The Unengaged Mind

By J. Eastwood, A. Frischen, M. Fenske, Daniel Smilek. Perspectives on Psychological Science, 2012

667 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/301fd722152ec92332202688a8d724c04cd30ab3

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In Cognitive Neuroscience

Citations in the corpus

Fear of missing out (FOMO): overview, theoretical underpinnings, and literature review on relations with severity of negative affectivity and problematic technology use (2020, neutral): “Além disso, foi encontrada correlação positiva moderada entre a síndrome de FOMO e a prontidão para experimentar o tédio [27, 74]; com efeito, a prontidão para o tédio é concebida como construção de afetividade negativa que envolve, adicionalmente, atenção reduzida [84].”
Proneness to Boredom Mediates Relationships Between Problematic Smartphone Use With Depression and Anxiety Severity (2018, background): “…study, because boredom is experienced upon difficulty attending to tasks and results in an aversive mood and negative task-related attributions (Eastwood et al., 2012; Fahlman, Mercer-Lynn, Flora, & Eastwood, 2013), boredom-prone college students should be more likely to engage in PSU to…”
Toward a Rational and Mechanistic Account of Mental Effort. (2017, background): “dissociate from intensity-based control cost predictions—boredom has been proposed to instead be a reaction to low levels of information or arousal in certain environments (Eastwood et al. 2012; Geana et al. 2016a,b; Zakay 2014) and is therefore potentially more readily dissociated from control cost”
The good of boredom (2018, positive): “Such a finding about the neurological correlates of boredom, coupled with the observation that a similar activity reduction in DLPFC has been observed in ADHD children (Sangal & Sangal, 2015), provides further support for the claim that attention is an important mechanism of boredom (Eastwood et al.”
Conséquences psychopathologiques du confinement (2020, background): “[6] Eastwood JD, Frischen A, Fenske MJ, et al.”
Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English (2020, background): “It has also been shown that boredom is negatively correlated with intrinsic motivation (Pekrun et al., 2010), it may stem from a lack of meaning in learning as well as from distorted time perception which gives one the impression of being stuck in a given activity (Eastwood et al., 2012).”