Excellent conceptual framework for organizing mind wandering research

Trends in Cognitive Sciences, June 2018, Vol. 22, No. 6

ABSTRACT

As empirical research on mind-wandering accelerates, we draw attention to an emerging trend in how mind-wandering is conceptualized. Previously articulated definitions of mind-wandering differ from each other in important ways, yet they also maintain overlapping characteristics. This conceptual structure suggests that mind-wandering is best considered from a family-resemblances perspective, which entails treating it as a graded, heterogeneous construct and clearly measuring and describing the specific aspect(s) of mind-wandering that researchers are investigating. We believe that adopting this family-resemblances approach will increase conceptual and methodological connections among related phenomena in the mind-wandering family and encourage a more nuanced and precise understanding of the many varieties of mind-wandering.

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Research Byte: Is General Intelligence Little More Than the Speed of Higher-Order Processing?

Although a small sample, this is still and interesting study. The results are consistent with the continued nexus of the g, Gf, Gwm, attentional control and speed of higher order processing (especially P300 in ERP’s), white matter tract integrity and the PFIT model of intelligence as well as the recent process overlap theory (POT) of g.

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Article link.

Anna-Lena Schubert, Dirk Hagemann, and Gidon T. Frischkorn Heidelberg University

ABSTRACT

Individual differences in the speed of information processing have been hypothesized to give rise to individual differences in general intelligence. Consistent with this hypothesis, reaction times (RTs) and latencies of event-related potential have been shown to be moderately associated with intelligence. These associations have been explained either in terms of individual differences in some brain-wide property such as myelination, the speed of neural oscillations, or white-matter tract integrity, or in terms of individual differences in specific processes such as the signal-to-noise ratio in evidence accumulation, executive control, or the cholinergic system. Here we show in a sample of 122 participants, who completed a battery of RT tasks at 2 laboratory sessions while an EEG was recorded, that more intelligent individuals have a higher speed of higher-order information processing that explains about 80% of the variance in general intelligence. Our results do not support the notion that individuals with higher levels of general intelligence show advantages in some brain-wide property. Instead, they suggest that more intelligent individuals benefit from a more efficient transmission of information from frontal attention and working memory processes to temporal-parietal processes of memory storage.

Keywords: ERP latencies, event-related potentials, intelligence, processing speed, reaction times



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Research byte: More on the critical importance of attentional control (AC)--this time in sports performance

The ever growing body of research re the importance of the construct of attentional control (AC) in all kinds of human performance is, IMHO, one of the most important findings in cognitive psychology during the past few years.  In my opinion, improving AC may be one of the key's to effective brain training/fitness programs.  Also, differences in the AC of individuals has important implications for understanding differences in cognitive functioning.

Journal of Applied Research in Memory and Cognition

Available online 10 June 2016

In Press, Corrected Proof — Note to users

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Working Memory, Attentional Control, and Expertise in Sports: A Review of Current Literature and Directions for Future Research

• Philip Furley^a, ,
• Greg Wood^b

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doi:10.1016/j.jarmac.2016.05.001

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The aim of the present review was to investigate the theoretical framework of working memory as it relates to the control of attention in sport and thereby apply cognitive psychological theory to sports, but also use the sports domain to advance cognitive theory. We first introduce dual-process theories as an overarching framework for attention-related research in sports. Then a central mechanism is highlighted how working memory is involved in the control of attention in sports by reviewing research demonstrating that the activated contents in working memory control the focus of attention. The second part of the paper reviews literature showing that working memory capacity is an important individual difference variable that is predictive of controlling attention in a goal-directed manner and avoiding distraction and interference in sports. Finally, we address the question whether differences in working memory capacity contribute to sport expertise.

Keywords

• Dual-process;
• Working memory;
• Attention;
• Sport;
• Individual differences

Research byte: Multi-domain training may improve attentional control (AC) in older adults

Multi-domain training enhances attentional control.

