Brown Kirk Warren, Goodman Robert J, Ryan Richard M, Anālayo Bhikkhu
Department of Psychology, Virginia Commonwealth University, 806 W. Franklin St., Richmond, VA, 23284, United States of America.
Institute of Positive Psychology and Education, Australian Catholic University, Locked Bag 2002, Strathfield, NSW, Australia 2135.
PLoS One. 2016 Apr 26;11(4):e0153309. doi: 10.1371/journal.pone.0153309. eCollection 2016.
Training in mindfulness, classically described as a receptive attentiveness to present events and experiences, has been shown to improve attention and working memory. Both are key to long-term memory formation, and the present three-study series used multiple methods to examine whether mindfulness would enhance episodic memory, a key form of long-term memory. In Study 1 (N = 143), a self-reported state of mindful attention predicted better recognition performance in the Remember-Know (R-K) paradigm. In Study 2 (N = 93), very brief training in a focused attention form of mindfulness also produced better recognition memory performance on the R-K task relative to a randomized, well-matched active control condition. Study 3 (N = 57) extended these findings by showing that relative to randomized active and inactive control conditions the effect of very brief mindfulness training generalized to free-recall memory performance. This study also found evidence for mediation of the mindfulness training-episodic memory relation by intrinsic motivation. These findings indicate that mindful attention can beneficially impact motivation and episodic memory, with potential implications for educational and occupational performance.
正念训练，传统上被描述为对当下事件和经历的一种接纳性专注，已被证明能提高注意力和工作记忆。这两者都是长期记忆形成的关键，而目前的这三项研究系列使用多种方法来检验正念是否会增强情景记忆，这是长期记忆的一种关键形式。在研究1（N = 143）中，自我报告的正念注意状态在“记得-知道”（R-K）范式中预测了更好的识别表现。在研究2（N = 93）中，相对于随机分配的、匹配良好的主动对照条件，以专注注意形式进行的非常简短的正念训练在R-K任务上也产生了更好的识别记忆表现。研究3（N = 57）扩展了这些发现，表明相对于随机的主动和非主动对照条件，非常简短的正念训练的效果推广到了自由回忆记忆表现。这项研究还发现了内在动机介导正念训练与情景记忆关系的证据。这些发现表明，正念注意可以有益地影响动机和情景记忆，对教育和职业表现具有潜在意义。
