Andrews-Hanna, J. R., Kaiser, R. H., Turner, A. E. J., Reineberg, A. E., Godinez, D., Dimidjian, S., …Banich, M. T. (2013). A penny for your thoughts: Dimensions of self-generated thought content and relationships with individual differences in emotional wellbeing. Frontiers in Psychology, 4, 900.
Anmarkrud, O., & Braten, I. (2009). Motivation for reading comprehension. Learning and Individual Differences, 19, 252–256.
Article
Google Scholar
Antrobus, J. S. (1968). Information theory and stimulus-independent thought. British Journal of Psychology, 59, 423–430.
Article
Google Scholar
Antrobus, J. S., Singer, J. L., & Greenberg, S. (1966). Studies in the stream of consciousness: Experimental suppression of spontaneous cognitive processes. Perceptual and Motor Skills, 23, 399–417.
Article
Google Scholar
Baird, B., Smallwood, J., & Schooler, J. W. (2011). Back to the future: Autobiographical planning and the functionality of mind-wandering. Consciousness and Cognition, 20, 1604–1611.
Article
PubMed
Google Scholar
Baldwin, R. S., Peleg-Bruckner, Z., & McClintock, A. (1985). Effects of topic interest and prior knowledge on reading comprehension. Reading Research Quarterly, 20, 497–504.
Article
Google Scholar
Banbury, S., & Berry, D. C. (1998). Disruption of office-related tasks by speech and office noise. British Journal of Psychology, 89, 499–517.
Article
Google Scholar
Beaman, C. P. (2005). Auditory distraction from low-intensity noise: A review of the consequences for learning and workplace environments. Applied Cognitive Psychology, 19, 1041–1064.
Article
Google Scholar
Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: a practical and powerful approach to multiple testing. Journal of the Royal Statistical Society B, 57, 289–300.
Google Scholar
Bjornsen, C. A., & Archer, K. J. (2015). Relations between college students’ cell phone use during class and grades. Scholarship of Teaching and Learning in Psychology, 1, 326–336.
Article
Google Scholar
Broadbent, D. E., Cooper, P. F., FitzGerald, P., & Parkes, K. R. (1982). The Cognitive Failures Questionnaire (CFQ) and its correlates. British Journal of Clinical Psychology, 21, 1–16.
Article
PubMed
Google Scholar
Brown, G. L. (1927). Daydreams: A cause of mind wandering and inferior scholarship. The Journal of Educational Research, 15, 276–279.
Article
Google Scholar
Bunce, D. M., Flens, E. A., & Neiles, K. Y. (2010). How long can students pay attention in class? A study of student attention decline using clickers. Journal of Chemical Education, 87, 1438–1443.
Article
Google Scholar
Calderwood, C., Ackerman, P. L., & Conklin, E. M. (2014). What else do college students “do” while studying? An investigation of multitasking. Computers & Education, 75, 19–29.
Article
Google Scholar
Cameron, P., & Giuntoli, D. (1972). Consciousness sampling in the college classroom or is anybody listening? Intellect, 101, 63–64.
Google Scholar
Cheyne, J. A., Solman, G. J. F., Carriere, J. S. A., & Smilek, D. (2009). Anatomy of an error: A bidirectional state model of task engagement/disengagement and attention-related errors. Cognition, 111, 98–113.
Article
Google Scholar
Cribbie, R. A. (2000). Evaluating the importance of individual parameters in structural equation modeling: The need for type I error control. Personality and Individual Differences, 29, 567–577.
Article
Google Scholar
Cribbie, R. A. (2007). Multiplicity control in structural equation modeling. Structural Equation Modeling, 14, 98–112.
Article
Google Scholar
Damrad-Frye, R., & Laird, J. D. (1989). The experience of boredom: The role of self-perception of attention. Journal of Personality and Social Psychology, 57, 315–320.
Article
Google Scholar
Dinges, D. F., & Powell, J. W. (1985). Microcomputer analyses of performance on a portable, simple visual RT task during sustained operations. Behavior Research Methods, Instruments, & Computers, 17, 652–655.
Article
Google Scholar
Eastwood, J. D., Frischen, A., Fenske, M. J., & Smilek, D. (2012). The unengaged mind: Defining boredom in terms of attention. Perspectives on Psychological Science, 7, 482–495.
Article
PubMed
Google Scholar
Ekstrom, R. B., French, J. W., Harman, H. H., & Dermen, D. (1976). Manual for kit of factor-referenced cognitive tests. Princeton: Educational Testing Service.
