Task-related Thoughts Research Articles

Flow and Athletic Experts

AbstractPhilosophers frequently refer to ‘flow’ when discussing skill and expertise. This is especially clear when considering the ‘flow argument’ advocated by the Automatic view. Although the Automatic view is a minority position today, many philosophers and scientists endorse the flow argument or central parts of it. The present paper argues that the argument is implausible in the light of current psychological research. It proceeds in two steps. First, the paper argues that the psychological research does not suggest that flow is the only type of psychological state characteristic of optimal expert performance. Experts undergo different states, notably the state of clutch. Second, the paper argues that the psychological research does not suggest that flow states are devoid of conscious supervision in the form of conscious control, self-awareness, or task-related thoughts. Experts execute multiple conscious operations involved in attention control, motivational self-talk, and certain psychological mindsets while being in flow. These considerations oppose the two premises of the flow argument. Moreover, they correct misunderstandings of flow in the broader philosophical and scientific literature.

Measuring mind wandering with experience sampling during task performance: An item response theory investigation

The tendency for individuals to mind wander is often measured using experience sampling methods in which probe questions embedded within computerized cognitive tasks attempt to catch episodes of off-task thought at random intervals during task performance. However, mind-wandering probe questions and response options are often chosen ad hoc and vary between studies with extant little guidance as to the psychometric consequences of these methodological decisions. In the present study, we examined the psychometric properties of several common approaches for assessing mind wandering using methods from item response theory (IRT). IRT latent modeling demonstrated that measurement information was generally distributed across the range of trait estimates according to when probes were presented in time. Probes presented earlier in time provided more information about individuals with greater tendency to mind wandering than probes presented later. Furthermore, mind-wandering ratings made on a continuous scale or using multiple categorical rating options provided more information about individuals’ latent mind-wandering tendency – across a broader range of the trait continuum – than ratings dichotomized into on-task and off-task categories. In addition, IRT provided evidence that reports of “task-related thoughts” contribute to the task-focused dimension of the construct continuum, providing justification for studies conceptualizing these responses as a kind of task-related focus. Together, we hope these findings will help guide researchers hoping to maximize the measurement precision of their mind wandering assessment procedures.

Mind Drifts, Data Shifts: Utilizing Mind Wandering to Track the Evolution of User Experience with Data Visualizations.

User experience in data visualization is typically assessed through post-viewing self-reports, but these overlook the dynamic cognitive processes during interaction. This study explores the use of mind wandering- a phenomenon where attention spontaneously shifts from a primary task to internal, task-related thoughts or unrelated distractions- as a dynamic measure during visualization exploration. Participants reported mind wandering while viewing visualizations from a pre-labeled visualization database and then provided quantitative ratings of trust, engagement, and design quality, along with qualitative descriptions and short-term/long-term recall assessments. Results show that mind wandering negatively affects short-term visualization recall and various post-viewing measures, particularly for visualizations with little text annotation. Further, the type of mind wandering impacts engagement and emotional response. Mind wandering also functions as an intermediate process linking visualization design elements to post-viewing measures, influencing how viewers engage with and interpret visual information over time. Overall, this research underscores the importance of incorporating mind wandering as a dynamic measure in visualization design and evaluation, offering novel avenues for enhancing user engagement and comprehension.

Automatically detecting task-unrelated thoughts during conversations using keystroke analysis.

Task-unrelated thought (TUT), commonly referred to as mind wandering, is a mental state where a person’s attention moves away from the task-at-hand. This state is extremely common, yet not much is known about how to measure it, especially during dyadic interactions. We thus built a model to detect when a person experiences TUTs while talking to another person through a computer-mediated conversation, using their keystroke patterns. The best model was able to differentiate between task-unrelated thoughts and task-related thoughts with a kappa of 0.363, using features extracted from a 15 second window. We also present a feature analysis to provide additional insights into how various typing behaviors can be linked to our ongoing mental states.