Binder, Julia C.; Martin, Mike; Zöllig, Jacqueline; Röcke, Christina; Mérillat, Susan; Eschen, Anne; Jäncke, Lutz; Shing, Yee Lee

Psychology and Aging, Vol 31(4), Jun 2016, 390-408. http://dx.doi.org.ezp1.lib.umn.edu/10.1037/pag0000081

Abstract

Multi-domain training potentially increases the likelihood of overlap in processing components with transfer tasks and everyday life, and hence is a promising training approach for older adults. To empirically test this, 84 healthy older adults aged 64 to 75 years were randomly assigned to one of three single-domain training conditions (inhibition, visuomotor function, spatial navigation) or to the simultaneous training of all three cognitive functions (multi-domain training condition). All participants trained on an iPad at home for 50 training sessions. Before and after the training, and at a 6-month follow-up measurement, cognitive functioning and training transfer were assessed with a neuropsychological test battery including tests targeting the trained functions (near transfer) and transfer to executive functions (far transfer: attentional control, working memory, speed). Participants in all four training groups showed a linear increase in training performance over the 50 training sessions. Using a latent difference score model, the multi-domain training group, compared with the single-domain training groups, showed more improvement on the far transfer attentional control composite. Individuals with initially lower baseline performance showed higher training-related improvements, indicating that training compensated for lower initial cognitive performance. At the 6-month follow-up, performance on the cognitive test battery remained stable. This is one of the first studies to investigate systematically multi-domain training including comparable single-domain training conditions. Our findings suggest that multi-domain training enhances attentional control involved in handling several different tasks at the same time, an aspect in everyday life that is particularly challenging for older people. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

White matter matters! Brain network communication and synchronization - An oldie-but-goodie (OBG) post

White matter, in contrast to the grey squiggly mass (the cerebrum) that most people associate with the human brain, was for many years the research step-child to the cerebrum. That is no more. White matter, which has been called the brain's subway, super information system, or interstate highway communication system, now has a glass slipper. Research during the past decade has implicated white matter as performing the critical task of connecting and synchronizing different brain regions or networks so they can perform a wide variety of complex human cognitive or motor behaviors. The white matter system is considered the communication backbone system for the flow of information in the brain. Of particular interest (to me) is the parietal-frontal network, which is implicated as central to abstract human intelligence, fluid intelligence (Gf), working memory and attentional control (see prior posts re: the P-FIT model).

In a MindHub white paper I hypothesized that increasing white matter tract integrity may be a key mechanism behind the efficacy of the Interactive Metronome neuro-timing intervention (see figure below). I have gone as far as suggesting that the efficacy of many brain training/fitness programs may stem from a common domain-general effect--improving communication between and within various brain network(s) via more efficient white matter tract speed and communication. [Click on image to enlarge]

White matter integrity or dysfunction as been implicated in a wide variety of cognitive disorders or abilities, including cognitive control, math and intellectual giftedness, fluid intelligence or reasoning, processing speed, reading, decrease in cognitive functioning, meditation, working memory, vascular cognitive impairment, ADHD, autism, and cognitve and language maturation in infants. A sampling of recent white matter research article abstracts I have accumulated can be found by clicking here.
White matter matters!

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Mind wandering, the default network and controlled attention: An OBG video post

(This is an oldie-but-goodie blog post - OBG)

A few interesting video gems for your viewing.

First, forget multitasking and try mono-tasking.  Focus on just one thing...it may be beneficial.

Next, I have frequently blogged about the default mode or default brain network (Brain Clock posts; IM-HOME post).  The default mode (which is estimated to be active approximately 40% of our waking day) has been implicated in how our mind, when idling or resting, is very active--it does not rest while resting.  Difficulty quieting the default network has also been implicated in a variety of clinical disorders such as ADHD, Alzheimers, schizophrenia, and autism. This literature is now frequently referred to as mind wandering research (see Brain Clock mind wandering posts).  The following is a nice brief overview of the default brain network.