Google Scholar
Engle, R. W., & Kane, M. J. (2004). Executive attention, working memory capacity, and a two-factor theory of cognitive control. In B. Ross (Ed.), The psychology of learning and motivation (Vol. 44, pp. 145–199). NY: Elsevier.
Google Scholar
Fried, C. B. (2008). In-class laptop use and its effect on student learning. Computers & Education, 50, 906–914.
Article
Google Scholar
Geerligs, T. (1995). Students’ thoughts during problem-based small-group discussions. Instructional Science, 22, 269–278.
Article
Google Scholar
Giambra, L. M. (1995). A laboratory method for investigating influences on switching attention to task- unrelated imagery and thought. Consciousness and Cognition, 4, 1–21.
Article
PubMed
Google Scholar
Giambra, L. M., & Grodsky, A. (1989). Task-unrelated images and thoughts while reading. In J. Shorr, P. Robin, J. A. Connek, & M. Wolpin (Eds.), Imagery: Current perspectives. New York: Plenum Press.
Google Scholar
Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3, 231–256.
Article
Google Scholar
Guthrie, J. T., Hoa, A. L. W., Wigfield, A., Tonks, S. M., Humenick, N. M., & Littles, E. (2007). Reading motivation and reading comprehension growth in the later elementary years. Contemporary Educational Psychology, 32, 282–313.
Article
Google Scholar
Hartwig, M. K., & Dunlosky, J. (2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychnomic Bulleting & Review, 19, 126–134.
Article
Google Scholar
Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical considerations. Educational Psychology Review, 13, 191–209.
Article
Google Scholar
Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151–179.
Article
Google Scholar
Hollis, R. B., & Was, C. A. (2016). Mind wandering, control failures, and social media distractions in online learning. Learning and Instruction, 42, 104–112.
Article
Google Scholar
Jacobsen, W. C., & Forste, R. (2011). The wired generation: Academic and social outcomes of electronic media use among university students. Cyberpsychology, Behavior and Social Networking, 14, 275–280.
Article
PubMed
Google Scholar
Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58, 162–171.
Article
Google Scholar
Kahneman, D. (1973). Attention and effort. Upper Saddle River: Prentice Hall.
Google Scholar
Kane, M. J., & McVay, J. C. (2012). What mind-wandering reveals about executive-control abilities and failures. Current Directions in Psychological Science, 21, 348–354.
Article
Google Scholar
Kane, M. J., Bleckley, M. K., Conway, A. R. A., & Engle, R. W. (2001). A controlled-attention view of working-memory capacity. Journal of Experimental Psychology: General, 130, 169–183.
Article
Google Scholar
Kane, M. J., Brown, L. E., Little, J. C., Silvia, P. J., Myin-Germeys, I., & Kwapil, T. R. (2007). For whom the mind wanders, and when: An experience-sampling study of working memory and executive control in daily life. Psychological Science, 18, 614–621.
Article
PubMed
Google Scholar
Kane, M. J., Meier, M. E., Smeekens, B. A., Gross, G. M., Chun, C. A., Silvia, P. J., …Kwapil, T. R. (2016). Individual differences in the executive control of attention, memory, and thought, and their associations with schizotypy. Journal of Experimental Psychology: General, 145, 1017–1048
Kane, M. J., Gross, G. M., Chun, C. A., Smeekens, B. A., Meier, M. E., Silvia, P. J., & Kwapil, T. R. (in press). For whom the mind wanders, and when, varies across laboratory and daily-life settings. Psychological Science.
Kanfer, R. (1990). Motivation theory and industrial/organizational psychology. In M. D. Dunnette (Ed.), Handbook of industrial and organizational psychology (Vol. 1, pp. 75–170). Palo Alto, CA: Consulting Psychologist Press.
Google Scholar
Kanfer, R., & Ackerman, P. L. (1989). Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition. Journal of Applied Psychology, 74, 657–690.
Article
Google Scholar
Kliegl, R., Wei, P., Dambacher, M., Yan, M., & Zhou, X. (2011). Experimental effects and individual differences in Linear Mixed Models: Estimating the relationship between spatial, object, and attraction effects in visual attention. Frontiers in Psychology, 1, 238.
PubMed
PubMed Central
Google Scholar
Klinger, E. (2013). Goal commitments and the content of thoughts and dreams: basic principles. Frontiers in Psychology, 4, 415.
