Using Relational Responding to Examine the Acquisition of Mindfulness and Meditation Material: An Analogue Study

Abstract

Mindfulness meditation is a growing area of interest for both mental health professionals and the general public alike. Beneficial outcomes are associated with these practices, although the variety of measurement techniques makes research difficult to interpret. Definitions of these constructs are varied, and anecdotal accounts point to the idea that many people hold misconceptions about mindfulness and meditation, even when meanings are made clear. Still, no formal research has been published on misconceptions of mindfulness – or, if they exist, how such misinformation affects acquisition of related skills. Furthermore, mindfulness has been incorporated into therapeutic modalities without much consideration for context, including the client's learning history. The current analogue study examined how the presentation of mindfulness meditations (i.e., inaccurate rationale/meditation and accurate rationale/meditation) affects an individual's practice. Specifically, self-reported mindfulness and meditation skills, mood questionnaires, a matching-to-sample task, and qualitative measurements were used to assess acquisition. Although primary hypotheses did not yield significant findings, results from both preliminary and exploratory analyses demonstrate significant findings with regard to teaching, learning, and measurement related to mindfulness meditation. The results, future directions, and limitations are discussed.