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When Thinking Disrupts Intellectual Performance

Mindfulness on an Overlearned Task

Harvard University

Cynthia Weinman

Graduate Center, City University of New York

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.

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