What is My Research About?

My research investigates changes in the mind and brain resulting from contemplative training (meditation) in the context of well-being across the lifespan. Specifically, I have been researching the impact of meditation, mostly mindfulness, on attention, emotion regulation and conceptual processing both longitudinally and in cross-sectional studies. I investigate how neuroscientific research on contemplative practices can inform prevention of mental illness, psychotherapy and well-being enhancement across the lifespan. I am particularly interested in possible preventive effects of mindfulness on mental and physical health in children and adolescents. My research combines neuroimaging and psychophysiological methods, mainly event-related brain potentials (ERPs) and heart-rate variability assessments, with behavioural and self-report measures.


Dorjee, D. (2017). Neuroscience and Psychology of Meditation in Everyday Life: Searching for the Essence of Mind. Routledge.

Ruijgrok-Lupton, P. E., Crane, R. S., & Dorjee, D. (2017). Impact of Mindfulness-Based Teacher Training on MBSR Participant Well-Being Outcomes and Course Satisfaction. Mindfulness, 1-12.

Kaunhoven, R. J., & Dorjee, D. (2017). How does mindfulness modulate self-regulation in pre-adolescent children? An integrative neurocognitive review. Neuroscience & Biobehavioral Reviews.

Dorjee, D. (2016). Defining Contemplative Science: The Metacognitive Self-Regulatory Capacity of the Mind, Context of Meditation Practice and Modes of Existential Awareness. Frontiers in psychology7

Sanger, K. L., & Dorjee, D. (2016). Mindfulness training with adolescents enhances metacognition and the inhibition of irrelevant stimuli: Evidence from event-related brain potentials. Trends in Neuroscience and Education5(1), 1-11.

Vickery, C. E., & Dorjee, D. (2015). Mindfulness training in primary schools decreases negative affect and increases meta-cognition in children. Frontiers in psychology6.

Sanger, K. L., & Dorjee, D. (2015). Mindfulness training for adolescents: a neurodevelopmental perspective on investigating modifications in attention and emotion regulation using event-related brain potentials. Cognitive, Affective, & Behavioral Neuroscience15(3), 696-711.

Dorjee, D., Lally, N., Darrall-Rew, J., & Thierry, G. (2015). Dispositional mindfulness and semantic integration of emotional words: Evidence from event-related brain potentials. Neuroscience research97, 45-51.

Bennett, K., & Dorjee, D. (2016). The impact of a mindfulness-based stress reduction course (MBSR) on well-being and academic attainment of sixth-form students. Mindfulness7(1), 105-114.

Dorjee, D. (2013). Mind, brain and the path to happiness: A guide to Buddhist mind training and the neuroscience of meditation. Routledge.

Dorjee, D., Garrett, M. F., & Harnish, R. M. (2013). Mandatory Processing of Implied Content: Lessons from Context Effects on Implicitures. International Review of Pragmatics5(2), 217-232.

Dorjee, D., & Bowers, J. S. (2012). More on fMRI and the locus of perceptual learning. cortex48(4), 519-520.

Dorjee, D., & Bowers, J. S. (2012). What can fMRI tell us about the locus of learning?. Cortex48(4), 509-514.

Wu, Y. J., Athanassiou, S., Dorjee, D., Roberts, M., & Thierry, G. (2011). Brain potentials dissociate emotional and conceptual cross-modal priming of environmental sounds. Cerebral Cortex22(3), 577-583.

Damian, M. F., Dorjee, D., & Stadthagen-Gonzalez, H. (2011). Long-term repetition priming in spoken and written word production: evidence for a contribution of phonology to handwriting. Journal of Experimental Psychology: Learning, Memory, and Cognition37(4), 813.

Dorjee, D., Devenney, L., & Thierry, G. (2010). Written words supersede pictures in priming semantic access: a P300 study. Neuroreport21(13), 887-891.

Dorjee, D. (2010). Kinds and dimensions of mindfulness: why it is important to distinguish them. Mindfulness1(3), 152-160