Person:

Moulton, Samuel

In recent years, cognitive and educational psychologists have become interested in applying principles of cognitive psychology to education. Here, we discuss the importance of understanding the nature and occurrence of mind wandering in the context of classroom and online lectures. In reviewing the relevant literature, we begin by considering early studies that provide important clues about student attentiveness via dependent measures such as physical markers of inattention, note taking, and retention. We then provide a broad overview of studies that have directly measured mind wandering in the classroom and online learning environments. Finally, we conclude by discussing interventions that might be effective at curbing the occurrence of mind wandering in educational settings, and consider various avenues of future research that we believe can shed light on this well-known but little studied phenomenon.

Parapsychology is the scientific investigation of apparently paranormal mental phenomena (such as telepathy, i.e., "mind reading"), also known as psi. Despite widespread public belief in such phenomena and over 75 years of experimentation, there is no compelling evidence that psi exists. In the present study, functional magnetic resonance imaging (fMRI) was used in an effort to document the existence of psi. If psi exists, it occurs in the brain, and hence, assessing the brain directly should be more sensitive than using indirect behavioral methods (as have been used previously). To increase sensitivity, this experiment was designed to produce positive results if telepathy, clairvoyance (i.e., direct sensing of remote events), or precognition (i.e., knowing future events) exist. Moreover, the study included biologically or emotionally related participants (e.g., twins) and emotional stimuli in an effort to maximize experimental conditions that are purportedly conducive to psi. In spite of these characteristics of the study, psi stimuli and non-psi stimuli evoked indistinguishable neuronal responses-although differences in stimulus arousal values of the same stimuli had the expected effects on patterns of brain activation. These findings are the strongest evidence yet obtained against the existence of paranormal mental phenomena.

We argue that the primary function of mental imagery is to allow us to generate specific predictions based upon past experience. All imagery allows us to answer 'what if ' questions by making explicit and accessible the likely consequences of being in a specific situation or performing a specific action. Imagery is also characterized by its reliance on perceptual representations and activation of perceptual brain systems. We use this conception of imagery to argue that all imagery is simulation more specifically, it is a specific type of simulation in which the mental processes that 'run' the simulation emulate those that would actually operate in the simulated scenario. This type of simulation, which we label emulation, has benefits over other types of simulations that merely mimic the content of the simulated scenario.