Mindfulness and False-Memories: The Impact of Mindfulness Practice on the DRM Paradigm

2015 ◽  
Vol 150 (1) ◽  
pp. 58-71 ◽  
Author(s):  
Eyal Rosenstreich
Author(s):  
Julia Ayache ◽  
Kouloud Abichou ◽  
Valentina La Corte ◽  
Pascale Piolino ◽  
Marco Sperduti

AbstractMindfulness attracted increased research interests in the last decade, reporting an overall beneficial effect of this practice on cognitive performances. Nevertheless, recently a possible detrimental impact of mindfulness has been underlined. While the effect of mindfulness on memory remains under-explored, recent studies have observed an increased false-memory susceptibility after mindfulness practice. A possible explanatory mechanism has been suggested, related to the nature of the studied material. For semantically related information, mindfulness would increase false memories; however, the addition of rich perceptual information could prevent this detrimental effect. The present study aimed to verify this hypothesis by testing the impact of state mindfulness induced by a short meditation session, and dispositional mindfulness on the production of false memory for pictorial material presented in a complex virtual environment. We employed a virtual reality version of the Deese–Roediger–McDermott paradigm (DRM), a classical protocol to induce false memories. Contrary to previous studies, we did not observe any effect of mindfulness on false or correct memories (free recall and recognition) after a short mindfulness practice session compared to a control condition. Nonetheless, we found a beneficial effect of mindfulness practice on memory sensitivity. Additionally, we reported a positive and negative effect of dispositional mindfulness on memory outcomes. While the Non-Reactivity facet was associated with overall better memory performances, we observed an association between the Acting with Awareness facet and an increased recollection of lures. We discuss these findings in line with a recent proposal on the link between mindfulness and episodic memory.


2016 ◽  
Vol 143 (1) ◽  
pp. 33-48 ◽  
Author(s):  
Merrin Creath Oliver ◽  
Rebecca Brooke Bays ◽  
Karen M. Zabrucky

Author(s):  
Christine A. DeLucia

The application of mindfulness practice in education has been a growing area of interest in research. Some of the benefits of mindfulness practice in education include increased focus and concentration, decreased stress and anxiety, and improved overall well-being. While mindfulness in education has been studied in preschool, elementary, secondary, and tertiary settings, little research has been done examining the benefits of mindfulness in an online learning environment. As online learning continues to be an emerging trend in higher education, it is important for educators to consider alternative ways to support the holistic needs of online learners. This chapter explores the impact of mindfulness resources on the academic and emotional experience of the online learner.


2021 ◽  
Vol 178 ◽  
pp. 48-59
Author(s):  
Filip Děchtěrenko ◽  
Jiří Lukavský ◽  
Jiří Štipl
Keyword(s):  

2007 ◽  
Vol 35 (7) ◽  
pp. 1600-1609 ◽  
Author(s):  
Jorie M. Colbert ◽  
Dawn M. McBride

2011 ◽  
Vol 64 (1) ◽  
pp. 18-31 ◽  
Author(s):  
Maria S. Zaragoza ◽  
Karen J. Mitchell ◽  
Kristie Payment ◽  
Sarah Drivdahl
Keyword(s):  

2007 ◽  
Vol 215 (1) ◽  
pp. 12-24 ◽  
Author(s):  
Melanie Caroline Steffens ◽  
Silvia Mecklenbräuker

Abstract. In recent years, there has been an explosion of research on false memories: The subjective experience of remembering something if that something did apparently not happen in reality. We review a range of findings concerning this phenomenon: False memories of details and of whole events by adults and children, as well as false memories of words in laboratory experiments (in the DRM paradigm). We also briefly discuss the converse phenomenon: Evidence of forgetting or repression of significant events, and evidence of recovered memories. Knowledge of both phenomena is needed for judging whether “new” memories are false, recovered, or whether both options are possible. More general as well as specific theories explaining false memories are discussed, and we close with implications for practice.


2020 ◽  
Author(s):  
Michelle Xue Zheng ◽  
Jingxian Yao ◽  
Jayanth Narayanan

We examine whether a daily mindfulness practice can help people cope better with quarantine during the COVID-19 outbreak. We conducted a study in Wuhan, China between February 20th, 2020 and March 2nd, 2020. We randomly assigned participants to either a daily mindfulness practice or a daily mind-wandering practice. Mindfulness reduced daily anxiety. In addition, the sleep duration of participants in the mindfulness condition was less impacted by the increase of infections in the community compared with participants in the control condition. As the COVID-19 pandemic is ongoing and the number of cases reported in the community increase, our findings offer an evidence-based practice that may help people cope with news about an outbreak in the community.


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