Eye-Mind reader: an intelligent reading interface that promotes long-term comprehension by detecting and responding to mind wandering

References

• Allen, L. K., McNamara, D. S., & McCrudden, M. (2015). Change your mind: investigating the effects of self-explanation in the resolution of misconceptions. California:Proceedings of Cognitive Science Society. Pasadena.
   Google Scholar
• Baldwin, C. L., Roberts, D. M., Barragan, D., Lee, J. D., Lerner, N., & Higgins, J. S. (2017). Detecting and quantifying mind wandering during simulated driving. Frontiers in Human Neuroscience, 11, 406. doi:10.3389/fnhum.2017.00406
   PubMed Web of Science ®Google Scholar
• Bates, D., Mächler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal Of Statistical Software, 67(1), 1–48. doi:10.18637/jss.v067.i01
   Web of Science ®Google Scholar
• Bixler, R., & D’Mello, S. (2014). Toward fully automated person-independent detection of mind wandering. In V. Dimitrova, T. Kuflik, D. Chin, F. Ricci, P. Dolog, & G.-J. Houben (Eds.), Proceedings of the 22nd international conference on User Modeling, Adaptation, and Personalization (pp. 37–48). Cham: Springer International Publishing.
   Google Scholar
• Bixler, R., Blanchard, N., Garrison, L., & D'Mello, S. K. (2015). Automatic detection of mind wandering during reading using gaze and physiology. Proceedings of the 2015 ACM on international conference on Multimodal Interaction, 299–306. Seattle, Washington doi:10.1145/2818346
   Google Scholar
• Bixler, R., & D’Mello, S. (2016). Automatic gaze-based user-independent detection of mind wandering during computerized reading. User Modeling and User-adapted Interaction, 26(1), 33–68. doi:10.1007/s11257-015-9167-1
   Web of Science ®Google Scholar
• Bixler, R., & D’Mello, S. K. (2016). Automatic gaze-based user-independent detection of mind wandering during computerized reading. User Modeling and User-adapted Interaction, 26, 1–36. doi:10.1007/s11257-015-9167-1
   Web of Science ®Google Scholar
• Bixler, R., Kopp, K., & D’Mello, S. K. (2014). Evaluation of a Personalized Method for Proactive Mind Wandering Reduction. 4th International Workshop on Personalization Approaches in Learning Environments, 33–41
   Google Scholar
• Blanchard, N., Bixler, R., Joyce, T., & D’Mello, S. K. (2014). Automated physiological-based detection of mind wandering during learning. Intelligent Tutoring Systems, 55–60. Springer.
   Google Scholar
• Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822. doi:10.1037/0022-3514.84.4.822
   PubMed Web of Science ®Google Scholar
• Burrows, S., Gurevych, I., & Stein, B. (2015). The eras and trends of automatic short answer grading. International Journal Of Artificial Intelligence in Education, 25(1), 60–117. doi:10.1007/s40593-014-0026-8
   Web of Science ®Google Scholar
• Callender, A. A., & McDaniel, M. A. (2009). The limited benefits of rereading educational texts. Contemporary Educational Psychology, 34(1), 30–41. doi:10.1016/j.cedpsych.2008.07.001
   Web of Science ®Google Scholar
• Chi, M., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. doi:10.1080/00461520.2014.965823
   Web of Science ®Google Scholar
• Chi, M. T., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145–182. doi:10.1207/s15516709cog1302_1
   Web of Science ®Google Scholar
• Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155. doi:10.1037/0033-2909.112.1.155
   PubMed Web of Science ®Google Scholar
• D’Mello, S. K., Mills, C., Bixler, R., & Bosch, N. (2017). Zone out no more: mitigating mind wandering during computerized reading. Educational Data Mining 2017. EDM, Wuhan, China
   Google Scholar
• D’Mello, S. K. (2018). What do we think about when we learn? In K. Millis, J. Magliano, D. L. Long, & K. Weimer (Eds.), Understanding deep learning, educational technologies and deep learning, and assessing deep learning. Routledge/Taylor and Francis.
