Philippe R Goldin

Work place: University of California, Davis, United States



Research Interests: Medicine & Healthcare


Philippe Goldin earned a PhD in Psychology at Rutgers University, directed the Clinically Applied Affective Neuroscience laboratory at Stanford University for a decade and is now an assistant professor and founding faculty in the Betty Irene Moore School of Nursing at the University of California Davis Health System.
His NIH-funded clinical research focuses on functional neuroimaging of emotion regulation mechanisms of mindfulness meditation, compassion meditation, cognitive-behavioural therapy and aerobic exercise in adults with anxiety, mood, and chronic pain disorders. Dr. Goldin helped develop the Search Inside Yourself program at Google and also the Search Inside Yourself Leadership Institute ( which delivers mindfulness-based emotional intelligence and leadership skills training programs world-wide.

Author Articles
Examining Mindfulness in Education

By Asoka S Karunananda Philippe R Goldin P D Talagala

DOI:, Pub. Date: 8 Dec. 2016

Despite the availability of numerous learning opportunities ranging from face-to-face to computer-based learning, there is need for better understanding of how to support the development of cognitive skills in students. Research has shown that cultivation of mindfulness skills help to develop cognitive skills such as retention, thinking, problem solving, and emotional balance. However, there is only limited research on the effect of mindfulness training in educational settings. We examined cognitive abilities of university students as identified in Bloom’s taxonomy and mindfulness skills during a single traditional face-to-face class room session. We hypothesized that mindfulness is a specific cognitive ability that supports the development of other cognitive skills. This pilot study included 148 students from undergraduate and postgraduate programs at two universities in Sri Lanka. The study assessed cognitive abilities, including retention, thinking, out-of-the-box thinking, note-taking and mindfulness at the end of a one-hour lecture. The results showed that students’ self-reported mindfulness following a lecture was significantly lower than other cognitive abilities. These results suggest conducting a more formal controlled experiment to investigate the effect of mindfulness training in education.

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