Effects of length of mindfulness practice on mindfulness, depression, anxiety and stress: a randomized controlled experiment

Journal article


Strohmaier, S., Jones, F. and Cane, J. 2020. Effects of length of mindfulness practice on mindfulness, depression, anxiety and stress: a randomized controlled experiment. Mindfulness. https://doi.org/10.1007/s12671-020-01512-5
AuthorsStrohmaier, S., Jones, F. and Cane, J.
Abstract

Objectives: Mindfulness-based programs (MBPs) vary in length of mindfulness practices included. It might be expected that longer practice leads to greater benefits in terms of increased mindfulness and decreased psychological distress. However, the evidence for such dose-response effects is mixed and generally does not support such strong causal conclusions given its correlational nature. Therefore, the current study sought to clarify which length of mindfulness practice led to greater benefits using an experimental design.

Methods: Participants (N = 71; 71.8% female), who were healthy adults with limited prior mindfulness practice experience, were randomized to either (i) four longer (20-minute) mindfulness practices, (ii) four shorter (5-minute) mindfulness practices or (iii) an audiobook control group. All sessions were held in-person over a two-week period, each group listened to the same total length of material each session, and participants refrained from formal mindfulness practice outside of sessions.

Results: Both longer and shorter practice significantly improved trait mindfulness, depression, anxiety, and stress compared to controls. Unexpectedly, shorter practice had a significantly greater effect on trait mindfulness (d = 2.17; p < .001) and stress (d = -1.18; p < .01) than longer practice, with a trend in the same direction for depression and anxiety. Mediation analysis findings were mixed.

Conclusions: Even a relatively small amount of mindfulness practice can be beneficial and shorter practices may initially be more helpful for novice practitioners in MBPs with minimal teacher contact. Further research is needed to examine such dose-response effects when teacher involvement is greater and over the longer term.

KeywordsMindfulness; Mindfulness-based programs; Mindfulness practice length; Depression ; Anxiety; Stress
Year2020
JournalMindfulness
PublisherSpringer
ISSN1868-8535
Digital Object Identifier (DOI)https://doi.org/10.1007/s12671-020-01512-5
Official URLhttps://doi.org/10.1007/s12671-020-01512-5
Publication dates
Online06 Oct 2020
Publication process dates
Accepted21 Sep 2020
Deposited08 Oct 2020
Accepted author manuscript
License
All rights reserved (under embargo)
File Access Level
Restricted
Output statusPublished
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Empathy predicts false belief reasoning ability: evidence from the N400
Ferguson, H., Cane, J., Douchkov, M. and Wright, D. 2014. Empathy predicts false belief reasoning ability: evidence from the N400. Social Cognitive and Affective Neuroscience. 10 (6), pp. 848-855. https://doi.org/10.1093/scan/nsu131
Examining the cognitive costs of counterfactual language comprehension: evidence from ERPs
Ferguson, H. and Cane, J. 2015. Examining the cognitive costs of counterfactual language comprehension: evidence from ERPs. Brain Research. 1622, pp. 252-269. https://doi.org/10.1016/j.brainres.2015.05.024
The addiction Stroop task: examining the fast and slow effects of smoking and marijuana-related cues
Cane, J., Sharma, D. and Albery, I. 2008. The addiction Stroop task: examining the fast and slow effects of smoking and marijuana-related cues. Journal of Psychopharmacology. 23 (5), pp. 510-519. https://doi.org/10.1177/0269881108091253
Using perspective to resolve reference: the impact of cognitive load and motivation
Cane, J., Ferguson, H. and Apperly, I. 2017. Using perspective to resolve reference: the impact of cognitive load and motivation. Journal of Experimental Psychology: Learning, Memory, and Cognition. https://doi.org/10.1037/xlm0000345
Task constraints distinguish perspective inferences from perspective use during discourse interpretation in a false belief task
Ferguson, H., Apperly, I., Ahmad, J., Bindemann, M. and Cane, J. 2015. Task constraints distinguish perspective inferences from perspective use during discourse interpretation in a false belief task. Cognition. 139, pp. 50-70. https://doi.org/10.1016/j.cognition.2015.02.010
Influence of background speech and music in interrupted reading: an eye-tracking study
Cauchard, F., Cane, J. and Weger, U. 2011. Influence of background speech and music in interrupted reading: an eye-tracking study. Applied Cognitive Psychology. 26 (3), pp. 381-390. https://doi.org/10.1002/acp.1837
The path of mindfulness: an NHS case example
Marx, R. and Jones, F. 2017. The path of mindfulness: an NHS case example. Healthcare Counselling & Psychotherapy Journal.