   Google Scholar
• D’Mello, S. K., Dieterle, E., & Duckworth, A. (2017). Advanced, Analytic, Automated (AAA) measurement of engagement during learning. Educational Psychologist, 52(2), 104–123. doi:10.1080/00461520.2017.1281747
   PubMed Web of Science ®Google Scholar
• D’Mello, S. K., Olney, A., Williams, C., & Hays, P. (2012). Gaze tutor: A gaze-reactive intelligent tutoring system. International Journal of Human-computer Studies, 70(5), 377–398. doi:10.1016/j.ijhcs.2012.01.004
   Web of Science ®Google Scholar
• Davidson, R. J., Kabat-Zinn, J., Schumacher, J., Rosenkranz, M., Muller, D., Santorelli, S. F., … Sheridan, J. F. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65(4), 564–570. doi:10.1097/01.PSY.0000077505.67574.E3
   PubMed Web of Science ®Google Scholar
• Drummond, J., & Litman, D. J. (2010). In the Zone: Towards Detecting Student Zoning Out Using Supervised Machine Learning. Intelligent Tutoring Systems: 12th International Conference. Intelligent Tutoring Systems, Pittsburgh, Pennsylvania. doi:10.1007/978-3-642-13437-1_53
   Google Scholar
• Eglington, L. G., & Kang, S. H. (2018). Retrieval practice benefits deductive inference. Educational Psychology Review, 30(1), 215–228. doi:10.1007/s10648-016-9386-y
   Web of Science ®Google Scholar
• Ellenbogen, J. M., Hu, P. T., Payne, J. D., Titone, D., & Walker, M. P. (2007). Human relational memory requires time and sleep. Proceedings of the National Academy of Sciences, 104(18), 7723–7728. doi:10.1073/pnas.0700094104
   PubMed Web of Science ®Google Scholar
• Faber, M., Bixler, R., & D’Mello, S. K. (2017). An automated behavioral measure of mind wandering during computerized reading. Behavior Research Methods, 1–17. doi:10.3758/s13428-017-0857-y
   PubMed Web of Science ®Google Scholar
• Faber, M., Bixler, R., & D’Mello, S. K. (2018). An automated behavioral measure of mind wandering during computerized reading. Behavior Research Methods, 50(1), 134–150. doi:10.3758/s13428-017-0857-y
   PubMed Web of Science ®Google Scholar
• Feit, S., Scheufler, N. A., Miller, R. C., Kosterich, M., Lin, J., Choi, D. J., & Grebe, C. D. (2017). Predictive human-machine interface using eye gaze technology, blind spot indicators and driver experience (United States Patent No. US10336323B2). https://patents.google.com/patent/US10336323B2/en
   Google Scholar
• Fellbaum, C. (1998). A semantic network of english: the mother of all wordnets. Computers and The Humanities, 32(2/3), 209–220. JSTOR.
   Google Scholar
• Feng, S., D’Mello, S., & Graesser, A. C. (2013). Mind wandering while reading easy and difficult texts. Psychonomic Bulletin & Review, 20(3), 1–7. doi:10.3758/s13423-012-0367-y
   PubMed Web of Science ®Google Scholar
• Finch, W. H., Bolin, J. E., & Kelley, K. (2016). Multilevel modeling using r. Boca Raton, FL: CRC Press.
