ArticleMemory & cognition2024
Mind wandering may both promote and impair learning.
Article in Memory & cognition, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- The two correlations between Academic Stress and Subjective Academic Achievement: the mediating roles of Emotion Regulation and Cognitive Decline, and the moderating role of Mind Wandering.Frontiers in psychology · 2026Article
- Self-compassion and mindfulness in relation to mind wandering: indirect associations mediated by negative affect.Frontiers in psychology · 2025Article
Corrections and comments
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Authors and funding
3 authors.
Funding
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.
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Registered trials
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