Conceptualising what we mean by ‘wellbeing’ in the dementias
Strohmaier, S. and Camic, P. 2017. Conceptualising what we mean by ‘wellbeing’ in the dementias.
When one childhood meets another – maternal childhood trauma and offspring child psychopathology: a systematic review.
Plant, D., Pawlby, S., Pariante, C. and Jones, F. 2017. When one childhood meets another – maternal childhood trauma and offspring child psychopathology: a systematic review. Clinical Child Psychology and Psychiatry. https://doi.org/10.1177/1359104517742186
Falls self-efficacy and falls incidence in community-dwelling older people: the mediating role of coping
Loft, C., Jones, F. and Kneebone, I. 2017. Falls self-efficacy and falls incidence in community-dwelling older people: the mediating role of coping. International Psychogeriatrics. https://doi.org/10.1017/S1041610217002319
Tracking the impact of depression in a perspective-taking task
Ferguson, H. and Cane, J. 2017. Tracking the impact of depression in a perspective-taking task. Scientific Reports. 7. https://doi.org/10.1038/s41598-017-13922-y
A “collective effort to make yourself feel better”: The group process in mindfulness-based interventions.
Cormack, D., Jones, F. and Maltby, M. 2017. A “collective effort to make yourself feel better”: The group process in mindfulness-based interventions. Qualitative Health Research. https://doi.org/10.1177/1049732317733448
Design, development and validity testing of the Gang Affiliation Risk Measure (GARM)
Raby, C., Jones, F., Hulbert, S. and Stout, J. 2017. Design, development and validity testing of the Gang Affiliation Risk Measure (GARM). Journal of Forensic Psychiatry & Psychology. https://doi.org/10.1080/14789949.2017.1324578
The relationship of IQ to additional disabilities in athletes with Intellectual Disabilities (ID)
Burns, J., Gilderthorp, R. and Jones, F. 2016. The relationship of IQ to additional disabilities in athletes with Intellectual Disabilities (ID).
Inflated responsibility and perfectionism in child and adolescent anorexia
Kerr, C., Watkins, B. and Jones, F. 2016. Inflated responsibility and perfectionism in child and adolescent anorexia. Advances in Eating Disorders: Theory, Research and Practice. https://doi.org/10.1080/21662630.2016.1217494
The Guernsey participation & leisure assessment- revised (GCPLA-r) manual.
Baker, P., Taylor-Roberts, L. and Jones, F. 2016. The Guernsey participation & leisure assessment- revised (GCPLA-r) manual. Canterbury The Tizard Centre, University of Kent.
What happens when the stabilisers come off? Exposure with and without safety-seeking behaviours in spider phobic students
Bowie, R., Jones, F. and Stobie, B. 2016. What happens when the stabilisers come off? Exposure with and without safety-seeking behaviours in spider phobic students.
Self-help mindfulness-based cognitive therapy
Jones, F., Strauss, C. and Cavanagh, K. 2016. Self-help mindfulness-based cognitive therapy. in: Eisendrath, S. (ed.) Mindfulness-Based Cognitive Therapy: Innovative Approaches New York Springer.
What is compassion and how can we measure it? A review of definitions and measures
Strauss, C., Lever Taylor, B., Gu, J., Kuyken, W., Baer, R., Jones, F. and Cavanagh, K. 2016. What is compassion and how can we measure it? A review of definitions and measures. Clinical Psychology Review. 47, pp. 15-27. https://doi.org/10.1016/j.cpr.2016.05.004
Mindfulness and fear conditioning
Jones, F., McLaren, R. and McLaren, I. 2016. Mindfulness and fear conditioning.