Emotional Distraction by Constant Finger Tapping

Abstract. This study examined the effects of emotional distraction in the context of recalling stressful interpersonal events in daily life. Previous studies have revealed that distraction decreases unpleasant emotions. In this study, we examined whether distraction tasks decrease unpleasant task-related thoughts in addition to unpleasant emotions. Furthermore, to investigate the implicit effects of emotional changes, we examined changes in pupil size in relation to unpleasant emotions and task-unrelated thoughts (TUT). The behavioral tasks were administered to 21 university students ( Mage = 21.24 ± 2.93 years; range: 18–30 years). After excluding participants for poor data quality, 16 (21.31 ± 3.34 years; 18–30 years) were included for further pupil data analysis. As an emotion induction procedure, participants were asked to freely recall memories of stressful interpersonal events in their daily lives and were given a series of questions about their recalled memories, which were presented on the monitor. In the following distraction experiment, questions during the emotion induction procedure were represented as emotional stimulation; a distraction task (non-constant or constant finger tapping) or rest condition was then performed; subsequently, ratings were given for attentional state, thought types conceived during the tasks, and emotional state. Upon analysis, differences in the ratings for unpleasant emotion and TUT were non-significant between all conditions. Nevertheless, pupil dilation in the non-constant and constant conditions was associated with decreased unpleasant emotions ( p < .05; p < .05 to .01). More importantly, pupil dilation was associated with decreased unpleasant TUT ( p < .05) only in the constant condition. Although the observed effects were subtle, we found that constant finger tapping decreased unpleasant emotions and TUT. It is expected for a future emotion regulation study to further investigate the effects in the relationships among emotions, thoughts, and physiological states, which can help in coping with unpleasant emotions.

The association of motivation with mind wandering in trait and state levels.

Mind wandering (MW) is a phenomenon in which attention drifts away from task-related thoughts toward task-unrelated thoughts. Recent studies have demonstrated that MW occurs during tasks in which participants are unmotivated. However, motivation ranges on a continuum from trait to state. We examined the association between trait-state motivation and trait-state MW. Participants (176 undergraduate students 18-24 years old; 68 male) completed three questionnaires for our trait level investigation. State level indices were measured using the experience sampling method with 104 students completing a sustained attention to response task. Through correlation analyses, we demonstrated an association between motivation and MW within the same dimension (trait and state, respectively) but found no association across dimensions in which the correlation coefficient was nearly zero. We show the significant association between motivation and MW whose novelty is especially evident in the trait level. Although the relationship between motivation and MW is substantial, trait-state dimensionality would be important for them. The state MW is a phasic phenomenon driven by a range of factors, one being state motivation. The causality and confounding factors remain to be further studied.

Mind Wandering in a Multimodal Reading Setting: Behavior Analysis & Automatic Detection Using Eye-Tracking and an EDA Sensor

Mind wandering is a drift of attention away from the physical world and towards our thoughts and concerns. Mind wandering affects our cognitive state in ways that can foster creativity but hinder productivity. In the context of learning, mind wandering is primarily associated with lower performance. This study has two goals. First, we investigate the effects of text semantics and music on the frequency and type of mind wandering. Second, using eye-tracking and electrodermal features, we propose a novel technique for automatic, user-independent detection of mind wandering. We find that mind wandering was most frequent in texts for which readers had high expertise and that were combined with sad music. Furthermore, a significant increase in task-related thoughts was observed for texts for which readers had little prior knowledge. A Random Forest classification model yielded an -Score of 0.78 when using only electrodermal features to detect mind wandering, of 0.80 when using only eye-movement features, and of 0.83 when using both. Our findings pave the way for building applications which automatically detect events of mind wandering during reading.

Task-related thought and metacognitive ability in mind wandering reports: an exploratory study.

Recent research has focused on mind wandering (MW), which is caused when a person's attention shifts from a primary task to unrelated internal thoughts. One of the research interests for this psychological action is the diversity of MW content: from the future to the past, from the real to imaginary worlds, and from internal and external distractions. However, to date, there have been only a few studies that have explicitly examined MW content. Therefore, we attempted to fill this research gap, to some degree, through this exploratory study. We used an unbiased method that allowed the 59 participants to freely report their psychological experiences, after which their answers were categorized post hoc, to avoid any acquiescence. We found a substantial number of task-related thoughts, or task-related psychological experiences, during the typical MW task. The experiences were further analyzed using a data-driven method, which reported that metacognitive ability possibly contributed to MW. The occurrence of task-related thoughts and metacognitive ability should be given attention when evaluating MW.

Effects of mindfulness on psychological and psychophysiological responses during self-paced walking.

