Zsofia K Takacs
Biographic Data
| ID | 1662442 |
|---|---|
| NAME | Zsofia K Takacs |
| GIVEN NAMES | Zsofia K |
| FAMILY NAME | Takacs |
| SIGNATURE | TAKACS Z K |
| AFFILIATIONS | University of Edinburgh |
| ORCID | 0000-0003-0190-0628 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Immersive Creativity
Leveraging the potential of Immersive Virtual Reality (IVR) environments for creativity enhancement, this randomized controlled experiment explores the impact of a novel IVR-based cognitive figural creativity training on creative thinking, engagement, and user experience among young adults. A total of 111 university students from a large Hungarian university were assigned to a 90-minute IVR-based creativity training intervention utilizing a 3D pa…
Mindfulness in a digital math learning game
“Mindfulset”—Harnessing or unleashing learning potential through mindfulness mindset
This research introduces the "Mindfulness Mindset Scale" a concise and reliable tool designed to measure beliefs about the malleability of mindfulness skills. Study 1 (N=285) revealed a single-factor structure through exploratory factor analysis, further validated in Study 2 (N=286) using confirmatory factor analysis. Studies 3a (N=266) and 3b (N=320) revealed associations between the Mindfulness Mindset Scale and other measures of mindset, trait…
Short Mindfulness-Based Relaxation Training Has No Effects on Executive Functions but May Reduce Baseline Cortisol Levels of Boys in First Grade
(1) Background: Executive functions are important for academic performance and school readiness. Children's executive function skills are found to be improved by mindfulness-based interventions, and these programs are also effective in stress reduction. The aim of this study was to evaluate the feasibility and the effects of a short mindfulness-based relaxation training compared to a passive control condition right before school entry on executiv…
Work addiction and personality
The effect of mindfulness-based interventions on inattentive and hyperactive–impulsive behavior in childhood
Current research has reported the beneficial effects of mindfulness-based interventions (MBIs) on general domains of cognition and behavior among children. The present study is the first meta-analysis with controlled studies investigating the pre-post change effects of MBIs on two widely experienced behaviors in childhood education, namely inattentiveness and hyperactivity–impulsivity. With a special developmental focus on the early years, a tota…
Benefits of a Mindfulness-Based Intervention upon School Entry
a relatively short, story-based mindfulness intervention can improve the working memory capacities of first-graders; thus, it could potentially contribute to the academic performance and adaptation of children in schools
A meta-analysis of the experimental evidence on the near- and far-transfer effects among children's executive function skills
In the present meta-analysis we examined the near- and far-transfer effects of training components of children's executive functions skills: working memory, inhibitory control, and cognitive flexibility. We found a significant near-transfer effect (g+ = 0.44, k = 43, p < .001) showing that the interventions in the primary studies were successful in training the targeted components. However, we found no convincing evidence of far-transfer (g+ = 0.…
The efficacy of different interventions to foster children's executive function skills
In the present meta-analysis all available evidence regarding the efficacy of different behavioral interventions for children's executive function skills were synthesized. After a systematic search we included experimental studies aiming to enhance children's (up to 12 years of age) executive functioning with neurodevelopmental tests as outcome measures. The results of 100 independent effect sizes in 90 studies including data of 8,925 children co…
Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks
A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics o…
Affordances and limitations of electronic storybooks for young children's emergent literacy
Stories presented on phones, tablets and e-readers now offer an alternative to print books. The fundamental challenge has become to specify when and for whom the manner in which children retain information from stories has been changed by electronic storybooks, for better and for worse. We review the effects of digitized presentations of narratives that include oral text as well as multimedia information sources (e.g., animations and other visual…
The efficacy of different interventions to foster children's executive function skills
In the present meta-analysis all available evidence regarding the efficacy of different behavioral interventions for children's executive function skills were synthesized. After a systematic search we included experimental studies aiming to enhance children's (up to 12 years of age) executive functioning with neurodevelopmental tests as outcome measures. The results of 100 independent effect sizes in 90 studies including data of 8,925 children co…