Staff experiences of formulating within a team setting
Unadkat, S., Irving Quinn, G., Jones, F. and Casares, P. 2015. Staff experiences of formulating within a team setting. Clinical Psychology Forum (Extended Online Edition). 275, pp. 85-88.
Identifying risks for male street gang affiliation: a systematic review and narrative synthesis
Raby, C. and Jones, F. 2016. Identifying risks for male street gang affiliation: a systematic review and narrative synthesis. Journal of Forensic Psychiatry & Psychology. https://doi.org/10.1080/14789949.2016.1195005
The Guernsey community participation and leisure assessment – revised form
Baker, P., Taylor-Roberts, L. and Jones, F. 2016. The Guernsey community participation and leisure assessment – revised form. Canterbury The Tizard Centre, University of Kent.
Building self-compassion and combating low self-esteem: protocol of an online-based CFT programme (YoungMindBeKind.com) for adolescents and young people
Ierfino, D., Irons, C. and Jones, F. 2015. Building self-compassion and combating low self-esteem: protocol of an online-based CFT programme (YoungMindBeKind.com) for adolescents and young people.
The role of working memory and verbal fluency in autobiographical memory in early Alzheimer’s disease and matched controls
Benjamin, M., Cifelli, A., Garrard, P., Caine, D. and Jones, F. 2015. The role of working memory and verbal fluency in autobiographical memory in early Alzheimer’s disease and matched controls. Neuropsychologia. 78, pp. 115-121. https://doi.org/10.1016/j.neuropsychologia.2015.10.006
Do mindfulness based interventions enhance empathy? A meta-analysis.
Justice, E., Jones, F. and Strauss, C. 2015. Do mindfulness based interventions enhance empathy? A meta-analysis.
Mindfulness, self-stigma and social functioning in first episode psychosis: a brief report
Mersh, L., Jones, F. and Oliver, J. 2015. Mindfulness, self-stigma and social functioning in first episode psychosis: a brief report. Psychosis. https://doi.org/10.1080/17522439.2015.1024714
What does a clinical psychologist do?
Jones, F. and Hartley, C. 2015. What does a clinical psychologist do? in: Davey, G., Lake, N. and Whittington, A. (ed.) Clinical Psychology Routledge.
Can brief mindfulness practice be of benefit? Evidence from an evaluation of group person-based cognitive therapy for depression
Strauss, C., Luke, G., Hayward, M. and Jones, F. 2014. Can brief mindfulness practice be of benefit? Evidence from an evaluation of group person-based cognitive therapy for depression. The Cognitive Behaviour Therapist. 7 (e19), pp. 1-18.
A theoretical and empirical review of psychological factors associated with falls-related psychological concerns in community-dwelling older people
Hughes, C., Kneebone, I., Jones, F. and Brady, B. 2015. A theoretical and empirical review of psychological factors associated with falls-related psychological concerns in community-dwelling older people. International Psychogeriatrics. https://doi.org/10.1017/S1041610214002701
Understanding the concept of resilience in relation to looked after children: A Delphi survey of perceptions from education, social care and foster care
South, R., Jones, F., Creith, E. and Simonds, L. 2015. Understanding the concept of resilience in relation to looked after children: A Delphi survey of perceptions from education, social care and foster care. Clinical Child Psychology and Psychiatry. https://doi.org/10.1177/1359104515577485
Evaluation of a brief mood as input intervention for high worriers
Jones, F., Dash, S., Meeten, F. and Davey, G. 2014. Evaluation of a brief mood as input intervention for high worriers.
Inflated responsibility in child and adolescent anorexia nervosa
Wormald, C., Watkins, B. and Jones, F. 2014. Inflated responsibility in child and adolescent anorexia nervosa.
Mindfulness-based interventions: lessons from the clinical literature
Jones, F. 2014. Mindfulness-based interventions: lessons from the clinical literature.
A meta-analysis examining the psychological benefits of mindfulness-based interventions (MBIs) for healthcare practitioners
Strauss, C., Cavanagh, K., Mundy, T., Jones, F. and O'Hanlon, P. 2014. A meta-analysis examining the psychological benefits of mindfulness-based interventions (MBIs) for healthcare practitioners.
