This paper briefly reviews the evidence for multistore theories of memory and points out some difficulties with the approach. An alternative framework for human memory research is then outlined in terms of depth or levels of processing. Some current data and arguments are reexamined in the light of this alternative framework and implications for further research considered.
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The corrosive conditions of an undersea volcano offer clues to how rising levels of carbon dioxide could unbalance marine life world-wide.
By taking the Buddhism out of the practice, Kabat-Zinn pioneered a meditative approach used all over the world to treat pain and depression. He talks about Trump, ‘McMindfulness’ and how a 10-second vision in 1979 led to a change in the world’s consciousness
<p>MeaningofLife.tv, hosted by science writer Robert Wright, asks prominent thinkers from a variety of different areas such as biology, psychology, physics, theology, philosophy, and the Buddhist and Islamic traditions fundamental questions about evolution, the mind and brain, God, mystical experience, the interface between science and religion, the problem of evil, free will, death, meditation, quantum physics, and more. Users can choose to watch speakers discuss specific topics or watch an interview in full. (Zach Rowinski 2005-01-23)</p>
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<p>This article explores Asian traditions of meditation, with particular attention to Buddhism as it was developed in ancient India. It delineates a core curriculum, initially developed in monastic institutions of higher education, that has been most fully preserved in Tibet. It then explores how this curriculum might be adapted so that it can help support a genuinely humanistic education within American higher education. This exploration focuses not only on the inherent values of Buddhist meditation but also on practical strategies that can be used to introduce these values in the academic curriculum and in the broader campus life.</p>
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This article explores Asian traditions of meditation, with particular attention toBuddhism as it was developed in ancient India. It delineates a core curriculum,
initially developed in monastic institutions of higher education, that has been most
fully preserved in Tibet. It then explores how this curriculum might be adapted so that
it can help support a genuinely humanistic education within American higher education. This exploration focuses not only on the inherent values of Buddhist meditation but also on practical strategies that can be used to introduce these values in the
academic curriculum and in the broader campus life.
This article explores Asian traditions of meditation, with particular attention toBuddhism as it was developed in ancient India. It delineates a core curriculum,
initially developed in monastic institutions of higher education, that has been most
fully preserved in Tibet. It then explores how this curriculum might be adapted so that
it can help support a genuinely humanistic education within American higher education. This exploration focuses not only on the inherent values of Buddhist meditation but also on practical strategies that can be used to introduce these values in the
academic curriculum and in the broader campus life.
Only lately having recovered their bodies and feelings, Western devotees of various meditative practices are in increasing numbers striving to transcend both. Is such a turning inward healthy for individuals and our society? A full response requires both a clarifying discussion of exactly what meditation is and a review of its effects. Meditation, essentially a way of life, is marked by four stages: preparation, attention, active reception, and higher consciousness. Even though the Western traditions aim finally at union with the Infinite and Eastern traditions seek primarily an internal unity through the negation of consciousness, both describe essentially the same four stages, reached through the meditative pathways of the intellect, emotions, body, and action. Present scientific research is only beginning to provide data on the effects of meditation upon the person. To date, most research findings point out psychophysiological changes during meditation, indicating a low-stress state. Meditative experience lends support to the conclusion that successful meditation also positively affects growth by touching man's inner life source, expanding his consciousness, and revealing personal life directions.
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The cognitive skills required for successful knowledge retention may be influenced by meditation training. The current studies examined the effects of meditation on the knowledge retention of students. In three experimental studies, participants from three introductory psychology courses randomly received either brief meditation training or rest, listened to a class lecture, then took a post-lecture quiz that assessed students’ knowledge of the lecture material. The results indicated that meditation improved students’ retention of the information conveyed during the lecture in each of the three experiments. Mood, relaxation, and class interest were not affected by the meditation training. Limitations and implications are discussed.
Those with high baseline stress levels are more likely to develop mild cognitive impairment (MCI) and Alzheimer's Disease (AD). While meditation may reduce stress and alter the hippocampus and default mode network (DMN), little is known about its impact in these populations. Our objective was to conduct a "proof of concept" trial to determine whether Mindfulness Based Stress Reduction (MBSR) would improve DMN connectivity and reduce hippocampal atrophy among adults with MCI. 14 adults with MCI were randomized to MBSR vs. usual care and underwent resting state fMRI at baseline and follow-up. Seed based functional connectivity was applied using posterior cingulate cortex as seed. Brain morphometry analyses were performed using FreeSurfer. The results showed that after the intervention, MBSR participants had increased functional connectivity between the posterior cingulate cortex and bilateral medial prefrontal cortex and left hippocampus compared to controls. In addition, MBSR participants had trends of less bilateral hippocampal volume atrophy than control participants. These preliminary results indicate that in adults with MCI, MBSR may have a positive impact on the regions of the brain most related to MCI and AD. Further research with larger sample sizes and longer-follow-up are needed to further investigate the results from this pilot study.
