***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Self-regulatory abilities are robust predictors of important outcomes across the life span , yet they are rarely taught explicitly in school . Using a r and omized controlled design , the present study investigated the effects of a 12-week mindfulness-based Kindness Curriculum ( KC ) delivered in a public school setting on executive function , self-regulation , and prosocial behavior in a sample of 68 preschool children . The KC intervention group showed greater improvements in social competence and earned higher report card grade s in domains of learning , health , and social-emotional development , whereas the control group exhibited more selfish behavior over time . Interpretation of effect sizes overall indicate small to medium effects favoring the KC group on measures of cognitive flexibility and delay of gratification . Baseline functioning was found to moderate treatment effects with KC children initially lower in social competence and executive functioning demonstrating larger gains in social competence relative to the control group . These findings , observed over a relatively short intervention period , support the promise of this program for promoting self-regulation and prosocial behavior in young children . They also support the need for future investigation of program implementation across diverse setting B. L. Fredrickson 's ( 1998 , 2001 ) broaden- and -build theory of positive emotions asserts that people 's daily experiences of positive emotions compound over time to build a variety of consequential personal re sources . The authors tested this build hypothesis in a field experiment with working adults ( n = 139 ) , half of whom were r and omly-assigned to begin a practice of loving-kindness meditation .  Results showed that this meditation practice produced increases over time in daily experiences of positive emotions , which , in turn , produced increases in a wide range of personal re sources ( e.g. , increased mindfulness , purpose in life , social support , decreased illness symptoms ) . In turn , these increments in personal re sources predicted increased life satisfaction and reduced depressive symptoms . Discussion centers on how positive emotions are the mechanism of change for the type of mind-training practice studied here and how loving-kindness meditation is an intervention strategy that produces positive emotions in a way that outpaces the hedonic treadmill effect The goal of the present research was to develop and test a novel conceptual model and corresponding measure of state mindfulness-the State Mindfulness Scale  (  SMS ) . We developed the SMS to reflect traditional Buddhist and contemporary psychological science models of mindfulness not similarly reflected in extant published measures of the construct . Study 1 exploratory and confirmatory factor analyses supported a higher order 2-factor solution encompassing 1 second-order state mindfulness factor , and 2 first-order factors , one reflecting state mindfulness of bodily sensations and the other state mindfulness of mental events . Study 2 provided cross-sectional evidence of the convergent , discriminant , and incremental convergent validity of SMS scores with respect to other measures of state and trait mindfulness . Study 3 , a r and omized control experimental mindfulness intervention study , yielded a number of key findings with respect to SMS stability as a function of time and context , construct validity , incremental sensitivity to change in state mindfulness over time , and incremental predictive criterion-related validity . Findings are discussed with respect to the potential contribution of the SMS to the study of mindfulness as a statelike mental behavior , biopsychobehavioral research on the mechanisms of mindfulness , and clinical evaluation of mindfulness . ( PsycINFO Data base Record ( c ) 2013 APA , all rights reserved ) The authors hypothesized that a social and emotional learning ( SEL ) program involving mindfulness and caring for others , design ed for elementary school students , would enhance cognitive control , reduce stress , promote well-being and prosociality , and produce positive school outcomes . To test this hypothesis , 4 classes of combined 4th and 5th grade rs ( N = 99 ) were r and omly assigned to receive the SEL with mindfulness program versus a regular social responsibility program . Measures assessed executive functions ( EFs ) , stress physiology via salivary cortisol , well-being ( self-reports ) , prosociality and peer acceptance ( peer reports ) , and math grade s. Relative to children in the social responsibility program , children who received the SEL program with mindfulness ( a ) improved more in their cognitive control and stress physiology ; ( b ) reported greater empathy , perspective-taking , emotional control , optimism , school self-concept , and mindfulness , ( c ) showed greater decreases in self-reported symptoms of depression and peer-rated aggression , ( d ) were rated by peers as more prosocial , and ( e ) increased in peer acceptance ( or sociometric popularity ) . The results of this investigation suggest the promise of this SEL intervention and address a lacuna in the scientific literature -identifying strategies not only to ameliorate children 's problems but also to cultivate their well-being and thriving . Directions for future research are discussed Background : There are few studies devoted to assessing the impact of meditation-intensive retreats  on the well-being , positive psychology , and personality of experienced meditators . We aim ed to assess whether a 1-month Vipassana retreat : ( a ) would increase mindfulness and well-being ; ( b ) would increase prosocial personality traits ; and ( c ) whether psychological changes would be mediated and /or moderated by non-attachment . Method : A controlled , non-r and omized , pre-post-intervention trial was used . The intervention group was a convenience sample ( n = 19 ) of experienced meditators who participated in a 1-month Vipassana meditation retreat . The control group ( n = 19 ) comprised matched experienced meditators who did not take part in the retreat .  