Article
PubMed
PubMed Central
Google Scholar
Klinger, E. & Cox, M. W. (1987–1988). Dimensions of thought flow in everyday life. Imagination, Cognition, and Personality, 7, 105–128
Kuncel, N. R., Hezlett, S. A., & Ones, D. S. (2004). Academic performance, career potential, creativity, and job performance: Can one construct predict them all? Journal of Personality and Social Psychology, 86, 148–161.
Article
PubMed
Google Scholar
Lenartowicz, A., Simpson, G. V., & Cohen, M. S. (2013). Perspective: Causes and functional significance of temporal variations in attention control. Frontiers in Human Neuroscience, 7, 381.
Article
PubMed
PubMed Central
Google Scholar
Lindquist, S., & McLean, J. P. (2011). Daydreaming and its correlates in an educational environment. Learning and Individual Differences, 21, 158–167.
Article
Google Scholar
Marcusson-Clavertz, D., Cardena, E., & Terhune, D. B. (2016). Daydreaming style moderates the relation between working memory and mind-wandering: Integrating two hypotheses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42, 451–464.
PubMed
Google Scholar
McVay, J. C., & Kane, M. J. (2009). Conducting the train of thought: Working memory capacity, goal neglect, and mind wandering in an executive-control task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 196–204.
PubMed
PubMed Central
Google Scholar
McVay, J. C., & Kane, M. J. (2010). Does mind wandering reflect executive function or executive failure? Comment on Smallwood and Schooler (2006) and Watkins (2008). Psychological Bulletin, 136, 188–197.
Article
PubMed
PubMed Central
Google Scholar
McVay, J. C., & Kane, M. J. (2012). Why does working memory capacity predict variation in reading comprehension? On the influence of mind wandering and executive attention. Journal of Experimental Psychology: General, 141, 302–320.
Article
Google Scholar
McVay, J. C., Kane, M. J., & Kwapil, T. R. (2009). Tracking the train of thought from the laboratory into everyday life: An experience-sampling study of mind-wandering in controlled and ecological contexts. Psychonomic Bulletin & Review, 16, 857–863.
Article
Google Scholar
McVay, J., Unsworth, N., McMillan, B. D., & Kane, M. J. (2013). Working memory does not always support future-oriented mind wandering. Canadian Journal of Experimental Psychology, 67, 41–50.
Article
PubMed
Google Scholar
Mrazek, M. D., Smallwood, J., Franklin, M. S., Chin, J. M., Baird, B., & Schooler, J. W. (2012). The role of mind-wandering in measurements of general aptitude. Journal of Experimental Psychology: General, 141, 788–798.
Article
Google Scholar
Phillips, N. E., Ralph, B. C. W., Carriere, J. S. A., & Smilek, D. (2016). Examining the influence of saliency of peer-induced distractions on direction of gaze and lecture recall. Computers & Education, 99, 81–93.
Article
Google Scholar
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459–470.
Article
Google Scholar
Raven, J. C., Raven, J. E., & Court, J. H. (1998). Progressive Matrices. Oxford, England: Oxford Psychologists Press.
Google Scholar
Ravizza, S. M., Hambrick, D. Z., & Fenn, K. M. (2014). Non-academic Internet use in the classroom is negatively related to classroom learning regardless of intellectual ability. Computers & Education, 78, 109–114.
Article
Google Scholar
Ravizza, S. M., Uitvlugt, M. G., & Fenn, K. M. (2017). Logged in and zoned out: How laptop internet use relates to classroom learning. Psychological Science, 28, 171–180.
Article
PubMed
Google Scholar
Reason, J. T. (1990). Human error. Cambridge: Cambridge University Press.
Book
Google Scholar
Reason, J. T., & Lucas, D. (1984). Using cognitive diaries to investigate naturally occurring memory blocks. In J. E. Harris & P. E. Morris (Eds.), Everyday memory, actions and absent-mindedness. London: Academic Press.
Google Scholar
Reason, J. T., & Mycielska, K. (1982). Absent minded? The psychology of mental lapses and everyday errors. Englewood Cliffs: Prentice Hall.
Google Scholar
Redick, T. S., Shipstead, Z., Meier, M. E., Montroy, J. J., Hicks, K. L., Unsworth, N., …Engle, R. W. (2016). Cognitive predictors of a common multitasking ability: Contributions from working memory, attention control, and fluid intelligence. Journal of Experimental Psychology: General, 145, 1473–1492
Risko, E. F., Anderson, N., Sarwal, A., Engelhardt, M., & Kingstone, A. (2012). Everyday attention: Variation in mind wandering and memory in a lecture. Applied Cognitive Psychology, 26, 234–242.