The aim of the present study was to investigate the effects of an audio-guided mindfulness (MF) single session on psychological and psychophysiological responses during an outdoor walking task. Twenty-four participants (12 females and 12 males; Mage =23.6, SD=3.9years) were required to walk 200m at a pace of their choosing. Two experimental conditions (mindfulness meditation and mindlessness [ML] meditation) and a control condition (CO) were administered. Electrical activity in the brain was measured by the use of a portable electroencephalography (EEG) system during walking. Fast Fourier Transform was used to decompose the EEG samples into theta (5-7Hz), alpha (8-14Hz), and beta (15-29Hz) frequencies. Brain connectivity analysis between frontal and temporo-parietal electrode sites was conducted to explore functional interactions through the use of spectral coherence. Affective and perceptual responses were measured by the use of single-item scales and questionnaires. The present findings indicate that MF was sufficiently potent to reallocate attention toward task-related thoughts, downregulate perceived activation, and enhance affective responses to a greater degree than the other two conditions. Conversely, ML was sufficient to increase the use of dissociative thoughts, make participants less aware of their physical sensations and emotions, induce a more negative affective state, and upregulate perceived activation to a greater extent than MF and CO. The brain mechanisms that underlie the effects of MF on exercise appear to be associated with the enhanced inter-hemispheric connectivity of high-frequency waves between right frontal and left temporo-parietal areas of the cortex.

"The effects of interpersonal emotional expression, partner responsiveness, and emotional approach coping on stress responses": Correction to Kane et al. (2018).

Reports an error in "The effects of interpersonal emotional expression, partner responsiveness, and emotional approach coping on stress responses" by Heidi S. Kane, Joshua F. Wiley, Christine Dunkel Schetter and Theodore F. Robles (Emotion, Advanced Online Publication, Sep 27, 2018, np). In the article, two text call outs for figures are incorrect. At the end of the "Negative emotional responses" section under the "Psychological Stress Responses" heading, "(see Figure 7)" should have been deleted. Under the "Negative task-related ruminative thoughts" heading in that same section, "(see Figure 5)" in the first paragraph should be "(see Figure 7)." (The following abstract of the original article appeared in record 2018-47331-001.) Expressing emotions is a common strategy for coping with stress. Yet, little is known about the effects of using this strategy in close relationships, or when and for whom emotional expression is effective. This study examined romantic partner responsiveness and the dispositional tendency to use emotional approach coping (EAC; the processing and expression of emotions) as moderators of the effects of experimentally manipulated emotional expression on stress responses to a laboratory stressor. We brought couples (N = 145) to the lab and randomly assigned 1 partner (the participant) to perform a stressful task. We manipulated whether participants expressed their feelings about the task to their partner (expression vs. no-expression), and whether participants received supportive messages from their partners (as an indicator of partner responsiveness; support vs. no-support). We examined physiological stress responses (cortisol and salivary alpha-amylase [sAA]), negative emotional stress responses (anxiety and self-conscious emotions), and post-task ruminative thoughts. Participants high in EAC showed larger sAA and cortisol responses and reported more negative post-task ruminative thoughts after emotionally expressing to their partners, but partner support mitigated the effect on cortisol. Participants low in EAC showed smaller cortisol responses and reported less negative emotional responses and fewer negative post-task ruminative thoughts after emotionally expressing to their partners. Receiving partner support reduced negative emotional responses for people high in EAC, but increased negative emotional responses for those low in EAC. These results may help explain when and for whom emotional expression is an effective means of coping in the immediate context of a stressor. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Do students understand the detrimental effects of mind wandering during online learning?

Do students understand the potentially detrimental effects of mind wandering as they are watching a lecture online? To answer this question, we combined methods used to assess mind wandering and metacognitive methods used to assess student's judgments of learning. In two studies, college students watched a video lecture from an online course, and while watching it, responded to standard mind wandering prompts. They then judged how well they would perform on a quiz over the material they had just viewed. Analyses focused on answering two specific questions. Would students' judgments be higher when they reported being on-task than when they reported having task-unrelated thoughts? And, would their judgments be higher when they reported being on-task than when they reported having thoughts about whether they understand the material or reported elaborating on it (which we refer to as task-related thoughts)? Across two studies, students' judgments of learning were higher when they reported being on-task than when they reported having task-unrelated thoughts. Judgment magnitude was also greater when students reported task-related thoughts (e.g., assessing their understanding) than task-unrelated thoughts, even though performance did not differ after these two kinds of report. Relevant to instructional applications, students understand that mind wandering may be potentially detrimental to quiz performance, which suggests they may be open to interventions aimed at reducing mind wandering.

