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The scale you completed is the Kentucky Inventory of Mindfulness Skills developed by Baer, Smith, and Allen (2004).

The scale is a measure of four skills that are generally thought of as indicative of a "mindful" person: observing, describing, acting with awareness, and accepting without judgment. Notably, these skills may be present in a person to various degrees whether they choose to engage in meditation or not. Observing concerns the ability to notice one's present environment. Describing concerns the ability to put words to one's observations. Acting with awareness concerns the ability to pay attention to what one is doing at a given moment, rather than being lost in thought. Accepting without judgment concerns the ability to accept one's own inner thoughts and feelings.

The reason why we are interested in this is that these mindfulness skills may be relevant to how individuals hold moral and political attitudes. For example, some have theorized that mindfulness leads to less egoism that leads to less hostility toward outgroups. Mindfulness skills can lead to lower levels of anxiety and stress, which are emotions that have consequences for moral judgment. Outside of the political realm, mindfulness has been shown to increase purpose, social support, happiness, and immune function (see this wikipedia link).

Do you have ideas on improving this study? Or did you encounter any difficulties in answering the questions? Click here to send a message to the creators of this study.


The graph below shows your scores on 4 prototypical skills of mindfulness. The scores range from 1 to 7 and higher scores indicate greater skill. Your score is shown in green (1st bar) . The score of the average Liberal survey respondent is shown in blue (2nd bar) and that of the average Conservative respondent is in red (3rd bar) .



You are a member of the group:LessWrong and those results are shown with the Grey bar.




If you want to learn more about mindfulness, consider this paper by the author of the scale: Mindfulness Training as a Clinical Intervention: A Conceptual and Empirical Review Ruth A. Baer, University of Kentucky

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