   Google Scholar
• Foulsham, T., Farley, J., & Kingstone, A. (2013). Mind wandering in sentence reading: Decoupling the link between mind and eye. Canadian Journal of Experimental Psychology/Revue Canadienne De Psychologie Expérimentale, 67(1), 51–59. doi:10.1037/a0030217
   PubMed Web of Science ®Google Scholar
• Fox, J., Friendly, M., & Weisberg, S. (2013). Hypothesis tests for multivariate linear models using the car package. The R Journal, 5(1), 39–52. doi:10.32614/RJ-2013-004
   Google Scholar
• Franklin, M. S., Mooneyham, B. W., Baird, B., & Schooler, J. W. (2013). Thinking one thing, saying another: The behavioral correlates of mind-wandering while reading aloud. Psychonomic Bulletin & Review. doi:10.3758/s13423-013-0468-2
   PubMed Web of Science ®Google Scholar
• Franklin, M. S., Smallwood, J., & Schooler, J. W. (2011). Catching the mind in flight: Using behavioral indices to detect mindless reading in real time. Psychonomic Bulletin & Review, 18(5), 992–997. doi:10.3758/s13423-011-0109-6
   PubMed Web of Science ®Google Scholar
• Graesser, A., Ozuru, Y., & Sullins, J. (2010). What is a good question? In Bringing reading research to life (pp. 112–141). New York, NY: Guilford Press
   Google Scholar
• Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring: american educational research journal, 31(1), 104–137. American Educational Research Journal, 10 10 31, 3102/00028312031001104. doi:10.3102/00028312031001104
   Web of Science ®Google Scholar
• Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: A meta-analysis. Journal of Psychosomatic Research, 57(1), 35–43. doi:10.1016/S0022-3999(03)00573-7
   PubMed Web of Science ®Google Scholar
• Guerrero, T. A., & Wiley, J. (2019). Using “idealized peers” for automated evaluation of student understanding in an introductory psychology course. International conference On Artificial Intelligence In Education, 133–143. Springer. doi:10.3917/jibes.301.0133
   Google Scholar
• Hutt, S., Hardey, J., Bixler, R., Stewart, A., Risko, E., & D’Mello, S. K. (2017). Gaze-based detection of mind wandering during lecture viewing. 10th international conference on Educational Data Mining, 226–231. Wuhan, China
   Google Scholar
• Hutt, S., Krasich, K., Mills, C., Bosch, N., White, S., & Brockmole, J. R., & D’Mello, S. K. (2019). Automated gaze-based mind wandering detection during computerized learning in classrooms. User Modeling and User-Adapted Interaction, 29(4), 821–867
   Google Scholar
• Hutt, S., Krasich, K., Mills, C., Bosch, P. N., White, S., & Brockmole, J. R., & D’Mello, S. K. (2019). Automated gaze-based mind wandering detection during computerized learning in classrooms. User Modeling and User-Adapted Interaction, 29(4), 821–867. doi:10.1007/s11257-019-09228–5
   Google Scholar
• Hutt, S., Mills, C., Bosch, N., Krasich, K., Brockmole, J., & D'Mello, S. (2017). “out of the fr-eye-ing pan”: towards gaze-based models of attention during learning with technology in the classroom. Proceedings of the 25th conference on User Modeling, Adaptation and Personalization, 94–103. Bratislava, Slovakia. doi:10.1145/3079628
   Google Scholar
• Hutt, S., Mills, C., White, S., & Donnelly, P. J., & D’Mello, S. K. (2016). The eyes have it: gaze-based detection of mind wandering during learning with an intelligent tutoring system. Proceedings of the 9th international conference on Educational Data Mining, International Educational Data Mining Society, 86–93. Raleigh, North Carolina. EDM. doi:10.1177/1753193415617756
   Google Scholar
• Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience, 7(2), 109–119. doi:10.3758/CABN.7.2.109
   PubMed Web of Science ®Google Scholar
