The Construct of Mindfulness

By Ellen J. Langer, Mihnea C. Moldoveanu. 2000

1,039 citations recorded by the source corpus.

Subfields: Clinical Psychology, Demography

View Paper: https://www.semanticscholar.org/paper/1727db7dbe033fdd89a021baabac0cbff58bab2a

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Citations in the corpus

Mindfulness and De-Automatization (2013, background): “In a state of mindfulness, attention is placed on one specific aspect of goal-relevant information, while inhibiting the array of other competing stimuli.”
Cognitive Frames, Learning Mechanisms, and Innovation Ambidexterity* (2014, background): “The theory of mindfulness (Langer and Moldoveanu, 2000) proposes a focused psychological distinction (mindful versus mindless) guiding an individual’s actions for learning.”
Cultivating a resilient top management team: The importance of relational connections and strategic decision comprehensiveness (2013, background): “Mindful teams are actively engaged in the present: they notice new things and are sensitive to context (Langer and Moldoveanu, 2000; Weick et al., 1999).”
Relationships between mindfulness, flow dispositions and mental skills adoption: A cluster analytic approach. (2008, background): “Lastly, other potential correlates of mindfulness, such as creativity (Langer & Moldoveanu, 2000) and compassion (Shapiro et al., 2006) should be subsequently investigated to ascertain if they are likewise related to athletes’ flow experience.”
Mindfulness and self-acceptance (2006, neutral): “Studies in Ellen Langer’s lab indicated that when rigid words such as ‘‘is’’ and ‘‘am’’ were replaced with ‘‘may be’’ and ‘‘could be,’’ participants responded with increased production and creativity (see Langer & Moldoveanu, 2000, for a review).”
Mediating role of resilience in the impact of mindfulness on life satisfaction and affect as indices of subjective well-being (2016, background): “They are open to new perceptual categories, tend to be more creative, and can better cope with difficult thoughts and emotions without becoming overwhelmed or shutting down (Langer & Moldoveanu, 2000; Wallace & Shapiro, 2006).”
Paying Attention to Mindfulness and Its Effects on Task Performance in the Workplace (2011, background): “…that each involves directing attention to present-moment phenomena and maintaining a wide attentional breadth, Langer’s mindfulness, unlike the mindfulness of present interest, involves cognitive differentiation—the process of drawing novel distinctions (Langer, 2009; Langer & Moldoveanu, 2000).”
Cultural distance, mindfulness and passive xenophobia: using Integrated Threat Theory to explore home higher education students’ perspectives on ‘internationalisation at home’ (2009, background): “Peacock and Harrison (in press b) have linked the intergroup anxiety felt by home students to the concept of ‘mindfulness’ (Langer, 1989 ; Langer & Moldoveanu, 2000 ), in contrast to the easy and comfortable ‘mindlessness’ of everyday communication with ingroup members.”
Mindfulness Training as a Clinical Intervention: A Conceptual and Empirical Review (2003, background): “Mindfulness interventions studied by Langer and colleagues (e.g., Langer, 1989; Langer & Moldoveanu, 2000) often include teaching participants to consider information or situations from multiple perspectives or within new contexts in order to increase learning or creativity.”
Entrepreneurship and Innovation at the Base of the Pyramid: A Recipe for Inclusive Growth or Social Exclusion? (2012, background): “The inverse of mindfulness is mindlessness, a state of reduced attention where ‘rules and routines are more likely to govern our behaviour irrespective of the current circumstances’ (Langer and Moldoveanu, 2000, p. 2), i.e. ‘rigid and rule-governed rather than rule-guided’ (Langer, 1989, p. 139).”
Review and Evaluation of Mindfulness-Based iPhone Apps (2015, background): “contrasts with mindlessness, where an individual’s attention is focused on past experiences and concerns about the future rather than on the present moment [5].”
Reflection and Mindfulness in Organizations: Rationales and Possibilities for Integration (2009, background): “…with mindfulness being defi ned as an individual learning process characterized by a heightened awareness of the specifi c circumstances in a given situation (for example Brown and Ryan, 2003; Chanowitz and Langer, 1981; Langer, 1989, 1997; Langer et al., 1978; cf. Langer and Moldoveanu, 2000).”
Mindfulness and trauma: implications for treatment (2006, background): “Langer and Moldoveanu (2000) reviewed various conceptions of mindfulness in health, business and educational fields.”