학술논문
Mind wandering may both promote and impair learning.
Document Type
Academic Journal
Author
Soemer A; Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Europastr. 6, 72072, Tübingen, Germany. alexander.soemer@uni-tuebingen.de.; Gericke C; Department of Psychology, University of Potsdam, Karl-Liebknecht-Str. 24-25, 14476, Potsdam, Germany.; Schiefele U; Department of Psychology, University of Potsdam, Karl-Liebknecht-Str. 24-25, 14476, Potsdam, Germany.
Source
Publisher: Psychonomic Society Country of Publication: United States NLM ID: 0357443 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1532-5946 (Electronic) Linking ISSN: 0090502X NLM ISO Abbreviation: Mem Cognit Subsets: MEDLINE
Subject
Language
English
Abstract
The present investigation deals with individual differences in habitual (trait-level) mind wandering and their effects on learning. We hypothesized that the 'positive-constructive' type of habitual mind wandering would promote task-related thinking and the 'poor-attention' type to promote task-unrelated thinking. This hypothesis was tested in a study with 200 participants who rated different aspects of their mind wandering in daily life in one session and completed a reading study in a second session. The reading study included thought probes, retrospective questions about readers' thought contents, and comprehension tests after reading. In line with our hypothesis, data analysis revealed that some forms of positive-constructive mind wandering were positively associated with text-related thought, whereas poor-attention mind wandering was positively associated with text-unrelated thought. The present results add to the literature by emphasizing different types of trait-level mind wandering and their potentially opposite effects on learning.
(© 2023. The Author(s).)
(© 2023. The Author(s).)