title: Can I get me out of my head? Exploring strategies for controlling the self-referential aspects of the mind-wandering state during reading.
abstract: Trying to focus on a piece of text and keep unrelated thoughts at bay can be a surprisingly futile experience. The current study explored the effects of different instructions on participants' capacity to control their mind-wandering and maximize reading comprehension, while reading. Participants were instructed to (a) enhance focus on what was read (external) or (b) enhance meta-awareness of mind-wandering (internal). To understand when these strategies were important, we induced a state of self-focus in half of our participants at the beginning of the experiment. Results replicated the negative association between mind-wandering and comprehension and demonstrated that both internal and external instructions impacted on the efficiency of reading following a period of induced self-focus. Techniques that foster meta-awareness improved task focus but did so at the detriment of reading comprehension, while promoting a deeper engagement while reading improved comprehension with no changes in reported mind-wandering. These data provide insight into how we can control mind-wandering and improve comprehension, and they underline that a state of self-focus is a condition under which they should be employed. Furthermore, these data support component process models that propose that the self-referent mental contents that arise during mind-wandering are distinguishable from those processes that interfere with comprehension.
authors.affiliation: a The Department of Psychology , York Neuroimaging Centre, University of York , Heslington , York , UK.
authors.forename: Jet G
authors.initials: JG
authors.lastname: Sanders
authors.affiliation: a The Department of Psychology , York Neuroimaging Centre, University of York , Heslington , York , UK.
authors.forename: Hao-Ting
authors.initials: HT
authors.lastname: Wang
authors.affiliation: b Department of Psychological Brain Sciences , University of California , Santa Barbara , California , USA.
authors.forename: Jonathan
authors.initials: J
authors.lastname: Schooler
authors.affiliation: a The Department of Psychology , York Neuroimaging Centre, University of York , Heslington , York , UK.
authors.forename: Jonathan
authors.initials: J
authors.lastname: Smallwood
mesh_terms: D000293:Adolescent; D000328:Adult; D000339:Affect; D001288:Attention / Q000502:physiology*; D001364:Awareness; D032882:Comprehension / Q000502:physiology*; D005260:Female; D006801:Humans; D007389:Internal-External Control; D008297:Male; D008568:Memory; D011932:Reading; D000068356:Self-Control; D013850:Thinking; D055815:Young Adult
keywords: Component processing; Comprehension; Implementation intentions; Mind-wandering; Reading; Self-generated thought