The effectiveness of self-help mindfulness-based cognitive therapy in a student sample: A randomised controlled trial
Lever Taylor, B., Strauss, C., Cavanagh, K. and Jones, F. 2014. The effectiveness of self-help mindfulness-based cognitive therapy in a student sample: A randomised controlled trial. Behaviour Research and Therapy. 63, pp. 63-69. https://doi.org/10.1016/j.brat.2014.09.007
Evaluation of a brief 4-session psychoeducation procedure for high worriers based on the mood-as-input hypothesis
Dash, S., Meeten, F., Jones, F. and Davey, G. 2014. Evaluation of a brief 4-session psychoeducation procedure for high worriers based on the mood-as-input hypothesis. Journal of Behavior Therapy and Experimental Psychiatry. 46, pp. 126-132. https://doi.org/10.1016/j.jbtep.2014.09.008
State-trace analysis: dissociable processes in a connectionist network?
Yeates, F., Wills, A., Jones, F. and McLaren, I. 2014. State-trace analysis: dissociable processes in a connectionist network? Cognitive Science. https://doi.org/10.1111/cogs.12185
Offering mindfulness to trainee therapists and NHS staff
Jones, F. 2014. Offering mindfulness to trainee therapists and NHS staff.
Differences in the factor structure of the strengths and difficulties questionnaire in Northern Irish children.
Ellis, K., Jones, F. and Mallet, J. 2014. Differences in the factor structure of the strengths and difficulties questionnaire in Northern Irish children. Peace and Conflict: Journal of Peace Psychology. 20 (3), pp. 330-333. https://doi.org/10.1037/pac0000041
Cognitive biases in anorexia nervosa: the role of inflated responsibility and perfectionism.
Wormald, C., Watkins, B. and Jones, F. 2014. Cognitive biases in anorexia nervosa: the role of inflated responsibility and perfectionism.
The transition between CAMHS and AMHS for looked after children: mind the gap
Ellis, K., South, R. and Jones, F. 2014. The transition between CAMHS and AMHS for looked after children: mind the gap. Clinical Psychology Forum.
The process of engaging in mindfulness-based cognitive therapy as a partnership: a grounded theory study
Smith, E., Jones, F., Holttum, S. and Griffiths, K. 2014. The process of engaging in mindfulness-based cognitive therapy as a partnership: a grounded theory study. Mindfulness.
Cue competition in human associative learning
McLaren, I., Jones, F., Yeates, F. and McLaren, R. 2013. Cue competition in human associative learning.
Can mindfulness and acceptance be learnt by self-help?: A systematic review and meta-analysis of mindfulness and acceptance-based self-help interventions
Cavanagh, K., Strauss, C., Forder, L. and Jones, F. 2014. Can mindfulness and acceptance be learnt by self-help?: A systematic review and meta-analysis of mindfulness and acceptance-based self-help interventions. Clinical Psychology Review. 34 (2), pp. 118-129. https://doi.org/10.1016/j.cpr.2014.01.001
Cue competition in human incidental learning
McLaren, I., Jones, F., McLaren, R. and Yeates, F. 2013. Cue competition in human incidental learning.
Do concurrently presented tones enhance sequence learning in humans? Testing a prediction of the RASRN model
Yeates, F., Jones, F., Wills, A. and McLaren, I. 2014. Do concurrently presented tones enhance sequence learning in humans? Testing a prediction of the RASRN model.
Cue competition in human associative learning
McLaren, I., Jones, F., Yeates, F. and McLaren, R. 2014. Cue competition in human associative learning.
Do concurrently presented tones enhance sequence learning in humans? Testing a prediction of the RASRN model
Yeates, F., Jones, F., Wills, A. and McLaren, I. 2013. Do concurrently presented tones enhance sequence learning in humans? Testing a prediction of the RASRN model.
Dissociating expectancy of shock and changes in skin conductance: an Investigation of the Perruchet effect using an electrodermal paradigm
McAndrew, A., Jones, F., McLaren, R. and McLaren, I. 2013. Dissociating expectancy of shock and changes in skin conductance: an Investigation of the Perruchet effect using an electrodermal paradigm.
