2026-09-23T08:02:53Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/99537 2023-07-11 col_2142_5131 col_2142_11614 com_2142_5130 com_2142_11613 com_2142_8903

DSpace SAF Submission Ingestion Package generated from Vireo submission #11979 on 2018-03-13 at 10:38:27 Made available in DSpace on 2018-03-13T17:35:57Z (GMT). No. of bitstreams: 2 ZUKOSKY-THESIS-2017.pdf: 584516 bytes, checksum: e1f139486e1b468a05a2e1bb640ecdd1 (MD5) LICENSE.txt: 4210 bytes, checksum: 3768ce1cb9b04e7e2e8c36ccf72a5799 (MD5) Previous issue date: 2017-12-15 Wang, Frances Ranxaio Zukosky, Meera W. 2018-03-13T17:35:57Z 2018-03-13T17:35:57Z 2020-03-14T09:15:25Z 2017-12-15 2017-12 It is understood that mind wandering utilizes executive resources to some extent, but the underlying processes involved with the initiation and maintenance of mind wandering remains unclear. Here we used a new approach to estimate the time of focus and time of mind wandering separately in two different experiments. In experiment 1, we combined the self-caught and probe-caught methods to estimate the time of focus and time of mind wandering separately, and examined their relationship to working memory capacity. Here participants performed an OSPAN task and subsequently a basic Mindfulness Meditation Task (focus on breath), where participants indicated when they became aware that they were mind wandering (self-caught method and subsequently the probe-caught method). Results showed that time of focus but not time of mind wandering increased with greater working memory capacity, suggesting that individuals with higher working memory capacity were able to focus on the current task longer, but had little effect on the ability to catch themselves mind wandering after it occurred. In experiment 2, participants read both easy and difficult reading passages and the method of probing for mind wandering experiences were similar to experiment 1 (self-caught method and subsequently the probe-caught method). Here results showed longer time of focus in the easy readings compared to the hard readings, but no difference in time of mind wandering, suggesting that individuals were able to focus longer on the easy readings, but once mind wandering occurs, it will last a comparable amount of time regardless of reading difficulty. Taken together, these results indicate the importance of separating the initiation from the maintenance of mind wandering. Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2019-12-01 The student, Meera Zukosky, accepted the attached license on 2017-12-15 at 15:52. The student, Meera Zukosky, submitted this Thesis for approval on 2017-12-15 at 16:07. This Thesis was approved for publication on 2017-12-15 at 16:15. Embargo set by: Seth Robbins for item 105506 Lift date: 2020-03-13T17:36:05Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system Limited Restriction Lifted for Item 105506 on 2020-03-14T09:15:25Z. application/pdf http://hdl.handle.net/2142/99537 en Copyright 2017 Meera Zukosky Mind Wandering Working Memory Mindfulness Task Reading Difficulty Differentiating states in mind wandering text text Psychology Psychology University of Illinois at Urbana-Champaign Thesis M.S.