I have also suggested that some brain fitness technologies (Interactive Metronome in particular;  conflict of interest disclosure--I serve as a paid external consultant to IM regarding research) are achieving success by either directly or indirectly training controlled, focused attention, which requires shutting down and inhibiting the mind wandering predisposition of the default mode network.  I have posted both a set of PPT slides and the video of my recent IM keynote presentation at the Brain Clock blog where I presented the relevant research and hypotheses in detail.

Finally, a more lengthy, thought provoking video is presented last.  This video makes it clear that the brain is best conceptualized as an evolving interconnected network.

Enjoy.

Positive Cogmed working memory training study--math and reading

Front Psychol. 2015; 6: 1711.

Published online 2015 Nov 10. doi:  10.3389/fpsyg.2015.01711

PMCID: PMC4639603

Working Memory Training is Associated with Long Term Attainments in Math and Reading

Stina Söderqvist^* and Sissela Bergman Nutley

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Abstract

Training working memory (WM) using computerized programs has been shown to improve functions directly linked to WM such as following instructions and attention. These functions influence academic performance, which leads to the question of whether WM training can transfer to improved academic performance. We followed the academic performance of two age-matched groups during 2 years. As part of the curriculum in grade 4 (age 9–10), all students in one classroom (n = 20) completed Cogmed Working Memory Training (CWMT) whereas children in the other classroom (n = 22) received education as usual. Performance on nationally standardized tests in math and reading was used as outcome measures at baseline and two years later. At baseline both classes were normal/high performing according to national standards. At grade 6, reading had improved to a significantly greater extent for the training group compared to the control group (medium effect size, Cohen’s d = 0.66, p = 0.045). For math performance the same pattern was observed with a medium effect size (Cohen’s d = 0.58) reaching statistical trend levels (p = 0.091). Moreover, the academic attainments were found to correlate with the degree of improvements during training (p < 0.053). This is the first study of long-term (>1 year) effects of WM training on academic performance. We found performance on both reading and math to be positively impacted after completion of CWMT. Since there were no baseline differences between the groups, the results may reflect an influence on learning capacity, with improved WM leading to a boost in students’ capacity to learn. This study is also the first to investigate the effects of CWMT on academic performance in typical or high achieving students. The results suggest that WM training can help optimize the academic potential of high performers.

Keywords: working memory training, academic attainment, cognitive training, cogmed, educational psychology

Mind wandering greater during massed practice (cramming) vs spaced-out practice

People Mind Wander More During Massed Than Spaced Inductive Learning.Metcalfe, Janet; Xu, Judy Journal of Experimental Psychology: Learning, Memory, and Cognition, Nov 30 , 2015, No Pagination Specified. http://dx.doi.org.ezp1.lib.umn.edu/10.1037/xlm0000216

Abstract

This article investigates the relation between mind wandering and the spacing effect in inductive learning. Participants studied works of art by different artists grouped in blocks, where works by a particular artist were either presented all together successively (the massed condition), or interleaved with the works of other artists (the spaced condition). The works of 24 artists were shown, with 12, 15, or 18 works by each artist being provided as exemplars. Later, different works by the same artists were presented for a test of the artists’ identity. During the course of studying these works, participants were probed for mind wandering. It was found that people mind wandered more when the exemplars were presented in a massed rather than in a spaced manner, especially as the task progressed. There was little mind wandering and little difference between massed and spaced conditions toward the beginning of study. People were better able to correctly attribute the new works to the appropriate artist (inductive learning) when (a) they were in the spaced condition and (b) they had not been mind wandering. This research suggests that inductive learning may be influenced by mind wandering and that the impairment in learning with massed practice (compared to spaced practice) may be attributable, at least in part, to attentional factors—people are “on task” less fully when the stimuli are massed rather than spaced. (PsycINFO Database Record (c) 2015 APA, all rights reserved)

Music therapy that focuses on training attentional control (AC) and rhythm synchronization demonstrates positive impact on children with severe neurological disorders

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