Demonstrating implicit learning with a novel serial reaction time task
Yeates, F., Jones, F., Wills, A. and McLaren, I. 2012. Demonstrating implicit learning with a novel serial reaction time task.
State-trace analysis of serial recurrent networks
Yeates, F., Jones, F., Wills, A. and McLaren, I. 2011. State-trace analysis of serial recurrent networks.
Demonstrating implicit learning with a novel serial reaction time task
Yeates, F., Jones, F., Wills, A. and McLaren, I. 2012. Demonstrating implicit learning with a novel serial reaction time task.
Associations and propositions: the case for a dual-process account of learning in humans
McLaren, I., Forrest, C., McLaren, R., Jones, F., Aitken, M. and Mackintosh, N. 2014. Associations and propositions: the case for a dual-process account of learning in humans. Neurobiology of Learning and Memory. 108, pp. 185-195. https://doi.org/10.1016/j.nlm.2013.09.014
Corrigendum to “A meta-analysis of cognitive therapy for worry in generalized anxiety disorder” [Clin. Psychol. Rev. 33/1 (2013) 120–132]
Hanrahan, F., Field, A., Jones, F. and Davey, G. 2013. Corrigendum to “A meta-analysis of cognitive therapy for worry in generalized anxiety disorder” [Clin. Psychol. Rev. 33/1 (2013) 120–132]. Clinical Psychology Review. 33 (3), pp. 500-500.
Cue competition in human associative learning [Abstract]
McLaren, R., Jones, F., Yeates, F. and McLaren, I. 2013. Cue competition in human associative learning [Abstract]. in: Knauff, M., Pauen, M., Sebanz, N. and Wachsmuth, I. (ed.) Proceedings of the 35th Annual Conference of the Cognitive Science Society Austin, TX Cognitive Science Society. pp. 4044-4044
Implicit learning: a demonstration and a revision to a novel SRT paradigm
Yeates, F., Jones, F., Wills, A., Aitken, M. and McLaren, I. 2013. Implicit learning: a demonstration and a revision to a novel SRT paradigm. in: Knauff, M., Sebanz, N., Pauen, M. and Wachsmuth, I. (ed.) Proceedings of the 35th Annual Meeting of the Cognitive Science Society Austin, TX Cognitive Science Society. pp. 3829-3834
Cultivating self-care and compassion in psychological therapists in training: the experience of practicing loving-kindness meditation.
Boellinghaus, I., Jones, F. and Hutton, J. 2013. Cultivating self-care and compassion in psychological therapists in training: the experience of practicing loving-kindness meditation. Training and Education in Professional Psychology. 2013 (July 8). https://doi.org/10.1037/a0033092
A randomised controlled trial of a brief online mindfulness-based intervention
Cavanagh, K., Strauss, C., Cicconi, F., Griffiths, N., Wyper, A. and Jones, F. 2013. A randomised controlled trial of a brief online mindfulness-based intervention. Behaviour Research and Therapy. 51 (9), pp. 573-578. https://doi.org/10.1016/j.brat.2013.06.003
Strengthening healthcare communities through knowledge exchange
Jones, F. and MacInnes, D. 2013. Strengthening healthcare communities through knowledge exchange.
Adolescents’ experiences of receiving and living with sequential cochlear implants: an interpretative phenomenological analysis
Hilton, K., Jones, F., Harmon, S. and Cropper, J. 2013. Adolescents’ experiences of receiving and living with sequential cochlear implants: an interpretative phenomenological analysis. The Journal of Deaf Studies and Deaf Education. https://doi.org/10.1093/deafed/ent025
A feasibility RCT of a brief mindfulness-based internet intervention for students
Cavanagh, K., Strauss, C., Forder, L. and Jones, F. 2013. A feasibility RCT of a brief mindfulness-based internet intervention for students.
Accurately representing stimulus conditions in computational simulations
Yeates, F., McAndrew, A., Jones, F., Wills, A., McLaren, R. and McLaren, I. 2013. Accurately representing stimulus conditions in computational simulations.