Those with high baseline stress levels are more likely to develop mild cognitive impairment (MCI) and Alzheimer's Disease (AD). While meditation may reduce stress and alter the hippocampus and default mode network (DMN), little is known about its impact in these populations. Our objective was to conduct a “proof of concept” trial to determine whether Mindfulness Based Stress Reduction (MBSR) would improve DMN connectivity and reduce hippocampal atrophy among adults with MCI. 14 adults with MCI were randomized to MBSR vs. usual care and underwent resting state fMRI at baseline and follow-up. Seed based functional connectivity was applied using posterior cingulate cortex as seed. Brain morphometry analyses were performed using FreeSurfer. The results showed that after the intervention, MBSR participants had increased functional connectivity between the posterior cingulate cortex and bilateral medial prefrontal cortex and left hippocampus compared to controls. In addition, MBSR participants had trends of less bilateral hippocampal volume atrophy than control participants. These preliminary results indicate that in adults with MCI, MBSR may have a positive impact on the regions of the brain most related to MCI and AD. Further research with larger sample sizes and longer-follow-up are needed to further investigate the results from this pilot study.
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Symptoms of mercury toxicity, biochemical changes, and blood/urine mercury levels were evaluated in a small group of patients. Six patients attending Delek Hospital, Dharamsala, India, taking mercury-containing traditional Tibetan medicine (TTM) (Group I), were compared with three patients taking non-mercury containing TTM (Group II) and healthy volunteers(Group II). Quantitative estimation of mercury ingestion based on chemical analysis was compared with US regulatory standards.RESULTS: Group I were significantly older (mean 55 years+/-SE 6.4) range 26-69 years, than Group II (26.7 years+/-SE 5) range 17-34 years and Group III (32.5 years +/-SE 0.5) range 33-34 years (P =0.05). Group I took TTM on average for 51 months and had a mean of 2.5 non-specific, mercury-related symptoms. Group I had higher mean diastolic pressures (85 mmHg) than Group II (73 mmHg) (P=0.06) and more loose teeth. Mean daily mercury intake for Group I was 674 microg, estimated as 10 microg/kg per day. (Established reference dose for chronic oral exposure: 0.3 microg/kg per day.) Blood mercury levels were non-detectable, but mean urinary mercury levels for Group I were 67 microg/L (EPA levels <20 microg/L). Renal and liver function tests were not significantly different between groups and within normal clinical range.
CONCLUSIONS: Prolonged ingestion of mercury containing TTM is associated with absent blood levels, but relatively high urinary levels. Further studies are needed to evaluate toxicity and therapeutic potential.
Building upon contemporary models of teaching that suggest that teachers’ own well-being is related to their classroom practice and student outcomes, we examined whether middle school teachers’ mindfulness skills were related to their concurrent occupational health and well-being (job stress, occupational burnout, and depressive and anxiety symptoms), and quality of their interactions with students in their “most stressful” class during the school day. Multivariate regression analyses of 58 middle school teachers indicated that teacher mindfulness was significantly associated with lower levels of job stress, occupational burnout, and depressive and anxiety symptoms; and higher levels of observers’ ratings of teachers’ emotionally supportive interactions with students in their most stressful classroom. Occupational burnout, in contrast, was negatively related to observers’ ratings of emotional support and organization in the classroom. Results suggest individual differences in middle school teachers’ mindfulness may affect their interactions with students in the middle school classroom directly and through reductions in burnout, though longitudinal studies of these relations are needed. Findings are discussed in relation to intervention efforts to improve teacher mindfulness through training in order to support occupational health and well-being, improve the quality of teacher-student interactions in the classroom, and increase student engagement and learning.
