Ellen J. Langer

The Effects of Choice and Enhanced Personal Responsibility for the Aged: A Field Experiment in an Institutional Setting

A field experiment was conducted to assess the effects of enhanced personal responsibility and choice on a group of nursing home residents. It was expected that the debilitated condition of many of the aged residing in institutional settings is, at least in part, a result of living in a virtually decision-free environment and consequently is potentially reversible. Residents who were in the experimental group were given a communication emphasizing their responsibility for themselves, whereas the communication given to a second group stressed the staffs responsibility for them. In addition, to bolster the communication, the former group was given the freedom to make choices and the responsibility of caring for a plant rather than having decisions made and the plant taken care of for them by the staff, as was the case for the latter group. Questionnaire ratings and behavioral measures showed a significant improvement for the experimental group over the comparison group on alertness, active participation, and a general sense of well-being.

The Construct of Mindfulness

After mindfulness is defined, a brief history of the research on the topic to date is reviewed. This work essentially falls into three categories: health, business, and education. Considerations of mindlessness as a social issue are then addressed. A brief introduction to the articles in this issue follows. These articles speak to mindfulness as it relates to potential solutions to social problems.

Aging free from negative stereotypes: Successful memory in China among the American deaf.

This study explores whether negative stereotypes about aging contribute to memory loss in old age. The research participants consisted of old and young Chinese hearing, American Deaf, and American hearing individuals. Members of the mainland Chinese and the American Deaf cultures were recruited on the basis of the belief that they would be less likely than hearing Americans to be exposed to and accept negative stereotypes about aging. The expected results were (a) an interaction in which the 3 groups of younger Ss would perform similarly on the memory tasks, whereas the older Deaf and older Chinese participants would outperform the older American hearing group and (b) a positive correlation between view toward aging and memory performance among the old Ss. The data supported both hypotheses. The results suggest that cultural beliefs about aging play a role in determining the degree of memory loss people experience in old age.

Mind-Set Matters Exercise and the Placebo Effect

In a study testing whether the relationship between exercise and health is moderated by ones mindset, 84 female room attendants working in seven different hotels were measured on physiological health variables affected by exercise. Those in the informed condition were told that the work they do (cleaning hotel rooms) is good exercise and satisfies the Surgeon Generals recommendations for an active lifestyle. Examples of how their work was exercise were provided. Subjects in the control group were not given this information. Although actual behavior did not change, 4 weeks after the intervention, the informed group perceived themselves to be getting significantly more exercise than before. As a result, compared with the control group, they showed a decrease in weight, blood pressure, body fat, waist-to-hip ratio, and body mass index. These results support the hypothesis that exercise affects health in part or in whole via the placebo effect.

Induced disability in nursing home patients: a controlled trial.

Many performance deficits observed in institutionalized elderly patients may be the result of social and environmental factors rather than disease or the aging process. To test this hypothesis, 72 nursing home residents (mean age, 78 years) were randomly assigned to three groups for training in completion of a simple psychomotor task. In four training sessions, members of Group I (“helped”) were given extensive assistance in completing the task; members of Group II (“encouraged only”) were given verbal encouragement but minimal assistance; members of Group III (“no contact”) received no training sessions and served as controls. All subjects were tested on proficiency in completion of the task (a simple jigsaw puzzle) before and after the intervention period. Completeness of performance by Group II improved during the study, but that of Group I deteriorated significantly (P = 0.04 between groups) to a level even below that of the control group (P = 0.03). Similar differences were found in speed of performance, with Group II performing best, Group I performing worst (P = 0.05), and the control group performing intermediately. Perception of task difficulty was greater (P = 0.02) and self‐confidence was less (P = 0.06) for Group I than for Group II. The psychosocial environment of long‐term facilities can have important effects on the competence of elderly patients. Excessive infantilization of residents and overly intrusive help in self‐care beyond clinical requirements can lead to “learned helplessness,” with further disability.

Mindfulness Research and the Future

We consider some of the ways in which mindfulness theory can provide new solutions to current problems and address potential future problems that may result from changes in demographics and technology. Specific research questions are suggested to see how increasing mindfulness and decreasing mindlessnesscan work to diminish these social problems as they occur specifically in the classroom, the workplace, and the social predicament of getting old. We discuss (a) recasting some of the problems of the elderly into problems of perspective about the elderly, (b) mindful ways of dealing with increased ethnic diversity, (c) differentiating between changing the workplace work and changing the character of the work itself and (d) the advantages and ways of increasingmindfulness in the classroom.

Mindful and Masculine: Freeing Women Leaders From the Constraints of Gender Roles

Despite gains in womens status, successful leaders are more likely to be men than women. The styles that successful leaders set tend to be masculine. Female leaders face a paradox: If they emulate a masculine leadership style, their male subordinates will dislike them. If they adopt a stereotypically warmand nurturing feminine style, they will be liked, but not respected. Two experiments found that female leaders who are mindful can escape this paradox. In an experiment, college-aged men perceived a woman who was masculine and mindful to be a better leader than a woman who was masculine and mindless. A second experiment replicated that result with middle-aged businessmen.

HORIZONTAL HOSTILITY : RELATIONS BETWEEN SIMILAR MINORITY GROUPS

Two studies were conducted to examine the relations between similar minority groups. We predicted that minority group members would show horizontal hostility, a form of prejudice, against members of a similar, but more mainstream, minority group. The results of both studies confirmed this hypothesis. In Study 1, members of 3 Jewish congregations (reform, conservative, orthodox) showed prejudice against a member of a similar but slightly more secular congregation. In Study 2, members of a college varsity soccer team showed prejudice against junior varsity players. We conclude by suggesting that horizontal hostility is the result of social changes since Allport (1954) wrote The Nature of Prejudice. Members of minority groups value their minority social identity, even when the group is stigmatized. The positive value of minority social identity causes group members to look down on members of similar, more mainstream groups.

Conditional teaching and mindful learning: The role of uncertainty in education.

Abstract: Most people can draw on vast categories of stored information when explicitly asked to do so. The spontaneous, creative, mindful use of previously learned information, however, tends to be atypical. Three studies were designed to assess whether the manner in which information is initially presented affects how such information will subsequently be used, that is, in a mindful or mindless way. More specifically, two experiments (one with children, the other with college students) were conducted to compare the effects of a conditional versus absolute form of teaching upon creativity. Results revealed that instruction presented in an absolute manner resulted in mindless use of the information for both age groups. In contrast, subjects who were taught in a conditional way were better able to creatively deal with the information. For the college students, this finding was obtained even when the absolute learning condition was concerned with theoretical (i.e., conditional) information. In a third exper...

When Thinking Disrupts Intellectual Performance: Mindfulness on an Overlearned Task

When overlearned motor acts are mindfully considered while they are being performed, performance typically is severely disrupted. The present research questioned whether a similar debilitation results when mindful consideration is given to intellectual behavior that has been overlearned. Subjects discussed either an overlearned or novel issue and did so either immediately, after a short delay, or after a short delay where a suggestion was made to think about the issue during the delay. Thinking resulted in less articulate speech when addressing an overlearned but not a novel issue.