Modeling human sequence learning under incidental conditions
Yeates, F., Jones, F., Wills, A., McLaren, R. and McLaren, I. 2013. Modeling human sequence learning under incidental conditions. Journal of Experimental Psychology: Animal Behavior Processes. 39 (2), pp. 166-173. https://doi.org/10.1037/a0031922
Adolescent experiences of receiving and living with sequential cochlear implants: an interpretative phenomenological analysis
Hilton, K., Jones, F., Harmon, S. and Cropper, J. 2013. Adolescent experiences of receiving and living with sequential cochlear implants: an interpretative phenomenological analysis.
Facilitating reflective practice groups in clinical psychology training: a phenomenological study
Binks, C., Jones, F. and Knight, K. 2013. Facilitating reflective practice groups in clinical psychology training: a phenomenological study. Reflective Practice: International and Multidisciplinary Perspectives. https://doi.org/10.1080/14623943.2013.767228
The role of mindfulness and loving-kindness meditation in cultivating self-compassion and other-focused concern in health care professionals
Boellinghaus, I., Jones, F. and Hutton, J. 2012. The role of mindfulness and loving-kindness meditation in cultivating self-compassion and other-focused concern in health care professionals. Mindfulness. 2012 (Oct.). https://doi.org/10.1007/s12671-012-0158-6
The experiences and coping strategies of United Kingdom-based African women following an HIV diagnosis during pregnancy
Treisman, K., Jones, F. and Shaw, E. 2013. The experiences and coping strategies of United Kingdom-based African women following an HIV diagnosis during pregnancy. Journal of the Association of Nurses in AIDS Care. https://doi.org/10.1016/j.jana.2013.01.008
Can group narrative therapy facilitate adjustment to multiple sclerosis?
van den Heuvel, A., Jones, F. and Rich, J. 2012. Can group narrative therapy facilitate adjustment to multiple sclerosis?
Factors associated with client drop-out from NHS psychological therapy. [Abstract].
Jones, F. and Carraretto, K. 2002. Factors associated with client drop-out from NHS psychological therapy. [Abstract]. Proceedings of The British Psychological Society. 10, pp. 76-76.
Human sequence learning under incidental conditions
Yeates, F., Jones, F., Wills, A., McLaren, R. and McLaren, I. 2011. Human sequence learning under incidental conditions.
Demonstrating implicit learning with a novel serial reaction time task
Yeates, F., Jones, F., Wills, A., Aitken, M. and McLaren, I. 2012. Demonstrating implicit learning with a novel serial reaction time task.
Dissociating expectancy of shock and changes in skin conductance: an investigation of the Perruchet effect using an electrodermal paradigm
McAndrew, A., Jones, F., McLaren, R. and McLaren, I. 2012. Dissociating expectancy of shock and changes in skin conductance: an investigation of the Perruchet effect using an electrodermal paradigm.
Dissociating expectancy of shock and changes in skin conductance: an investigation of the Perruchet effect using an electrodermal paradigm
Jones, F., McAndrew, A., McLaren, R. and McLaren, I. 2012. Dissociating expectancy of shock and changes in skin conductance: an investigation of the Perruchet effect using an electrodermal paradigm.
Working with service-users to develop a mood as input based approach to worry
Jones, F., Chandler, R., Khimsharia, P., Bogdanowicz, K. and Davey, G. 2011. Working with service-users to develop a mood as input based approach to worry.
A qualitative dissociation in sequence learning
Jones, F. and McLaren, I. 2000. A qualitative dissociation in sequence learning.
Rules and associations: did the peak shift for you?
Jones, F. and McLaren, I. 1999. Rules and associations: did the peak shift for you?
Rules and associations: a qualitative dissociation in sequence learning
Jones, F. 1998. Rules and associations: a qualitative dissociation in sequence learning.
An exploration of the reading comprehension of adults with mild and borderline learning disabilities
Jones, F. 2003. An exploration of the reading comprehension of adults with mild and borderline learning disabilities. PhD Thesis University of Surrey Psychology
Modelling of decision processes in human categorisation
Jones, F., Wills, A. and McLaren, I. 1997. Modelling of decision processes in human categorisation.
