Can mind wandering improve learning?

Klein, Emma (2015). Can mind wandering improve learning? Honours Thesis, School of Psychology, The University of Queensland.

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Author Klein, Emma
Thesis Title Can mind wandering improve learning?
School, Centre or Institute School of Psychology
Institution The University of Queensland
Publication date 2015-10-07
Thesis type Honours Thesis
Supervisor John McLean
Total pages 62
Language eng
Subjects 1701 Psychology
Formatted abstract
Could allowing the mind to wander actually be beneficial in certain circumstances? For the decades that mind wandering has been a topic of research this question has been repeatedly asked by researchers, but it is only just beginning to be empirically studied. The current study aimed to explore the possibility that mind wandering could be beneficial for learning, despite evidence to the contrary. Small groups of participants in the study watched a short psychology video lecture and throughout the video they were questioned about the content of their thoughts at unpredictable intervals. Specifically, researchers were interested to see if participants’ mind wandering was relevant to lecture content or completely unrelated. After participants’ had watched the video they completed a quiz to measure their learning on factual and conceptual quiz questions. The majority of results were non-significant, however the definition of mind wandering used in this study allowed the study to present a new way of measuring mind wandering. The current study also suggested that different types of academic assessment may be impacted differently by different types of mind wandering. Future research should continue to explore the separations of mind wandering types and academic assessment types presented here, in a real learning environment.
Keyword Mind

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Created: Wed, 20 Apr 2016, 15:29:45 EST by Lisa Perry on behalf of School of Psychology