Department of Psychology, Harvard University Cambridge, MA, USA.
Front Psychol. 2013 Aug 1;4:495. doi: 10.3389/fpsyg.2013.00495. eCollection 2013.
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.
近年来，认知和教育心理学家开始对将认知心理学原理应用于教育产生兴趣。在这里，我们讨论了在课堂和在线讲座背景下理解思维漫游的本质和发生的重要性。在回顾相关文献时，我们首先考虑了早期的研究，这些研究通过诸如注意力不集中的物理标记、记笔记和保留等依赖措施，为学生的注意力提供了重要线索。然后，我们对直接在课堂和在线学习环境中测量思维漫游的研究进行了广泛概述。最后，我们通过讨论在教育环境中可能有效抑制思维漫游发生的干预措施来结束讨论，并考虑了我们认为可以阐明这一众所周知但研究甚少的现象的各种未来研究途径。