A meta-analysis of the experimental evidence on the near- and far-transfer effects among children's executive function skills
In the present meta-analysis we examined the near- and far-transfer effects of training components of children's executive functions skills: working memory, inhibitory control, and cognitive flexibility. We found a significant near-transfer effect (g+ = 0.44, k = 43, p < .001) showing that the interventions in the primary studies were successful in training the targeted components. However, we found no convincing evidence of far-transfer (g+ = 0.…
Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks
A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics o…
Affordances and limitations of electronic storybooks for young children's emergent literacy
Stories presented on phones, tablets and e-readers now offer an alternative to print books. The fundamental challenge has become to specify when and for whom the manner in which children retain information from stories has been changed by electronic storybooks, for better and for worse. We review the effects of digitized presentations of narratives that include oral text as well as multimedia information sources (e.g., animations and other visual…
A meta-analysis of the experimental evidence on the near- and far-transfer effects among children's executive function skills
In the present meta-analysis we examined the near- and far-transfer effects of training components of children's executive functions skills: working memory, inhibitory control, and cognitive flexibility. We found a significant near-transfer effect (g+ = 0.44, k = 43, p < .001) showing that the interventions in the primary studies were successful in training the targeted components. However, we found no convincing evidence of far-transfer (g+ = 0.…
The efficacy of different interventions to foster children's executive function skills
In the present meta-analysis all available evidence regarding the efficacy of different behavioral interventions for children's executive function skills were synthesized. After a systematic search we included experimental studies aiming to enhance children's (up to 12 years of age) executive functioning with neurodevelopmental tests as outcome measures. The results of 100 independent effect sizes in 90 studies including data of 8,925 children co…
Work addiction and personality
The effect of mindfulness-based interventions on inattentive and hyperactive–impulsive behavior in childhood
Current research has reported the beneficial effects of mindfulness-based interventions (MBIs) on general domains of cognition and behavior among children. The present study is the first meta-analysis with controlled studies investigating the pre-post change effects of MBIs on two widely experienced behaviors in childhood education, namely inattentiveness and hyperactivity–impulsivity. With a special developmental focus on the early years, a tota…
Benefits of a Mindfulness-Based Intervention upon School Entry
a relatively short, story-based mindfulness intervention can improve the working memory capacities of first-graders; thus, it could potentially contribute to the academic performance and adaptation of children in schools
Short Mindfulness-Based Relaxation Training Has No Effects on Executive Functions but May Reduce Baseline Cortisol Levels of Boys in First Grade
(1) Background: Executive functions are important for academic performance and school readiness. Children's executive function skills are found to be improved by mindfulness-based interventions, and these programs are also effective in stress reduction. The aim of this study was to evaluate the feasibility and the effects of a short mindfulness-based relaxation training compared to a passive control condition right before school entry on executiv…
Mindfulness in a digital math learning game
“Mindfulset”—Harnessing or unleashing learning potential through mindfulness mindset
This research introduces the "Mindfulness Mindset Scale" a concise and reliable tool designed to measure beliefs about the malleability of mindfulness skills. Study 1 (N=285) revealed a single-factor structure through exploratory factor analysis, further validated in Study 2 (N=286) using confirmatory factor analysis. Studies 3a (N=266) and 3b (N=320) revealed associations between the Mindfulness Mindset Scale and other measures of mindset, trait…
Immersive Creativity
Leveraging the potential of Immersive Virtual Reality (IVR) environments for creativity enhancement, this randomized controlled experiment explores the impact of a novel IVR-based cognitive figural creativity training on creative thinking, engagement, and user experience among young adults. A total of 111 university students from a large Hungarian university were assigned to a 90-minute IVR-based creativity training intervention utilizing a 3D pa…
Psychology (10 works) · Cognition (7 works) · Mindfulness (6 works) · Clinical Psychology (5 works) · Cognitive psychology (5 works) · Developmental psychology (5 works) · Medicine (5 works) · Mindfulness and Compassion Interventions (5 works) · Psychiatry (5 works) · Clinical Psychology (4 works)