During the retreat , the mean duration of daily practice was 8–9 h , the diet was vegetarian and silence was compulsory . The Experiences Question naire ( EQ ) , Non-attachment Scale ( NAS ) , Positive and Negative Affect Schedule ( PANAS ) , Satisfaction With Life Scale ( SWLS ) , Temperament Character Inventory Revised ( TCI-R-67 ) , Five Facets Mindfulness Question naire ( FFMQ ) , Self-Other Four Immeasurables ( SOFI ) and the MINDSENS Composite Index were administered . ANCOVAs and linear regression models were used to assess pre-post changes and mediation/moderation effects . Results : Compared to controls , retreatants showed increases in non-attachment , observing , MINDSENS , positive-affect , balance-affect , and cooperativeness ; and decreases in describing , negative-others , reward-dependence and self-directedness . Non-attachment had a mediating role in decentring , acting aware , non-reactivity , negative-affect , balance-affect and self-directedness ; and a moderating role in describing and positive others , with both mediating and moderating effects on satisfaction with life . Conclusions : A 1-month Vipassana meditation retreat seems to yield improvements in mindfulness , well-being , and personality , even in experienced meditators . Non-attachment might facilitate psychological improvements of meditation , making it possible to overcome possible ceiling effects ascribed to non-intensive practice Contemplative practice s are believed to alleviate psychological problems , cultivate prosocial behavior and promote self-awareness . In addition , psychological science has developed tools and models for underst and ing the mind and promoting well-being . Additional effort is needed to combine frameworks and techniques from these traditions to improve emotional experience and socioemotional behavior . An 8-week intensive ( 42 hr ) meditation/emotion regulation training intervention was design ed by experts in contemplative traditions and emotion science to reduce " destructive enactment of emotions " and enhance prosocial responses . Participants were 82 healthy female schoolteachers who were r and omly assigned to a training group or a wait-list control group  , and assessed pre assessment , post assessment , and 5 months after training completion . Assessment s included self-reports and experimental tasks to capture changes in emotional behavior . The training group reported reduced trait negative affect , rumination , depression , and anxiety , and increased trait positive affect and mindfulness compared to the control group . On a series of behavioral tasks , the training increased recognition of emotions in others ( Micro-Expression Training Tool ) , protected trainees from some of the psychophysiological effects of an experimental threat to self ( Trier Social Stress Test ; TSST ) , appeared to activate cognitive networks associated with compassion ( lexical decision procedure ) , and affected hostile behavior in the Marital Interaction Task . Most effects at post assessment that were examined at follow-up were maintained ( excluding positive affect , TSST rumination , and respiratory sinus arrhythmia recovery ) . Findings suggest that increased awareness of mental processes can influence emotional behavior , and they support the benefit of integrating contemplative theories/ practice s with psychological models and methods of emotion regulation Objective : Mindfulness is a process whereby one is aware and receptive to present moment experiences . Although mindfulness-enhancing interventions reduce pathological mental and physical health symptoms across a wide variety of conditions and diseases , the mechanisms underlying these effects remain unknown . Converging evidence from the mindfulness and neuroscience literature suggests that labeling affect may be one mechanism for these effects . Methods : Participants ( n = 27 ) indicated trait levels of mindfulness and then completed an affect labeling task while undergoing functional magnetic resonance imaging . The labeling task consisted of matching facial expressions to appropriate affect words ( affect labeling ) or to gender-appropriate names ( gender labeling control task ) . Results : After controlling for multiple individual difference measures , dispositional mindfulness was associated with greater widespread prefrontal cortical activation , and reduced bilateral amygdala activity during affect labeling , compared with the gender labeling control task . Further , strong negative associations were found between areas of prefrontal cortex and right amygdala responses in participants high in mindfulness but not in participants low in mindfulness . Conclusions : The present findings with a dispositional measure of mindfulness suggest one potential neurocognitive mechanism for underst and ing how mindfulness meditation interventions reduce negative affect and improve health outcomes , showing that mindfulness is associated with enhanced prefrontal cortical regulation of affect through labeling of negative affective stimuli . fMRI = functional magnetic resonance imaging ; PFC = prefrontal cortex ; VLPFC = ventrolateral prefrontal cortex ; VMPFC = ventromedial prefrontal cortex ; MPFC = medial prefrontal cortex ; DLPFC = dorsolateral prefrontal cortex The main advantage of experimental research lies in the possibility of systematic ally investigating the causal relation between the variables of interest . The well-known advantages result from ( a ) the possibility to manipulate the independent variable , ( b ) r and om assignment of participants to the experimental conditions , and ( c ) the experimenter ’s control over the operationalization of the variables and the general experimental setting . We argue that it is exactly these elements that constitute core advantages of experimental research but that are — at the same time — associated with side effects , which are often out of focus when research ers derive theoretical conclusions from their experimental findings . We discuss potential restrictions linked to these core elements of experimental research . Implication s for both theory development and research design are discussed There is a growing need to add to the evidence base in wound care . R and omised controlled trials ( RCTs ) are one method ological approach for this . The CONSORT statement , which provides guidance on how to conduct a rigorous RCT , was up date d earlier this year . Implementation of the Consort statement will clarify to the reader what exactly was done in the RCT , to whom and when . In this way , practitioners and health-care providers can determine its validity . The Consort statement has the potential to play a crucial role in influencing the quality of research and clinical practice , and so to improve wound care . The benefits of Consort 2010 are clear ; the challenge is for clinicians and research ers to use it The CONSORT statement is used worldwide to improve the reporting of r and omised controlled trials . Kenneth Schulz and colleagues describe the latest version , CONSORT 2010 , which up date s the reporting guideline based on new method ological evidence and accumulating experience . To encourage dissemination of the CONSORT 2010 Statement , this article is freely accessible on bmj.com and will also be published in the Lancet , Obstetrics and Gynecology , PLoS Medicine , Annals of Internal Medicine , Open Medicine , Journal of Clinical Epidemiology , BMC Medicine , and Trials 
    Output:
    
Preliminary evidence is presented regarding potential mediators of these effects .