• Jing, H. G., Szpunar, K. K., & Schacter, D. L. (2016). Interpolated testing influences focused attention and improves integration of information during a video-recorded lecture. Journal of Experimental Psychology: Applied, 22(3), 305–318. doi:10.1037/xap0000087
   PubMed Web of Science ®Google Scholar
• Ju, Y.-J., & Lien, Y.-W. (2016). Better control with less effort: The advantage of using focused-breathing strategy over focused-distraction strategy on thought suppression. Consciousness and Cognition, 40, 9–16. doi:10.1016/j.concog.2015.12.002
   PubMed Web of Science ®Google Scholar
• Kam, J. W., Dao, E., Farley, J., Fitzpatrick, K., Smallwood, J., Schooler, J. W., & Handy, T. C. (2011). Slow fluctuations in attentional control of sensory cortex. Journal of Cognitive Neuroscience, 23(2), 460–470. doi:10.1162/jocn.2010.21443
   PubMed Web of Science ®Google Scholar
• Kane, M. J., Smeekens, B. A., von Bastian, C. C., Lurquin, J. H., Carruth, N. P., & Miyake, A. (2017). A combined experimental and individual-differences investigation into mind wandering during a video lecture. Journal of Experimental Psychology: General, 146(11), 1649–1674. doi:10.1037/xge0000362
   PubMed Web of Science ®Google Scholar
• Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772–775. doi:10.1126/science.1199327
   PubMed Web of Science ®Google Scholar
• Karpicke, J. D., & Roediger, H. L., III. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57(2), 151–162. doi:10.1016/j.jml.2006.09.004
   Web of Science ®Google Scholar
• Killingsworth, M. A., & Gilbert, D. T. (2010). A wandering mind is an unhappy mind. Science, 330(6006), 932. doi:10.1126/science.1192439
   PubMed Web of Science ®Google Scholar
• Klinger, E., & Cox, W. M. (1987). Dimensions of thought flow in everyday life. Imagination, Cognition and Personality, 7(2), 105–128. doi:10.2190/7K24-G343-MTQW-115V
   Google Scholar
• Kolić-Vrhovec, S., Bajšanski, I., & Rončević Zubković, B. (2011). The role of reading strategies in scientific text comprehension and academic achievement of university students. Review of Psychology, 18(2), 81–90.
   Google Scholar
• Kopp K., Bixler R., D’Mello S. (2014) Identifying Learning Conditions that Minimize Mind Wandering by Modeling Individual Attributes. In: Trausan-Matu S., Boyer K.E., Crosby M., Panourgia K. (eds) Intelligent Tutoring Systems. ITS 2014. Lecture Notes in Computer Science, vol 8474. Springer, Cham.
   Google Scholar
• Kopp, K., D’Mello, S., & Mills, C. (2015). Influencing the occurrence of mind wandering while reading. Consciousness and Cognition: an International Journal, 34, 52–62. doi:10.1016/j.concog.2015.03.003
   PubMed Web of Science ®Google Scholar
• Krasich, K., Hutt, S., Mills, C., Spann, C. A., Brockmole, J. R., & D’Mello, S. K. (2018). “Mind” ts: testing a brief mindfulness intervention with an intelligent tutoring system. International conference on Artificial Intelligence in Education, 176–181. Springer. doi:10.1142/S2424835518500170
   Google Scholar
• Kuhlmann, S., & Wolf, O. T. (2006). Arousal and cortisol interact in modulating memory consolidation in healthy young men. Behavioral Neuroscience, 120(1), 217. doi:10.1037/0735-7044.120.1.217
   PubMed Web of Science ®Google Scholar
• Luke, S. G. (2017). Evaluating significance in linear mixed-effects models in R. Behavior Research Methods, 49(4), 1494–1502. doi:10.3758/s13428-016-0809-y
   PubMed Web of Science ®Google Scholar
• McNamara, D. S. (2004). SERT: Self-explanation reading training. Discourse Processes, 38(1), 1–30. doi:10.1207/s15326950dp3801_1
   Web of Science ®Google Scholar
• McNamara, D. S. (2007). Reading comprehension strategies: theories, interventions, and technologies. mahwah. New Jersey: Lawrence Erlbaum Associates Publishers.
