Everyday Attention: Variation in Mind Wandering and Memory in a Lecture
By Evan F. Risko, Nicola C. Anderson, A. Sarwal, M. Engelhardt, Alan Kingstone. 2012
418 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience
View Paper: https://www.semanticscholar.org/paper/203a83fd8f860fc1acf5926767324cfc87c0b911
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
- C. Brame
- Karl Szpunar
- Daniel L. Schacter
- Manila Vanucci
- Giovanni Emanuele Corazza
- C. Pelagatti
- Sergio Agnoli
- Donna Rose Addis
Citations in the corpus
- Teachers’ and Students’ Opinions About Students’ Attention Problems During the Lesson (2019, background): “…(Wilson & Korn, 2007), messaging among themselves, doing homework of other lessons (Bunce et al., 2010), giving wrong answers to questions, failure (Risko et al., 2012), not participating in the teaching process, leaving academic tasks incomplete and dealing with other things (Szpunar et al.,…”
- Enhancing attention and memory during video-recorded lectures. (2015, background): “There was some variability in the overall incidence of mind wandering across three lectures and in how much mind wandering increased from the first half to the second half of the lecture, that is, 30% to 61% incidence during the first and second halves of the Classics lecture, compared with 39% to 4”
- Exploring the Link Between Mind Wandering, Mindfulness, and Creativity: A Multidimensional Approach (2018, positive): “…have suggested that MW is associated with negative/maladaptive outcomes: MW often interferes with external task performance and is especially costly in educational/learning and professional contexts (e.g., MW during university lectures; see Risko, Anderson, Sarwal, Engelhardt, & Kingstone, 2012).”
- Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content (2016, background): “In complementary work, Risko et al. (2012) showed 1-hour videos to students in a lab setting, probing student self-reports of mind wandering four times in each lecture and testing student retention of lecture material after the lecture.”