Article
Google Scholar
Risko, E. F., Buchanan, D., Medimorec, S., & Kingstone, A. (2013). Everyday attention: Mind wandering and computer use during lectures. Computers and Education, 68, 275–283.
Article
Google Scholar
Robison, M. K., & Unsworth, N. (2015). Working memory capacity offers resistance to mind-wandering and external distraction in a context specific manner. Applied Cognitive Psychology, 29, 680–690.
Article
Google Scholar
Rummel, J., & Boywitt, C. D. (2014). Controlling the stream of thought: Working memory capacity predicts adjustment of mind-wandering to situational demands. Psychonomic Bulletin & Review, 21, 1309–1315.
Article
Google Scholar
Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24–31.
Article
Google Scholar
Sarason, I. G., Sarason, B. R., Keefe, D. E., Hates, B. E., & Shearin, E. N. (1986). Cognitive interference: situational determinants and trait-like characteristics. Journal of Personality and Social Psychology, 51, 215–226.
Article
Google Scholar
Schiefele, U., & Krapp, A. (1994). Topic interest and free recall of expository text. Learning and Individual Differences, 8, 141–160.
Article
Google Scholar
Schiefele, J., Krapp, A., & Winteler, A. (1992). Interest as a predictor of academic achievement: A meta-analysis of research. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development. Hillsdale: Erlbaum.
Google Scholar
Schoen, J. R. (1970). Use of consciousness sampling to study teaching methods. Journal of Educational Research, 63, 387–390.
Article
Google Scholar
Seli, P., Risko, E. F., & Smilek, D. (2016). On the necessity of distinguishing between unintentional and intentional mind wandering. Psychological Science, 27, 685–691.
Article
PubMed
Google Scholar
Seli, P., Wammes, J. D., Risko, E. F., & Smilek, D. (2016). On the relation between motivation and retention in educational contexts: The role of intentional and unintentional mind wandering. Psychonomic Bulletin & Review, 23, 1280–1287.
Article
Google Scholar
Shelton, J. T., Elliott, E. M., Eaves, S. D. L., & Exner, A. L. (2009). The distracting effects of a ringing cell phone: An investigation of the laboratory and the classroom setting. Journal of Environmental Psychology, 29, 513–521.
Article
PubMed
PubMed Central
Google Scholar
Siegel, K., Siegel, L. C., Capretta, R., Jones, R. L., & Berkovitz, H. (1963). Students’ thoughts during class: A criterion for educational research. Journal of Educational Psychology, 54, 45–51.
Article
Google Scholar
Smallwood, J. (2013). Distinguishing how from why the mind wanders: A process-occurrence framework of self-generated mental activity. Psychological Bulletin, 139, 519–535.
Article
PubMed
Google Scholar
Smallwood, J., & Andrews-Hanna, J. (2013). Not all minds that wander are lost: The importance of a balanced perspective on the mind-wandering state. Frontiers in Psychology, 4, 441.
Article
PubMed
PubMed Central
Google Scholar
Smallwood, J., & Schooler, J. W. (2006). The restless mind. Psychological Bulletin, 132, 946–958.
Article
PubMed
Google Scholar
Smallwood, J., & Schooler, J. W. (2015). The science of mind wandering: Empirically navigating the stream of consciousness. Annual Review of Psychology, 66, 487–518.
Article
PubMed
Google Scholar
Smallwood, J., Davies, J. B., Heim, D., Finnigan, F., Sudberry, M., O’Connor, R., et al. (2004). Subjective experience and the attentional lapse: Task engagement and disengagement during sustained attention. Consciousness and Cognition, 13, 657–690.
Article
PubMed
Google Scholar
Smith, C. E., & Cribbie, R. A. (2013). Multiplicity control in structural equation modeling: Incorporating parameter dependencies. Structural Equation Modeling, 20, 79–82.
Article
Google Scholar
Sörqvist, P., Halin, N., & Hygge, S. (2010). Individual differences in susceptibility to the effects of speech on reading comprehension. Applied Cognitive Psychology, 24, 67–76.
Article
Google Scholar
Spinath, B., Spinath, F. M., Harlaar, N., & Plomin, R. (2006). Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value. Intelligence, 34, 363–374.
Article
Google Scholar
Stawarczyk, D., Majerus, S., Maj, M., Van der Linden, M., & D’Argembeau, A. (2011). Mind-wandering: Phenomenology and function as assessed with a novel experience sampling method. Acta Psychologica, 136, 370–381.
Article
PubMed
Google Scholar
Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19, 80–90.