   Google Scholar
• McNamara, D. S., Levinstein, I. B., & Boonthum, C. (2004). iSTART: Interactive strategy training for active reading and thinking. Behavior Research Methods, Instruments, & Computers, 36(2), 222–233. doi:10.3758/BF03195567
   PubMedGoogle Scholar
• Merat, N., Jamson, A. H., Lai, F. C., Daly, M., & Carsten, O. M. (2014). Transition to manual: Driver behaviour when resuming control from a highly automated vehicle. Transportation Research Part F: Traffic Psychology and Behaviour, 27, 274–282. doi:10.1016/j.trf.2014.09.005
   Web of Science ®Google Scholar
• Mills, C., Bixler, R., Wang, X., & D’Mello, S. K. (2016). Automatic gaze-based detection of mind wandering during film viewing. Proceedings of the international conference on Educational Data Mining, 30–37. International Educational Data Mining Society. Raleigh, North Carolina
   Google Scholar
• Mills, C., D’Mello, S., Lehman, B., Bosch, N., Strain, A., & Graesser, A. (2013). What makes learning fun? Exploring the influence of choice and difficulty on mind wandering and engagement during learning. Artificial Intelligence in Education - 16th International Conference, Proceedings, 71–80. https://doi.org/10.1007/978–3–642–39112–5–8
   Google Scholar
• Mills, C., & D’Mello, S. K. (2015). Toward a real-time (day) dreamcatcher: detecting mind wandering episodes during online reading. Proceedings of the 8th international conference on Educational Data Mining, 69–76. Madrid, Spain
   Google Scholar
• Mills, C., D’Mello, S. K., & Kopp, K. (2015). The influence of consequence value and text difficulty on affect, attention, and learning while reading instructional texts. Learning and Instruction, 40, 9–20. doi:10.1016/j.learninstruc.2015.07.003
   Web of Science ®Google Scholar
• Mills, C., Graesser, A., Risko, E. F., & D’Mello, S. K. (2017). Cognitive coupling during reading. Journal of Experimental Psychology: General, 146, 872–883. doi:10.1037/xge0000309
   PubMed Web of Science ®Google Scholar
• Mills, C., Raffaelli, Q., Irving, Z. C., Stan, D., & Christoff, K. (2018). Is an off-task mind a freely-moving mind? Examining the relationship between different dimensions of thought. Consciousness and Cognition, 58, 20–33. doi:10.1016/j.concog.2017.10.003
   PubMed Web of Science ®Google Scholar
• Mrazek, M. D., Franklin, M. S., Phillips, D. T., Baird, B., & Schooler, J. W. (2013). Mindfulness training improves working memory capacity and gre performance while reducing mind wandering. Psychological Science, Vol, 20 20 24, 0956797612459659. doi:10.1177/0956797612459659
   Web of Science ®Google Scholar
• Mrazek, M. D., Smallwood, J., & Schooler, J. W. (2012). Mindfulness and mind-wandering: Finding convergence through opposing constructs. Emotion, 12(3), 442. doi:10.1037/a0026678
   PubMed Web of Science ®Google Scholar
• Nadel, L., Hupbach, A., Gomez, R., & Newman-Smith, K. (2012). Memory formation, consolidation and transformation. Neuroscience & Biobehavioral Reviews, 36(7), 1640–1645. doi:10.1016/j.neubiorev.2012.03.001
   PubMed Web of Science ®Google Scholar
• Nadel, L., & Moscovitch, M. (1997). Memory consolidation, retrograde amnesia and the hippocampal complex. Current Opinion in Neurobiology, 7(2), 217–227. doi:10.1016/S0959-4388(97)80010-4
   PubMed Web of Science ®Google Scholar
• Nguyen, K.-V., Binder, K. S., Nemier, C., & Ardoin, S. P. (2014). Gotcha! Catching kids during mindless reading. Scientific Studies of Reading, ( ahead-of-print), 18: 1–17.
   Web of Science ®Google Scholar
• Ozuru, Y., Briner, S., Best, R., & McNamara, D. S. (2010). Contributions of self-explanation to comprehension of high- and low-cohesion texts. Discourse Processes, 47(8), 641–667. doi:10.1080/01638531003628809
   Web of Science ®Google Scholar
• Pettijohn, K. A., Thompson, A. N., Tamplin, A. K., Krawietz, S. A., & Radvansky, G. A. (2016). Event boundaries and memory improvement. Cognition, 148, 136–144. doi:10.1016/j.cognition.2015.12.013
   PubMed Web of Science ®Google Scholar
• Pham, P., & Wang, J. (2015). Attentive learner: improving mobile mooc learning via Implicit Heart Rate Tracking. International conference on Artificial Intelligence in Education, 367–376. Springer.
