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Corrigendum to ‘Dispositional mindfulness is associated with reduced implicit learning’ [Consciousness Cognit. 28 (2014) 141–150]
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- 자료유형학술지논문
- 저자명Stillman, C. M.,Feldman, H.,Wambach, C. G.,Howard, J. H.,Howard, D. V.
- 학회/출판사/기관명Elsevier Science B.V., Amsterdam
- 출판년도2015
- 언어영어
- 학술지명/학위논문주기Consciousness and cognition
- 발행사항Vol.31No.-[2015]_x000D_
- ISBN/ISSN1053-8100
- 소개/요약Reports an error in "Dispositional mindfulness is associated with reduced implicit learning" by Chelsea M. Stillman, Halley Feldman, Caroline G. Wambach, James H. Howard Jr. and Darlene V. Howard (Consciousness and Cognition: An International Journal, 2014[Aug], Vol 28, 141-150). The authors regret that since the publication of our article, we have noted an error in Figs. 2 and 3. Specifically, the images meant to be associated with the captions for these two figures were reversed, such that the description of the scatter plots depicting the results from Study 1 were erroneously presented with a diagram of the ASRT task used in Study 2, and visa versa. The in-text references to these figures, however, were accurate. Figs. 2 and 3 are presented with their intended captions in erratum. (The following abstract of the original article appeared in record 2014-35105-012). Behavioral and neuroimaging evidence suggest that mindfulness exerts its salutary effects by disengaging habitual processes supported by subcortical regions and increasing effortful control processes supported by the frontal lobes. Here we investigated whether individual differences in dispositional mindfulness relate to performance on implicit sequence learning tasks in which optimal learning may in fact be impeded by the engagement of effortful control processes. We report results from two studies where participants completed a widely used questionnaire assessing mindfulness and one of two implicit sequence learning tasks. Learning was quantified using two commonly used measures of sequence learning. In both studies we detected a negative relationship between mindfulness and sequence learning, and the relationship was consistent across both learning measures. Our results, the first to show a negative relationship between mindfulness and implicit sequence learning, suggest that the beneficial effects of mindfulness do not extend to all cognitive functions. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
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