Age-related changes in the temporal focus and self-referential content of spontaneous cognition during periods of low cognitive demand

An intriguing aspect of human cognition is the unique capacity to mentally retreat from our immediate surroundings to consider perspectives distinct from the here and now. Despite increasing interest in this phenomenon, relatively little is known regarding age-related changes in off-task, self-generated thought (often referred to as "mind-wandering"), particularly under conditions of low cognitive demand. While a number of studies have investigated the temporal orientation of mind-wandering with increasing age, findings have been largely inconsistent. Here, we explored the frequency, temporal focus, and self-referential/social content of spontaneous task-unrelated, perceptually decoupled thought in 30 young and 33 healthy older adults using the Shape Expectations task, a validated experimental paradigm in which discrete facets of inner mentation are quantified along a conceptual continuum using open-ended report. Participants also completed the daydreaming subscale of the Imaginal Process Inventory (IPI) as a trait measure of mind-wandering propensity. Significant group differences emerged on the Shape Expectations task, with reduced instances of mind-wandering in the context of elevated task-related thoughts relative to younger adults. In terms of temporal focus, a preponderance of present/atemporal off-task thoughts was evident irrespective of group; however, significantly higher levels of future-oriented thoughts were provided by younger adults, contrasting with significantly higher instances of retrospection in the older group. In addition, older adults displayed significantly fewer incidences of self-referential cognition relative to their younger counterparts. Our findings indicate a distinct attenuation of off-task, self-generated thought processes with increasing age, with evidence for a shift in temporal focus and self-referential quality, during periods of low cognitive demand.

How Do Students Shift from Task-Related to Task-Unrelated Thoughts?

<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;">Although a growing body of psychological research shows that students’ unconscious thought<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> processes can be task-related, educational research has yet to provide empirical evidence for<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> this relation in a classroom learning context. Educational literature is also inconclusive as to<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> whether students consciously or unconsciously engage in task-unrelated thoughts. A key issue<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> arising from this indistinctness is whether task-unrelated thoughts facilitate or inhibit learning<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> and task performance when students consciously and when unconsciously shift their attention<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> away from task-related thoughts. This review aims to enhance understanding of how students<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> shift from task-related to task-unrelated thoughts. The review presents a wide range of<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> evidence for how the shift happens unconsciously rather than consciously. The unconscious<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> shift as a result of students’ negative emotions can inhibit rather than facilitate learning<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> processes. Further evidence is necessary for the required educational research on how the shift<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> in students’ thoughts happens within the classroom.<br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" /></span></span></span></span></span></span></span></span></span></span></span></span>

How do Students Shift from Task-Related to Task-Unrelated Thoughts?

Although a growing body of psychological research shows that students’ unconscious thought processes can be task-related, educational research has yet to provide empirical evidence for this relation in a classroom learning context. Educational literature is also inconclusive as to whether students consciously or unconsciously engage in task-unrelated thoughts. A key issue arising from this indistinctness is whether task-unrelated thoughts facilitate or inhibit learning and task performance when students consciously and when unconsciously shift their attention away from task-related thoughts. This review aims to enhance understanding of how students shift from task-related to task-unrelated thoughts. The review presents a wide range of evidence for how the shift happens unconsciously rather than consciously. The unconscious shift as a result of students’ negative emotions can inhibit rather than facilitate learning processes. Further evidence is necessary for the required educational research on how the shift in students’ thoughts happens within the classroom.

