Zoning Out while Reading: Evidence for Dissociations between Experience and Metaconsciousness.

By Jonathan W. Schooler, Erik D. Reichle, D. Halpern. 2004

297 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4cabc1980c581c3901ce604a3aa549bc9ddda968

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Citations in the corpus

The science of mind wandering: empirically navigating the stream of consciousness. (2015, background): “The experience is costly in educational contexts because it can profoundly undermine reading comprehension (Schooler et al. 2004), attending to lectures (Szpunar et al.”
For Whom the Mind Wanders, and When (2007, background): “Also, people whose thoughts wander more frequently perform their primary tasks more poorly than people whose thoughts do not wander as frequently (Schooler et al., 2004), and these individual differences in mind wandering are reliable across time and different tasks (Giambra, 1995; Grodsky & Giambra”
Mind full of ideas: A meta-analysis of the mindfulness–creativity link (2016, background): “The awareness aspect of mindfulness can be contrasted with disinhibition andmind-wandering, which have been previously reported to be linked with creativity (Schooler et al., 2004).”
Everyday Attention: Variation in Mind Wandering and Memory in a Lecture (2012, background): “Critically for research on lecture processing, mind wandering has been demonstrated to impair comprehension (Schooler et al., 2004).”
Does Mind Wandering Reflect Executive Function or Executive Failure? Comment on and (2010, background): “Moreover, Smallwood and Schooler emphasized that task performance often suffers when people engage in mind wandering, as if TUTs draw attentional resources away from the task (e.g., McVay & Kane, 2009; Schooler et al., 2004; Smallwood et al., 2004, 2007, 2003).”
Hierarchical consciousness: the Nested Observer Windows model (2024, background): “However, no information content was integrated in higher-order observer windows (J. W. Schooler 2004).”