Why now is the time to invest in e-health technologies
De Weger, E., Jones, F., MacInnes, D., Enser, J. and Francis, S. 2012. Why now is the time to invest in e-health technologies. Health Service Journal [Resource Centre].
The APECS-SRN: towards a model of SRT sequence learning
Jones, F., Le Pelley, M. and McLaren, I. 2002. The APECS-SRN: towards a model of SRT sequence learning. in: Burkett, L. (ed.) Proceedings of the 2002 International Joint Conference on Neural Networks: IJCNN'02: Hilton Hawaiian Village Hotel, Honolulu, Hawaii, May 12-17, 2002 Honolulu, Hawaii IEEE. pp. 692-696
State-trace analysis of sequence learning by simple recurrent networks
Yeates, F., Wills, A., Jones, F. and McLaren, I. 2012. State-trace analysis of sequence learning by simple recurrent networks. in: Miyake, N., Peeble, D. and Cooper, R. (ed.) Proceedings of the 34th Annual Meeting of the Cognitive Science Society, Sapporo, Japan, August 1-4 2012 Cognitive Science Society.
Implicit learning: a demonstration and a novel SRT paradigm
Yeates, F., Jones, F., Wills, A., Aitken, M. and McLaren, I. 2012. Implicit learning: a demonstration and a novel SRT paradigm. in: Miyake, N., Peeble, D. and Cooper, R. (ed.) Proceedings of the 34th Annual Meeting of the Cognitive Science Society, Sapporo, Japan, August 1-4 2012 Cognitive Science Society. pp. 1185-1190
Clinical psychology: training and development
Jones, F. 2011. Clinical psychology: training and development. in: Davey, G. (ed.) Introduction to Applied Psychology Wiley-Blackwell. pp. 111-126
Managing anxiety with CBT for dummies
Davey, G., Cavanagh, K., Jones, F., Turner, L. and Whittington, A. 2012. Managing anxiety with CBT for dummies. John Wiley & Sons.
Implementing video conferencing in mental health practice
De Weger, E., MacInnes, D., Enser, J., Francis, S. and Jones, F. 2012. Implementing video conferencing in mental health practice. Journal of Psychiatric and Mental Health Nursing. https://doi.org/10.1111/j.1365-2850.2012.01947.x
An exploratory study of the relationship between metacognition and recovery style in people with psychosis
Leonard, L., Jones, F. and Cupitt, C. 2012. An exploratory study of the relationship between metacognition and recovery style in people with psychosis. Psychosis. https://doi.org/10.1080/17522439.2012.722226
A meta-analysis of cognitive therapy for worry in generalized anxiety disorder
Hanrahan, F., Field, A., Jones, F. and Davey, G. 2013. A meta-analysis of cognitive therapy for worry in generalized anxiety disorder. Clinical Psychology Review. 33 (1), pp. 120-132. https://doi.org/10.1016/j.cpr.2012.10.008
Perceived social stigma and attitudes toward seeking therapy in training: a cross-national study
Digiuni, M., Jones, F. and Camic, P. 2012. Perceived social stigma and attitudes toward seeking therapy in training: a cross-national study. Psychotherapy: Theory, Research, Practice, Training. 2012 (Aug 13). https://doi.org/10.1037/a0028784
Dissociating expectancy of shock and changes in skin conductance: an investigation of the Perruchet effect using an electrodermal paradigm
McAndrew, A., Jones, F., McLaren, R. and McLaren, I. 2012. Dissociating expectancy of shock and changes in skin conductance: an investigation of the Perruchet effect using an electrodermal paradigm. Journal of Experimental Psychology: Animal Behavior Processes. 38 (2), pp. 203-208. https://doi.org/10.1037/a0026718
I'm not all gone, I can still speak: the experiences of younger people with dementia: an action research study
Pipon-Young, F., Lee, K., Jones, F. and Guss, R. 2012. I'm not all gone, I can still speak: the experiences of younger people with dementia: an action research study. Dementia. 11 (5), pp. 597-616. https://doi.org/10.1177/1471301211421087
A grounded-theory study of mindfulness practice following mindfulness-based cognitive therapy
Langdon, S., Jones, F., Hutton, J. and Holttum, S. 2011. A grounded-theory study of mindfulness practice following mindfulness-based cognitive therapy. Mindfulness. 2 (4), pp. 270-281. https://doi.org/10.1007/s12671-011-0070-5
Out of control: an associative account of congruency effects in sequence learning
Beesley, T., Jones, F. and Shanks, D. 2012. Out of control: an associative account of congruency effects in sequence learning. Consciousness and Cognition. 21 (1), pp. 413-421. https://doi.org/10.1016/j.concog.2011.09.020
Understanding the concept of resilience with regard to looked after children: perceptions from education, social care and foster care
South, R., Jones, F., Creith, E. and Simonds, L. 2010. Understanding the concept of resilience with regard to looked after children: perceptions from education, social care and foster care.
