Mindfulness Meditation Reduces Implicit Age and Race Bias

Lueke, Adam; Gibson, Bryan

doi:10.1177/1948550614559651

Cited by 210 publications

(180 citation statements)

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“…Prior studies that have examined mindfulness in classroom contexts have typically used qualitative open-ended questions (Song & Muschert, 2014) or conducted lab-based experiments (Lueke & Gibson, 2014). For instance, Song and Muschert (2014) analyse data from single-sentence summaries in their introductory sociology course with 40 students that does not include a control group or pre-test measures.…”

Section: Methodsmentioning

confidence: 99%

“…unlike prior research that typically incorporated mindfulness or meditation practices in a single lab session (Hafenbrack, Kinias, & Barsade, 2014;Lueke & Gibson, 2014) or for 5-10 min for a few weeks of a semester (Huston et al, 2011;Song & Muschert, 2014), students in the present study participated in a 14-week semester-long one credit freshman seminar on mindful communication that incorporated mindfulness into all aspects of the course. Students engaged in critical thinking about mindfulness through three main areas: physical, mental and emotional/social well-being.…”

Section: Mindfulness Coursementioning

confidence: 99%

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Mindfulness, stress coping and everyday resilience among emerging youth in a university setting: a mixed methods approach

Ramasubramanian

2016

International Journal of Adolescence and Youth

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Print) 2164-4527 (Online) Journal homepage: http://www.tandfonline.com/loi/rady20 Mindfulness, stress coping and everyday resilience among emerging youth in a university setting: a mixed methods approach Srividya Ramasubramanian To cite this article: Srividya Ramasubramanian (2016): Mindfulness, stress coping and everyday resilience among emerging youth in a university setting: a mixed methods approach, Mindfulness, stress coping and everyday resilience among emerging youth in a university setting: a mixed methods approach Srividya Ramasubramanian department of communication, texas a&M university, college station, tX, usa ABSTRACT Mindfulness is defined as non-judgmental awareness in the present lived experience. Researchers find that mindfulness training has benefits such as enhanced positive emotions, reduced stress and increased well-being. However, empirical research on the effectiveness of mindfulness curricula on emerging adults in educational settings is sparse. The present study takes a step towards filling this gap by examining The role of mindfulness communication in improving stress coping among young people. Specifically, this study used a mixed methods approach combining qualitative journaling with a pre-test post-test experiment to understand how a mindfulnessbased communication course improves everyday resilience for first-year college students. Preliminary findings suggest that participants exposed to mindfulness communication training experience more positive emotions and report lesser perceived stress. Further research is needed to better understand the relationships among mindfulness communication, stress coping and academic buoyancy.Mindfulness is defined as non-judgmental awareness in the present moment (Kabat-Zinn, 1990). It stems from ancient Theravada Buddhist philosophy and Indian yoga traditions of samaadhi as a means of gaining personal insight into the meaning of life, the true nature of existence and to achieve long-lasting happiness. There are two primary aspects to mindfulness: the first is attention to one's immediate experience and the second is an orientation to approaching life experiences with a sense of curiosity, acceptance and openness (Baer, 2003). Mindfulness is cultivated through meditative practices that focus on attention regulation (sustained attention to internal and external stimuli such as smells, sounds, feelings and emotions), bodily awareness and non-reactivity to inner experiences (allowing thoughts and emotions to come and go without being caught up with them) (Baer, 2003;Brown, Ryan, & Creswell, 2007). Mindfulness encompasses a variety of practices such as meditation, visualizing, focused thought, deep breathing, nature connectedness and artistic self-expression that are unified in their application of critical first-person attention, focus and intention to the present moment. Existing research demonstrates that mindfulness promotes well-being, stimulates positive emotions and lowers stress-related symptoms such as anxiety, pain, substance abuse and depression...

