Dispositional mindfulness is associated with reduced implicit learning.

Stillman, Chelsea M; Feldman, Halley; Wambach, Caroline G; Howard, James H; Howard, Darlene V

Stillman, Chelsea M; Feldman, Halley; Wambach, Caroline G; Howard, James H; Howard, Darlene V.

Afiliación

Stillman CM; Department of Psychology, Georgetown University, Washington, DC 20057, USA. Electronic address: cms264@georgetown.edu.
Feldman H; Department of Psychology, Georgetown University, Washington, DC 20057, USA.
Wambach CG; Department of Psychology, Georgetown University, Washington, DC 20057, USA.
Howard JH; Center for Brain Plasticity and Recovery, Georgetown University, Washington, DC 20057, USA; Department of Psychology, The Catholic University of America, Washington, DC 20064, USA; Department of Neurology, Georgetown University Medical Center, Washington, DC 20057, USA.
Howard DV; Department of Psychology, Georgetown University, Washington, DC 20057, USA; Center for Brain Plasticity and Recovery, Georgetown University, Washington, DC 20057, USA.

Conscious Cogn ; 28: 141-50, 2014 Aug.

Article en En | MEDLINE | ID: mdl-25062120

Asunto(s)

Aprendizaje; Atención Plena; Adolescente; Cognición; Femenino; Humanos; Masculino; Tiempo de Reacción; Aprendizaje Seriado; Adulto Joven

Palabras clave

Implicit learning; Mindfulness; Serial response time task

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Texto completo: 1 Bases de datos: MEDLINE Métodos Terapéuticos y Terapias MTCI: Terapias_mente_y_cuerpo / Meditacion Asunto principal: Atención Plena / Aprendizaje Tipo de estudio: Risk_factors_studies Idioma: En Revista: Conscious Cogn Año: 2014 Tipo del documento: Article

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