Mindfulness Inhibits Implicit Learning — The Wellspring of Bad Habits

Being mindful appears to help prevent the formation of bad habits, but perhaps good ones too. Georgetown University researchers are trying to unravel the impact of implicit learning, and their findings might appear counterintuitive — at first.

Consider this: when testing who would do best on a task to find patterns among a bunch of dots many might think mindful people would score higher than those who are distracted, but researchers found the opposite — participants low on the mindfulness scale did much better on this test of implicit learning, the kind of learning that occurs without awareness.

This outcome might be surprising until one considers that behavioral and neuroimaging studies suggest that mindfulness can undercut the automatic learning processes — the kind that lead to development of good and bad habits, says the study’s lead author, Chelsea Stillman, a psychology PhD student. Stillman works in the Cognitive Aging Laboratory, led by the study’s senior investigator, Darlene Howard, PhD, Davis Family Distinguished Professor in the department of psychology and member of the Georgetown Center for Brain Plasticity and Recovery.

This study was aimed at examining how individual differences in mindfulness are related to implicit learning. “Our theory is that one learns habits — good or bad — implicitly, without thinking about them,” Stillman says. “So we wanted to see if mindfulness impeded implicit learning.”

That is what they found. Two samples of adult participants first completed a test that gauged their mindfulness character trait, and then they completed different tasks that measured implicit learning – either the Triplet-Learning Task or the Alternating Serial Reaction Time Task test. Both tasks used circles on a screen and participants were asked to respond to the location of certain colored circles. These tasks tested the ability of participants to learn complex, probabilistic patterns, although test takers would not be aware of that.

The researchers found that people reporting low on the mindfulness scale tended to learn more — their reaction times were quicker in targeting events that occurred more often within a context of preceding events than those that occurred less often.

“The very fact of paying too much attention or being too aware of stimuli coming up in these tests might actually inhibit implicit learning,” Stillman says. “That suggests that mindfulness may help prevent formation of automatic habits — which is done through implicit learning — because a mindful person is aware of what they are doing.”

Mindfulness Improves Reading Ability, Working Memory, and Task-Focus

If you think your inability to concentrate is a hopeless condition, think again –– and breathe, and focus. According to a study by researchers at the UC Santa Barbara, as little as two weeks of mindfulness training can significantly improve one’s reading comprehension, working memory capacity, and ability to focus.

Their findings were recently published online in the empirical psychology journal Psychological Science.

"What surprised me the most was actually the clarity of the results," said Michael Mrazek, graduate student researcher in psychology and the lead and corresponding author of the paper, "Mindfulness Training Improves Working Memory Capacity and GRE Performance While Reducing Mind Wandering." "Even with a rigorous design and effective training program, it wouldn’t be unusual to find mixed results. But we found reduced mind-wandering in every way we measured it."

Many psychologists define mindfulness as a state of non-distraction characterized by full engagement with our current task or situation. For much of our waking hours, however, we are anything but mindful. We tend to replay past events –– like the fight we just had or the person who just cut us off on the freeway –– or we think ahead to future circumstances, such as our plans for the weekend.

Mind-wandering may not be a serious issue in many circumstances, but in tasks requiring attention, the ability to stay focused is crucial.

To investigate whether mindfulness training can reduce mind-wandering and thereby improve performance, the scientists randomly assigned 48 undergraduate students to either a class that taught the practice of mindfulness or a class that covered fundamental topics in nutrition. Both classes were taught by professionals with extensive teaching experience in their fields. Within a week before the classes, the students were given two tests: a modified verbal reasoning test from the GRE (Graduate Record Examination) and a working memory capacity (WMC) test. Mind-wandering during both tests was also measured.

The mindfulness classes provided a conceptual introduction along with practical instruction on how to practice mindfulness in both targeted exercises and daily life. Meanwhile, the nutrition class taught nutrition science and strategies for healthy eating, and required students to log their daily food intake.

Within a week after the classes ended, the students were tested again. Their scores indicated that the mindfulness group significantly improved on both the verbal GRE test and the working memory capacity test. They also mind-wandered less during testing. None of these changes were true of the nutrition group.

"This is the most complete and rigorous demonstration that mindfulness can reduce mind-wandering, one of the clearest demonstrations that mindfulness can improve working memory and reading, and the first study to tie all this together to show that mind-wandering mediates the improvements in performance," said Mrazek. He added that the research establishes with greater certainty that some cognitive abilities often seen as immutable, such as working memory capacity, can be improved through mindfulness training.

Mrazek and the rest of the research team –– which includes Michael S. Franklin, project scientist; mindfulness teacher and research specialist Dawa Tarchin Phillips; graduate student Benjamin Baird; and senior investigator Jonathan Schooler, professor of psychological and brain sciences –– are extending their work by investigating whether similar results can be achieved with younger populations, or with web-based mindfulness interventions. They are also examining whether or not the benefits of mindfulness can be compounded by a program of personal development that also targets nutrition, exercise, sleep, and personal relationships.

(Image: fotopakismo)

Mediation Combined with Art Therapy Can Change Your Brain and Lower Anxiety

Cancer and stress go hand-in-hand, and high stress levels can lead to poorer health outcomes in cancer patients. The Jefferson-Myrna Brind Center of Integrative Medicine combined creative art therapy with a Mindfulness-based Stress Reduction (MBSR) program for women with breast cancer and showed changes in brain activity associated with lower stress and anxiety after the eight-week program. Their new study appears in the December issue of the journal Stress and Health.

Daniel Monti, MD, director of the Jefferson-Myrna Brind Center of Integrative Medicine and lead author on the study, and colleagues have previously published on the success of Mindfulness-based Art Therapy (MBAT) at helping cancer patients lower stress levels and improve quality of life.

“Our goal was to observe possible mechanisms for the observed psychosocial effects of MBAT by evaluating the cerebral blood flow (CBF) changes associated with an MBAT intervention in comparison with a control of equal time and attention,” says Monti. “This type of expressive art and meditation program has never before been studied for physiological impact and the correlation of that impact to improvements in stress and anxiety.”

More Than Good Vibes: Researchers Propose the Science Behind Mindfulness

Achieving mindfulness through meditation has helped people maintain a healthy mind by quelling negative emotions and thoughts, such as desire, anger and anxiety, and encouraging more positive dispositions such as compassion, empathy and forgiveness. Those who have reaped the benefits of mindfulness know that it works. But how exactly does it work?

Researchers at Brigham and Women’s Hospital (BWH) have proposed a new model that shifts how we think about mindfulness. Rather than describing mindfulness as a single dimension of cognition, the researchers demonstrate that mindfulness actually involves a broad framework of complex mechanisms in the brain.

In essence, they have laid out the science behind mindfulness.

This new model of mindfulness is published in the October 25, 2012 issue of Frontiers in Human Neuroscience. The model was recently presented to His Holiness The Dalai Lama in a private meeting, entitled “Mind and Life XXIV: Latest Findings in Contemplative Neuroscience.”