Building upon contemporary models of teaching that suggest that teachers’ own well-being is related to their classroom practice and student outcomes, we examined whether middle school teachers’ mindfulness skills were related to their concurrent occupational health and well-being (job stress, occupational burnout, and depressive and anxiety symptoms), and quality of their interactions with students in their “most stressful” class during the school day. Multivariate regression analyses of 58 middle school teachers indicated that teacher mindfulness was significantly associated with lower levels of job stress, occupational burnout, and depressive and anxiety symptoms; and higher levels of observers’ ratings of teachers’ emotionally supportive interactions with students in their most stressful classroom. Occupational burnout, in contrast, was negatively related to observers’ ratings of emotional support and organization in the classroom. Results suggest individual differences in middle school teachers’ mindfulness may affect their interactions with students in the middle school classroom directly and through reductions in burnout, though longitudinal studies of these relations are needed. Findings are discussed in relation to intervention efforts to improve teacher mindfulness through training in order to support occupational health and well-being, improve the quality of teacher-student interactions in the classroom, and increase student engagement and learning.
This chapter reviews theoretical models, empirical research, and treatment outcome literature connecting different constructs of mindfulness and their individual components to the alleviation of anxiety and anxiety disorders. Both theory and research support an inverse relation between anxiety and aspects of trait mindfulness, particularly those tapping nonjudgment, acceptance, and the absence of mindless states. Outcome studies indicate that mindfulness‐based interventions may be effective in the reduction of symptomatology for subclinical anxiety, generalized anxiety disorder, and social anxiety disorder, while outcome literature for other anxiety disorders is scarce to date. Future outcome studies are needed comparing mindfulness‐based interventions to established cognitive behavioral therapies to determine the relative benefits of each. At the same time, further studies should explore connections between mindfulness constructs derived from Eastern influences and social psychology, the benefits of combining mindfulness‐based interventions with established anxiety treatments, the effectiveness of mindfulness in the individual therapy setting, and the mediators of change at work in mindfulness‐based interventions for anxiety.
OBJECTIVEthe investigators examined relations between mindfulness and health behaviors in college students, as well as the role of stress in mediating these effects.
PARTICIPANTS
participants were 553 undergraduates (385 females; mean age = 18.8 years, SD = 2.1) recruited from a university in the northeastern United States.
METHODS
participants completed questionnaires assessing mindfulness, perceived health, health behaviors, health-related activity restriction, and stress. Data were collected from September 2007 through December 2007.
RESULTS
overall perceived health and health-related activity restriction, as well as some health behaviors (eg, binge eating, sleep quality, and physical activity) were related to the Five-Factor Mindfulness Questionnaire and were partially mediated by stress.
CONCLUSIONS
these results suggest that mindfulness is related to decreased stress, which in turn contributes to increased positive health perceptions and health behaviors. The findings support the utility of mindfulness in promoting physical and psychological health in college students.
A new, year-long, apprenticeship model of mindfulness-based cognitive therapy (MBCT) training within the UK State National Health Service is presented. The model has a strong emphasis on personal practice and on learning to teach in various settings with regular feedback through supervision and from peers. The development of the training programme is discussed in the context of UK training provision in MBCT. A quantitative and qualitative evaluation of the experience of the first intake of trainees is presented, demonstrating a very high level of satisfaction with the training. Issues arising in the continuing development of graduates of the programme and in the development of MBCT provision by graduates, are discussed. Strengths and limitations of the evaluation are considered.
A new, year-long, apprenticeship model of mindfulness-based cognitive therapy (MBCT) training within the UK State National Health Service is presented. The model has a strong emphasis on personal practice and on learning to teach in various settings with regular feedback through supervision and from peers. The development of the training programme is discussed in the context of UK training provision in MBCT. A quantitative and qualitative evaluation of the experience of the first intake of trainees is presented, demonstrating a very high level of satisfaction with the training. Issues arising in the continuing development of graduates of the programme and in the development of MBCT provision by graduates, are discussed. Strengths and limitations of the evaluation are considered.
Mindfulness is the latest addition to the armamentarium of cognitive behavioral therapists. Mindfulness methods from the wisdom traditions, as well as from current psychological theories, are beginning to be used as cognitive behavioral strategies for alleviating psychological distress and for personal transformation. The use of mindfulness as a clinical tool is in its infancy, with attendant growing pains in theory, research and practice. We briefly discuss the historical context of the use of mindfulness, recent developments in theory, research and practice, and future developments. We conclude that mindfulness shows a lot of promise as a clinical treatment modality, but there are inherent pitfalls in the developing approaches.
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