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Minds “At Attention”: Mindfulness Training Curbs Attentional Lapses in Military Cohorts

Overview of attention for article published in PLOS ONE, February 2015
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Title
Minds “At Attention”: Mindfulness Training Curbs Attentional Lapses in Military Cohorts
Published in
PLOS ONE, February 2015
DOI 10.1371/journal.pone.0116889
Pubmed ID
Authors

Amishi P. Jha, Alexandra B. Morrison, Justin Dainer-Best, Suzanne Parker, Nina Rostrup, Elizabeth A. Stanley

Abstract

We investigated the impact of mindfulness training (MT) on attentional performance lapses associated with task-unrelated thought (i.e., mind wandering). Periods of persistent and intensive demands may compromise attention and increase off-task thinking. Here, we investigated if MT may mitigate these deleterious effects and promote cognitive resilience in military cohorts enduring a high-demand interval of predeployment training. To better understand which aspects of MT programs are most beneficial, three military cohorts were examined. Two of the three groups were provided MT. One group received an 8-hour, 8-week variant of Mindfulness-based Mind Fitness Training (MMFT) emphasizing engagement in training exercises (training-focused MT, n = 40), a second group received a didactic-focused variant emphasizing content regarding stress and resilience (didactic-focused MT, n = 40), and the third group served as a no-training control (NTC, n = 24). Sustained Attention to Response Task (SART) performance was indexed in all military groups and a no-training civilian group (CIV, n = 45) before (T1) and after (T2) the MT course period. Attentional performance (measured by A', a sensitivity index) was lower in NTC vs. CIV at T2, suggesting that performance suffers after enduring a high-demand predeployment interval relative to a similar time period of civilian life. Yet, there were significantly fewer performance lapses in the military cohorts receiving MT relative to NTC, with training-focused MT outperforming didactic-focused MT at T2. From T1 to T2, A' degraded in NTC and didactic-focused MT but remained stable in training-focused MT and CIV. In sum, while protracted periods of high-demand military training may increase attentional performance lapses, practice-focused MT programs akin to training-focused MT may bolster attentional performance more than didactic-focused programs. As such, training-focused MT programs should be further examined in cohorts experiencing protracted high-demand intervals.

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Geographical breakdown

Country Count As %
United States 3 <1%
Luxembourg 1 <1%
Unknown 367 99%

Demographic breakdown

Readers by professional status Count As %
Student > Master 59 16%
Student > Ph. D. Student 52 14%
Student > Bachelor 37 10%
Researcher 35 9%
Student > Doctoral Student 31 8%
Other 80 22%
Unknown 77 21%
Readers by discipline Count As %
Psychology 140 38%
Medicine and Dentistry 21 6%
Social Sciences 19 5%
Neuroscience 19 5%
Nursing and Health Professions 17 5%
Other 63 17%
Unknown 92 25%