Mind wandering is a subtle but pervasive phenomenon. In fact, 46.9% of our daily waking hours are spent mind wandering. In most situations, these task-unrelated thoughts (TUTs) are inconsequential, but in a learning... [ view full abstract ]
Mind wandering is a subtle but pervasive phenomenon. In fact, 46.9% of our daily waking hours are spent mind wandering. In most situations, these task-unrelated thoughts (TUTs) are inconsequential, but in a learning environment, they can negatively affect performance (Risko et al., 2013; Schooler et al., 2007). For example, Risko et al. (2013) reported that during the course of a 60 minute lecture, the rate of mind wandering among students was 64%. Moreover, the occurrence of mind wandering episodes was negatively correlated with memory for facts presented during lecture.
The goal of this research was to examine the extent to which mind wandering during reading influences comprehension and whether those effects are moderated by reading skill. Participants were undergraduate students currently enrolled in an introductory psychology course. Reading skill was assessed using the Gates-MacGinitie standardized test of reading comprehension. Prior to reading the experimental text, participants generated a ‘to-do list,’ the purpose of which was to activate unfulfilled goals, which should influence attention during reading to be directed toward those goals (Masicampo & Baumeister, 2011; Kopp, et al., 2015). Mind wandering was assessed using a probe-caught methodology, in which probes were presented at various times during reading and participants were instructed to report whether they were thinking about the story or something else (e.g., their unfulfilled goals). It was hypothesized that less-skilled readers will be more likely to mind wander during reading, especially when the text content resonates with their unfulfilled goals. Moreover, these readers will be less likely to suppress this irrelevant information, which should be negatively correlated with comprehension.