Article
Google Scholar
Szalma, J. L., & Hancock, P. A. (2011). Noise effects on human performance: A meta-analytic synthesis. Psychological Bulletin, 137, 682–707.
Article
PubMed
Google Scholar
Szpunar, K. K., Khan, N. Y., & Schacter, D. L. (2013). Interpolated memory tests reduce mind wandering and improve learning of online lectures. Proceedings of the National Academy of Sciences of the United States of America, 110, 6313–6317.
Szpunar, K. K., Moulton, S. T., & Schacter, D. L. (2013). Mind wandering and education: From the classroom to online learning. Frontiers in Psychology: Perception Science, 4, Article 495.
Tesch, F., Coelho, D., & Drozdenko, R. (2011). The relative potency of classroom distracters on student concentration: We have met the enemy and he is us*. ASBBS Annual Conference
Thomson, D. R., Besner, D., & Smilek, D. (2015). A resource-control account of sustained attention: Evidence from mind-wandering and vigilance paradigms. Perspectives on Psychological Science, 10, 82–96.
Article
PubMed
Google Scholar
Tobias, S. (1994). Interest, prior knowledge, and learning. Review of Educational Research, 64, 37–54.
Article
Google Scholar
Unsworth, N., & Engle, R. W. (2007). The nature of individual differences in working memory capacity: Active maintenance in primary memory and controlled search from secondary memory. Psychological Review, 114, 104–132.
Article
PubMed
Google Scholar
Unsworth, N., & McMillan, B. D. (2013). Mind wandering and reading comprehension: Examining the roles of working memory capacity, interest, motivation, and topic experience. Journal of Experimental Psychology: Learning, Memory, & Cognition, 39, 832–842.
Google Scholar
Unsworth, N., & McMillan, B. D. (2014). Similarities and differences between mind-wandering and external distraction: A latent variable analysis of lapses of attention and their relation to cognitive abilities. Acta Psychologica, 150, 14–25.
Article
PubMed
Google Scholar
Unsworth, N. & Robison, M. K. (in press). The importance of arousal for variation in working memory capacity and attention control: A latent variable pupillometry study. Journal of Experimental Psychology: Learning, Memory, and Cognition.
Unsworth, N., Heitz, R. P., Schrock, J. C., & Engle, R. W. (2005). An automated version of the operation span task. Behavior Research Methods, 37, 498–505.
Article
PubMed
Google Scholar
Unsworth, N., Redick, T. S., Heitz, R. P., Broadway, J., & Engle, R. W. (2009). Complex working memory span tasks and higher-order cognition: A latent variable analysis of the relationship between processing and storage. Memory, 17, 635–654.
Article
PubMed
Google Scholar
Unsworth, N., Redick, T. S., Lakey, C. E., & Young, D. L. (2010). Lapses in sustained attention and their relation to executive and fluid abilities: An individual differences investigation. Intelligence, 38, 111–122.
Article
Google Scholar
Unsworth, N., Brewer, G. A., & Spillers, G. J. (2012). Variation in cognitive failures: an individual differences investigation of everyday attention and memory failures. Journal of Memory & Language, 67, 1–16.
Article
Google Scholar
Unsworth, N., McMillan, B. D., Brewer, G. A., & Spillers, G. J. (2012). Everyday attention failures: An individual differences investigation. Journal of Experimental Psychology: Learning, Memory, & Cognition, 38, 1765–1772.
Google Scholar
Unsworth, N., Fukuda, K., Awh, E., & Vogel, E. K. (2014). Working memory and fluid intelligence: Capacity, attention control, and secondary memory. Cognitive Psychology, 71, 1–26.
Article
PubMed
PubMed Central
Google Scholar
Wammes, J. D., Boucher, P. O., Seli, P., Cheyne, J. A., & Smilek, D. (2016). Mind wandering during live university lectures across an entire semester: Part 1. Scholarship of Teaching and Learning in Psychology, 2, 13–32.
Article
Google Scholar
Wammes, J. D., Seli, P., Boucher, P. O., Cheyne, J. A., & Smilek, D. (2016). Mind wandering during live university lectures across an entire semester: Part 2. Scholarship of Teaching and Learning in Psychology, 2, 33–48.
Article
Google Scholar
Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers & Education, 58, 365–374.
Article
Google Scholar
Zeamer, C., & Fox Tree, J. E. (2013). The process of auditory distraction: Disrupted attention and impaired recall in a simulated lecture environment. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1463–1472.
PubMed
Google Scholar