Mindfulness as a mediator of self-stigma: an investigation into whether mindfulness mediates the effect of self-stigma on social functioning in a first episode psychosis sample
Mersh, L., Jones, F. and Oliver, J. 2010. Mindfulness as a mediator of self-stigma: an investigation into whether mindfulness mediates the effect of self-stigma on social functioning in a first episode psychosis sample.
Rules and associations
Jones, F. and McLaren, I. 1999. Rules and associations. in: Hahn, M. and Stoness, S. (ed.) Proceedings of the Twenty-first Annual Conference of the Cognitive Science Society London Psychology Press. pp. 240-245
Modelling the detailed pattern of SRT sequence learning
Jones, F. and McLaren, I. 2001. Modelling the detailed pattern of SRT sequence learning. in: Moore, J. and Stenning, K. (ed.) Proceedings of the Twenty-third Annual Conference of the Cognitive Science Society London Psychology Press. pp. 465-470
Service practitioner and referrer perspectives of a primary care based mental health consultation service
Tulett, F., Jones, F. and Lavender, T. 2006. Service practitioner and referrer perspectives of a primary care based mental health consultation service. Clinical Psychology Forum. 166, pp. 19-23.
Assessing the reading comprehension of adults with learning disabilities
Jones, F., Long, K. and Finlay, W. 2006. Assessing the reading comprehension of adults with learning disabilities. Journal of Intellectual Disability Research. 50 (6), pp. 410-418. https://doi.org/10.1111/j.1365-2788.2006.00787.x
Perceptual categorization: connectionist modelling and decision rules
Jones, F., Willis, A. and McLaren, I. 1998. Perceptual categorization: connectionist modelling and decision rules. The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology. 51 (1), pp. 33-58.
What is clinical psychology? Training and practice
Jones, F. 2008. What is clinical psychology? Training and practice. in: Davey, G. (ed.) Clinical Psychology: Topics in Applied Psychology London Hodder Education. pp. 3-18
Symbols can improve the reading comprehension of adults with learning disabilities
Jones, F., Long, K. and Finlay, W. 2007. Symbols can improve the reading comprehension of adults with learning disabilities. Journal of Intellectual Disability Research. 51 (7), pp. 545-550. https://doi.org/10.1111/j.1365-2788.2006.00926.x
Referrers' views of a psychological therapies service
Binks, C., Jones, F. and Camic, P. 2009. Referrers' views of a psychological therapies service. Clincial Psychology Forum. 200, pp. 18-23.
Client discontinuation of NHS psychological therapy revisited
Jones, F., Carraretto, K. and Deacon, L. 2008. Client discontinuation of NHS psychological therapy revisited. Clincial Psychology Forum. 182, pp. 9-12.
Human sequence learning under incidental and intentional conditions
Jones, F. and McLaren, I. 2009. Human sequence learning under incidental and intentional conditions. Journal of Experimental Psychology: Animal Behavior Processes. 35 (4), pp. 538-553. https://doi.org/10.1037/a0015661
Evidence for dissociable learning processes from the SRT task
Jones, F. 2001. Evidence for dissociable learning processes from the SRT task. PhD Thesis University of Cambridge Experimental Psychology
The prediction-irrelevance problem in grammar learning
Spiegel, R., Jones, F. and McClaren, I. 2001. The prediction-irrelevance problem in grammar learning. in: Neural Networks, 2001. Proceedings of IJCNN '01 - International Joint Conference on Neural Networks IEEE.