Mindfulness in the Development of the Cognitive Sphere: Evaluation of the Short-Term Effectiveness of the Mindfulness-Based Cognitive Therapy Program
Counseling Psychology and Psychotherapy January 1, 2019 DOI: 10.17759/cpp.2019270103 (opens in new tab)
Summary
AI-generated from the abstractA formative experiment tested whether Mindfulness-Based Cognitive Therapy (MBCT) improves cognitive functions in young adults. In a sample of 30 people aged 18 to 22, MBCT positively affected the accuracy and efficiency of attention and short-term memory. Repeated testing showed significant improvement in these cognitive parameters. The results extend understanding of cognitive function organization and offer a new approach to developing cognitive abilities.
Study at a glance
| Characteristics | Formative experiment Peer reviewed |
|---|---|
| Sample size | 30 |
| Population | People aged 18 to 22 years (8 boys and 22 girls) |
| Intervention | Mindfulness-Based Cognitive Therapy |
| Key finding | Mindfulness-Based Cognitive Therapy had a positive effect on the accuracy and efficiency of attention and short-term memory. |
Abstract
The aim of the article is to analyze the effectiveness of Mindfulness technology for the development of cognitive functions. Hypothesis — Mindfulness-Based Cognitive Therapy (MBCT) has an impact on the development of the cognitive processes of the subject in youth, with the most pronounced effect being observed in the increasing accuracy of attention. The authors carried out a formative experiment that was designed to determine the short-term effectiveness of the Mindfulness-Based Cognitive Therapy, as a part of the “third wave” of cognitive-behavioral therapy. The research sample consisted of 30 people (8 boys and 22 girls) aged 18 to 22 years. It was empirically found out that MBCT had a positive effect on the accuracy and efficiency of attention, as well as short-term memory. Repeated testing of the participants’ cognitive abilities revealed a significant improvement in these parameters. The results extend the idea of the organization of cognitive functions and allow a new approach to the problem of the development of cognitive abilities.