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Section: Methodsmentioning

confidence: 99%

Section: Mindfulness Coursementioning

confidence: 99%

Mindfulness, stress coping and everyday resilience among emerging youth in a university setting: a mixed methods approach

Ramasubramanian

2016

International Journal of Adolescence and Youth

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“…Few studies addressed mindfulness or meditation relating them to implicit attitudes and representations, and many of these studies employed the IAT [33,36,37,39,40,[42][43][44]. Other studies that focused on implicit learning found a negative relationship between dispositional mindfulness and implicit learning and memory, thus suggesting an effect of mindfulness on implicit cognition in terms of erosion of habitual patterns of responding [37,47,48].…”

Section: Discussionmentioning

confidence: 99%

“…Recent studies that used the IAT have shown that meditation can reduce implicit bias; in particular, these studies concerned the practice of loving-kindness meditation and implicit bias toward blacks and the homeless [42,43]. Furthermore, other studies focused on mindfulness practice and reductions on implicit age and race bias and discriminatory behavior [44,45].…”

Section: Meditation Implicit Attitudes and Implicit Memorymentioning

confidence: 99%

Effects of Mindfulness Meditation on Conscious and Non-Conscious Components of the Mind

et al. 2017

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Abstract:The aim of the present review is to investigate previous studies concerning the effects of meditation and dispositional mindfulness on conscious and implicit or non-conscious attitudes. First we present a brief perspective on conscious and non-conscious states of mind. Then we introduce the fundamental bases of mindfulness meditation. Third we review studies on dispositional mindfulness and meditation that employed either direct or indirect measures to assess explicit and implicit attitudes. Finally, we briefly present how meditation has been associated with the psychotherapeutic practice of psychoanalysis and, hence, as a therapeutic technique to access the unconscious. Until now, few studies have investigated the impact of meditation on non-conscious states of mind and personality; nevertheless, both scientific studies involving implicit measures and reflections from psychotherapy have underlined the importance of meditation in promoting psychological well-being, leading to de-automatization of automatic patterns of responding and to higher levels of self-awareness.Keywords: mindfulness; meditation; consciousness; unconscious; implicit attitudes Consciousness and Non-Conscious StatesConsciousness is probably one of the greatest and most fascinating mysteries of human nature; addressing this dimension means exploring a very complex and multifaceted topic. Developing our reflections about mindfulness and conscious states of mind, we have found a valid model for the understanding of consciousness in Tulving [1], who related consciousness to memory. Tulving has argued that different types of memory are related to different varieties of consciousness. He has described three types of memory. Semantic and episodic memory are explicit (or declarative) memories, that is to say, they refer to conscious experiences and to the acquisition of propositional, representable information [2]. While episodic memory concerns the recollection of personal past experiences, semantic memory has to do with the knowledge individuals have about the world, and does not imply a personal involvement. The third type of memory is the implicit (procedural) memory, which may not require consciousness and is non-propositional [2]. According to Tulving [1], these three memory systems distinguish themselves by different levels of consciousness; episodic memory is an example of

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“…What is relevant for this conversation is that compassion cultivation training, which includes empathy training, has been known to increase altruistic and pro-social behavior (Leiberg, Klimecki, & Singer, 2011) as well as deepen relationships and social connection (Frederickson et al, 2008;Hein et al, 2010;Hutcherson, Seppala, & Gross, 2008;Klimecki, Leiberg, Lamm, & Singer, 2013;Leiberg, Klimecki, & Singer, 2011). Compassion cultivation training has also been known to reduce implicit bias (Kang, Gray, & Dovidio, 2014;Lueke & Gibson, 2014), stereotype threat (Weger, Hooper, Meier, & Hopthrow, 2012), and reduce racial bias (Stell & Farsides, 2016). However, the specific neurological processes related to these findings are yet unclear.…”

Section: Working With Emotional Activity and Regulationmentioning

confidence: 99%

Untitled

2017

UCER-B

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In 2014, homicide and suicide were the second and third, respectively, largest killers of youth. Violence among youth appears to be increasing and aggression is prevalent in and out of school settings. This paper first summarizes what we think and we know about adolescent brain development from neuroscience and psychology. Next, we discuss the neural correlates of violence contextualizing information within adolescent brain development. Finally, we explore how mindfulness-based and compassion cultivation curriculum, which includes empathy, may positively influence the dysregulation of some of the known neural correlates of violence. The paper concludes with some recommendations for educators and policy-makers to consider in the development of curriculum that seeks to prevent violence and aggression among youth.

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Mindfulness Meditation Reduces Implicit Age and Race Bias

Cited by 210 publications

References 61 publications

Mindfulness, stress coping and everyday resilience among emerging youth in a university setting: a mixed methods approach

Mindfulness, stress coping and everyday resilience among emerging youth in a university setting: a mixed methods approach

Effects of Mindfulness Meditation on Conscious and Non-Conscious Components of the Mind

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