Cycling outdoors facilitates external thoughts and endurance

ObjectivesThe aims of this study were twofold: (a) to compare the effects of indoor and outdoor environments on cycling endurance and thought dynamics, (b) to investigate a possible link between cycling endurance and the adherence to task-unrelated thoughts (TUT) in both environments. Design: An experimental, within-subject design with two-trial random assignment was used. MethodsParticipants (n = 13) cycled at constant power until volitional exhaustion while imposing TUT. They reported thought changes using self-selected key words that were subsequently classified based on task-relatedness (TUT, and task-related thoughts (TRT)) and direction (internal, external). Mean values of relative time spent in TUT and TRT categories were computed and compared for 5 equal time intervals. The association between cycling endurance and time spent at each thought-related category was analyzed. ResultsAnalyses revealed a decrease of TUT and an increase of TRT as a function of time (spent cycling) in both environments. Three qualitative thought phases emerged: an initially stable TUT phase was followed by a metastable phase characterized by shifts between TUT and TRT, and a final stable TRT phase appeared nearing exhaustion. Participants cycled longer outdoors than indoors Moutdoors = 12.54 min, SEM = 2.17 s, Mindoors = 11.35 min, SEM = 1.52 s (Z = −2.27, p < 0.05, d(95% CI) = 0.56 (−0.80, 3.07)), with a dominance of external thought categories. Cycling endurance seemed to be facilitated by TUT-E outdoors and TRT-I in both types of environments. ConclusionOutdoor environment resulted in improved cycling endurance and greater use of external thoughts (i.e., dissociative attentional strategy) relative to indoor environment. The effectiveness of thought categories seemed contingent upon their stability, which in turn depended on effort accumulation.

Go-stimuli proportion influences response strategy in a sustained attention to response task.

The sustained attention to response task (SART) usefulness as a measure of sustained attention has been questioned. The SART may instead be a better measure of other psychological processes and could prove useful in understanding some real-world behaviours. Thirty participants completed four Go/No-Go response tasks much like the SART, with Go-stimuli proportions of .50, .65, .80 and .95. As Go-stimuli proportion increased, reaction times decreased while both commission errors and self-reported task-related thoughts increased. Performance measures were associated with task-related thoughts but not task-unrelated thoughts. Instead of faster reaction times and increased commission errors being due to absentmindedness or perceptual decoupling from the task, the results suggested participants made use of two competing response strategies, in line with a response strategy or response inhibition perspective of SART performance. Interestingly, performance measures changed in a nonlinear manner, despite the linear Go proportion increase. A threshold may exist where the prepotent motor response becomes more pronounced, leading to the disproportionate increase in response speed and commission errors. This research has implications for researchers looking to employ the SART and for more applied contexts where the consequences of response inhibition failures can be serious.

Dynamic Stability of Task-Related Thoughts in Trained Runners

Drawing upon the nonlinear model of attention focus, the purpose of this study was to compare the intrinsic and intentional dynamics of task-related thoughts (TRT) in trained runners and nonrunners during an incremental maximal test. Fourteen trained runners and 14 nonrunners were assigned to 2 conditions: intrinsic (nonimposed thoughts) and intentional (imposed, task-unrelated thoughts; TUT). A significant effect of running velocity over TUT/TRT dynamics in both groups and conditions was observed (p &lt; .001). Although, all participants received instructions to keep TUT for the entire duration of the test, an initially stable TUT phase was followed by a metastable phase (i.e., switches between TUT and TRT) an a final stable TRT phase nearing volitional exhaustion. The stable TRT phase lasted longer in runners group (p &lt; .05) and included higher probabilities in pace monitoring thoughts subcategory (p &lt; .05). The results revealed that trained runners seem to use TRT (i.e., pace monitoring) to maximize performance, and confirm the nonlinear model of attention focus during incremental maximal run in trained runners and nonrunners.

Automatic gaze-based user-independent detection of mind wandering during computerized reading

Mind wandering is a ubiquitous phenomenon where attention involuntarily shifts from task-related thoughts to internal task-unrelated thoughts. Mind wandering can have negative effects on performanc...

The Adaptive Nature of Task-Related Thoughts in Older Adults

The Adaptive Nature of Task-Related Thoughts in Older Adults

Spider stimuli improve response inhibition.

Anxiety can have positive effects on some aspects of cognition and negative effects on others. The current study investigated whether task-relevant anxiety could improve people's ability to withhold responses in a response inhibition task. Sixty-seven university students completed a modified and an unmodified version of the Sustained Attention to Response Task (SART; Robertson, Manly, Andrade, Baddeley, & Yiend, 1997) and provided subjective measures of arousal and thoughts. Anxiety appeared to improve participants' ability to withhold responses. Further, participants' performance was consistent with a motor response inhibition perspective rather than a mind-wandering perspective of SART commission error performance. Errors of commission were associated with response times (speed-accuracy trade-off) as opposed to task-unrelated thoughts. Task-related thoughts were associated with the speed-accuracy trade-off. Conversely task-unrelated thoughts showed an association with errors of omission, suggesting this SART metric could be an indicator of sustained attention. Further investigation of the role of thoughts in the SART is warranted.