Abstract
Mind wandering is a common everyday experience during which attention shifts from the here and now; in adults and adolescents, it is associated with poorer performance in educationally significant tasks. This study is the first to directly assess the impact of mind wandering on memory retention in children before the adolescent period. A sample of 97 children aged 6-11 years engaged in a listening activity, and the frequency of mind wandering was measured using intermittent thought probes. Participants then completed a memory retention test. Children reported mind wandering on ∼25% of the thought probes, and frequency did not increase with age. When controlling for the impact of age and vocabulary skills, mind wandering frequency accounted for a large and significant portion of variance in memory scores. Mind wandering frequency also mediated the relation between children's ratings of topic interest and memory scores. The results indicate that mind wandering can be reliably measured in children and is of educational significance.
| Original language | English |
|---|---|
| Article number | 105367 |
| Journal | Journal of Experimental Child Psychology |
| Volume | 217 |
| Early online date | 19 Jan 2022 |
| DOIs | |
| Publication status | Published (in print/issue) - 1 May 2022 |
Data Access Statement
Data for this study are available at the Open Science Framework (https://osf.io/3wv5z/?view_only=8b33a94b1e1b4fad817acbc421ec95dc).Funding
This research was supported by a studentship from the Department for the Economy (Northern Ireland).
Keywords
- Mind wandering
- Attention
- Learning
- Memory
- child development
- Task-unrelated thought
