2009. Multiple-choice reaction and visual perception in female and male elite athletes. Journal of Sports Medicine and Physical Fitness 49:91_96.
Froehlich TE, Lanphear BP, Epstein JN, Barbaresi WJ, Katusic SK, Kahn BS. 2007.
Prevalence, recognition, and treatment of attention-deficit/hyperactivity disorder in a national sample of US children. Archives of Pediatrics and Adolescent Medicine 161:857_864 DOI 10.1001/archpedi.161.9.857.
Chou and Huang (2017), PeerJ, DOI 10.7717/peerj.2883 14/17
Galantino ML, Galbavy R, Quinn L. 2008. Therapeutic effects of yoga for children: a systematic review of the literature. Pediatric Physical Therapy 20:66_80 DOI 10.1097/PEP.0b013e31815f1208.
Halperin JM, Berwid OG, O'Neill S. 2014. Healthy body, healthy mind? The effectiveness of physical activity to treat ADHD in children. Child and Adolescent Psychiatric Clinics of North America 23:899_936 DOI 10.1016/j.chc.2014.05.005.
Harpin V. 2005. The effect of ADHD on the life of an individual, their family, and community from preschool to adult life. Archives of Disease in Childhood 90(Suppl 1):i2_i7 DOI 10.1136/adc.2004.059006.
Harrison LJ, Manocha R, Rubia K. 2004. Sahaja yoga meditation as a family treatment for children with attention deficit-hyperactivity disorder. Clinical Child Psychology and Psychiatry 9:479_497 DOI 10.1177/1359104504046155.
Huang CW, Huang CJ, Hung CL, Shih CH, Hung TM. 2015. Physical fitness and resting EEG in children with attention deficit hyperactivity disorder: an exploratory study. Journal of Psychophysiology 29:26_32 DOI 10.1027/0269–8803/a000131.
Huang CJ, Huang CW, Tsai YJ, Tsai CL, Chang YK, Hung TM. 2014. A preliminary examination of aerobic exercise effects on resting EEG in children with ADHD. Journal of Attention Disorders 1_6 DOI 10.1177/1087054714554611.
Hung CL, Chang YK, Chan YS, Shih C, Huang C, Hung T. 2013. Motor ability and inhibitory processes in children with ADHD: a neuroelectric study. Journal of Sport & Exercise Psychology 35:322_328.
Hung CL, Huang CJ, Tsai YJ, Chang YK, Hung TM. 2016. Neuroelectric and be- havioral effects of acute exercise on task switching in children with attention- deficit/hyperactivity disorder. Frontiers in Psychology 7:1589 DOI 10.3389/fpsyg.2016.01589.
Jensen PS, Kenny DT. 2004. The effects of yoga on the attention and behavior of boys with attention-deficit/hyperactivity disorder (ADHD). Journal of Attention Disorders 7:205_216 DOI 10.1177/108705470400700403.
Steiner NJ, Sidhu TK, Pop PG, Frenette EC, Perrin EC. 2013. Yoga in an urban school for children with emotional and behavioral disorders: a feasibility study. Journal of Child & Family Studies 22:815_826 DOI 10.1007/s10826-012-9636-7.
Kimbrough, S., Balkin, R., & Rancich, A. (2007). The effect of inverted yoga positions on short-term memory. Athletic Insight: The Online Journal of Sport Psychology, 9(2).
Adele Diamond and Kathleen Lee. (2011). Interventions shown to Aid Executive Function Development in Children 4–12 Years Old. Science, 333 (6045): 959–964.
Streeter CC, Gerbarg PL, Saper RB, Ciraulo DA, Brown RP. 2012. Effects of yoga on the autonomic nervous system, gamma-aminobutyric-acid, and allostasis in epilepsy,depression, and post-traumatic stress disorder. Medical Hypotheses 78:571_579 DOI 10.1016/j.mehy.2012.01.021.

No competing interests reported.

RawData.docx

Download PDF

Version 1

posted

You are reading this latest preprint version

Study on Complex Attention Between Yoga and Non-yoga Female Group

Status:

Version 1

Abstract

Background

Aim of the study:

Methods

Results

Conclusion

Figures

Introduction

Materials and Methods

Results

Conclusion

Declarations

References

Additional Declarations

Supplementary Files

Status:

Version 1