A "Goldilocks zone" for mind-wandering reports? A secondary data analysis of how few thought probes are enough for reliable and valid measurement.

Mind-wandering assessment relies heavily on the thought probe technique as a reliable and valid method to assess momentary task-unrelated thought (TUT), but there is little guidance available to help researchers decide how many probes to include within a task. Too few probes may lead to unreliable measurement, but too many probes might artificially disrupt normal thought flow and produce reactive effects. Is there a "Goldilocks zone" for how few thought probes can be used to reliably and validly assess individual differences in mind-wandering propensity? We address this question by reanalyzing two published datasets (Study 1, n = 541; Study 2, ns ≈ 260 per condition) in which thought probes were presented in multiple tasks.

Interpolated testing and content pretesting as interventions to reduce task-unrelated thoughts during a video lecture.

Considerable research has examined the prevalence and apparent consequences of task-unrelated thoughts (TUTs) in both laboratory and authentic educational settings. Few studies, however, have explored methods to reduce TUTs during learning; those few studies tested small samples or used unvalidated TUT assessments. The present experimental study attempted to conceptually replicate or extend previous findings of interpolated testing and pretesting effects on TUT and learning.

Linking the dynamics of cognitive control to individual differences in working memory capacity: Evidence from reaching behavior.

We used a technique known as reach tracking to investigate how individual differences in working memory capacity (WMC) relate to the functioning of two processes proposed to underlie cognitive control: a threshold adjustment process that temporarily inhibits motor output in response to signals of conflict and a controlled selection process that recruits top-down control to guide stimulus-response translation. Undergraduates (N = 135) performed two WMC tasks (updating counters and symmetry span) and a reach-tracking version of the Eriksen flanker task. Consistent with previous research using button-press flanker tasks, WMC significantly correlated with response time (RT) performance, with higher WMC scores corresponding to smaller congruency effects.

Individual differences in task-unrelated thought in university classrooms.

This study investigated what academic traits, attitudes, and habits predict individual differences in task-unrelated thought (TUT) during lectures, and whether this TUT propensity mediates associations between academic individual differences and course outcomes (final grade and situational interest evoked by material). Undergraduates (N = 851) from ten psychology classes at two US universities responded to thought probes presented during two early-course lectures; they also indicated sitting in the front, middle, or back of the classroom. At each probe, students categorized their thought content, such as indicating on-task thought or TUT.

Testing the construct validity of competing measurement approaches to probed mind-wandering reports.

Psychology faces a measurement crisis, and mind-wandering research is not immune. The present study explored the construct validity of probed mind-wandering reports (i.e.

The Worst Performance Rule, or the Not-Best Performance Rule? Latent-Variable Analyses of Working Memory Capacity, Mind-Wandering Propensity, and Reaction Time.

The worst performance rule (WPR) is a robust empirical finding reflecting that people's worst task performance shows numerically stronger correlations with cognitive ability than their average or best performance. However, recent meta-analytic work has proposed this be renamed the "not-best performance" rule because mean and worst performance seem to predict cognitive ability to similar degrees, with both predicting ability better than best performance. We re-analyzed data from a previously published latent-variable study to test for worst vs.

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

A combined experimental-correlational study with a diverse sample (N = 182) from 2 research sites tested a set of 5 a priori hypotheses about mind wandering and learning, using a realistic video lecture on introductory statistics. Specifically, the study examined whether students' vulnerability to mind wandering during the lecture would predict learning from, and situational interest in, the video and also whether longhand note-taking would help reduce mind wandering, at least for some students. One half of the participants took notes during the video, and all were subsequently tested on lecture content without notes.

For Whom the Mind Wanders, and When, Varies Across Laboratory and Daily-Life Settings.

Undergraduates ( N = 274) participated in a weeklong daily-life experience-sampling study of mind wandering after being assessed in the lab for executive-control abilities (working memory capacity; attention-restraint ability; attention-constraint ability; and propensity for task-unrelated thoughts, or TUTs) and personality traits. Eight times a day, electronic devices prompted subjects to report on their current thoughts and context. Working memory capacity and attention abilities predicted subjects' TUT rates in the lab, but predicted the frequency of daily-life mind wandering only as a function of subjects' momentary attempts to concentrate.

Working memory capacity and the antisaccade task: A microanalytic-macroanalytic investigation of individual differences in goal activation and maintenance.

The association between working memory capacity (WMC) and the antisaccade task, which requires subjects to move their eyes and attention away from a strong visual cue, supports the claim that WMC is partially an attentional construct (Kane, Bleckley, Conway, & Engle, 2001; Unsworth, Schrock, & Engle, 2004). Specifically, the WMC-antisaccade relation suggests that WMC helps maintain and execute task goals despite interference from habitual actions. Related work has recently shown that mind wandering (McVay & Kane, 2009, 2012a, 2012b) and reaction time (RT) variability (Unsworth, 2015) are also related to WMC and they partially explain WMC's prediction of cognitive abilities.

Working Memory Capacity, Mind Wandering, and Creative Cognition: An Individual-Differences Investigation into the Benefits of Controlled Versus Spontaneous Thought.

Should executive control, as indicated by working memory capacity (WMC) and mind-wandering propensity, help or hinder creativity? Sustained and focused attention should help guide a selective search of solution-relevant information in memory and help inhibit uncreative, yet accessible, ideas. However, unfocused attention and daydreaming should allow mental access to more loosely relevant concepts, remotely linked to commonplace solutions. Three individual-differences studies inserted incubation periods into one or two divergent thinking tasks and tested whether WMC (assessed by complex span tasks) and incubation-period mind wandering (assessed as probed reports of task-unrelated thought [TUT]) predicted post-incubation performance.

Dealing with prospective memory demands while performing an ongoing task: Shared processing, increased on-task focus, or both?

Prospective memory (PM) is the cognitive ability to remember to fulfill intended action plans at the appropriate future moment. Current theories assume that PM fulfillment draws on attentional processes. Accordingly, pending PM intentions interfere with other ongoing tasks to the extent to which both tasks rely on the same processes.

Correction to Kane et al. (2016).

Reports an error in "Individual differences in the executive control of attention, memory, and thought, and their associations with schizotypy" by Michael J. Kane, Matt E. Meier, Bridget A.

Individual differences in the executive control of attention, memory, and thought, and their associations with schizotypy.

A large correlational study took a latent-variable approach to the generality of executive control by testing the individual-differences structure of executive-attention capabilities and assessing their prediction of schizotypy, a multidimensional construct (with negative, positive, disorganized, and paranoid factors) conveying risk for schizophrenia. Although schizophrenia is convincingly linked to executive deficits, the schizotypy literature is equivocal. Subjects completed tasks of working memory capacity (WMC), attention restraint (inhibiting prepotent responses), and attention constraint (focusing visual attention amid distractors), the latter 2 in an effort to fractionate the "inhibition" construct.