   Google Scholar
• Phillips, N. E., Mills, C., D’Mello, S., & Risko, E. F. (2016). On the influence of re-reading on mind wandering. The Quarterly Journal of Experimental Psychology, 69(12), 2338–2357. doi:10.1080/17470218.2015.1107109
   PubMed Web of Science ®Google Scholar
• Radvansky, G. A., & Zacks, J. M. (2017). Event boundaries in memory and cognition. Current Opinion in Behavioral Sciences, 17, 133–140. doi:10.1016/j.cobeha.2017.08.006
   PubMed Web of Science ®Google Scholar
• Randall, J. G., Oswald, F. L., & Beier, M. E. (2014). Mind-wandering, cognition, and performance: A theory-driven meta-analysis of attention regulation. Psychological Bulletin, 140(6), 1411–1431. doi:10.1037/a0037428
   PubMed Web of Science ®Google Scholar
• Rawson, K. A., & Dunlosky, J. (2011). Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough? Journal of Experimental Psychology: General, 140(3), 283. doi:10.1037/a0023956
   PubMed Web of Science ®Google Scholar
• Reichle, E. D. (2006). Computational models of eye-movement control during reading: Theories of the eye-mind link. Cognitive Systems Research, 7(1), 2–3. doi:10.1016/j.cogsys.2005.07.001
   Web of Science ®Google Scholar
• Reichle, E. D., Pollatsek, A., & Rayner, K. (2012). Using EZ reader to simulate eye movements in nonreading tasks: A unified framework for understanding the eye–mind link. Psychological Review, 119(1), 155. doi:10.1037/a0026473
   PubMed Web of Science ®Google Scholar
• Reichle, E. D., Reineberg, A. E., & Schooler, J. W. (2010). Eye movements during mindless reading. Psychological Science, 21(9), 1300–1310. doi:10.1177/0956797610378686
   PubMed Web of Science ®Google Scholar
• Risko, E. F., Anderson, N., Sarwal, A., Engelhardt, M., & Kingstone, A. (2012). Everyday attention: Variation in mind wandering and memory in a lecture. Applied Cognitive Psychology, 26(2), 234–242. doi:10.1002/acp.v26.2
   Web of Science ®Google Scholar
• Risko, E. F., Buchanan, D., Medimorec, S., & Kingstone, A. (2013). Everyday attention: Mind wandering and computer use during lectures. Computers & Education, 68, 275–283. doi:10.1016/j.compedu.2013.05.001
   Web of Science ®Google Scholar
• Roediger, H. L., III, & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. doi:10.1016/j.tics.2010.09.003
   PubMed Web of Science ®Google Scholar
• Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. doi:10.1111/j.1467-9280.2006.01693.x
   PubMed Web of Science ®Google Scholar
• Roy, M., & Chi, M. T. (2005). The self-explanation principle in multimedia learning. The Cambridge Handbook of Multimedia Learning, 271–286.
   Google Scholar
• Schad, D. J., Nuthmann, A., & Engbert, R. (2012). Your mind wanders weakly, your mind wanders deeply: Objective measures reveal mindless reading at different levels. Cognition, 125(2), 179–194. doi:10.1016/j.cognition.2012.07.004
   PubMed Web of Science ®Google Scholar
• Schweigert, W. A. (1994). Research methods and statistics for psychology. CA:Thomson Brooks/Cole, Belmont.
   Google Scholar
• Sibert, J. L., Gokturk, M., & Lavine, R. A. (2000). The reading assistant: Eye gaze triggered auditory prompting for reading remediation. Proceedings of the 13th annual ACM symposium on User Interface Software and Technology, 101–107. San Diego, CA doi:10.1145/354401
   Google Scholar
• Smallwood, J. (2011). Mind-wandering while reading: Attentional decoupling, mindless reading and the cascade model of inattention. Language and Linguistics Compass, 5(2), 63–77. doi:10.1111/lnco.2011.5.issue-2
   Google Scholar
• Smallwood, J., Fishman, D. J., & Schooler, J. W. (2007). Counting the cost of an absent mind: Mind wandering as an underrecognized influence on educational performance. Psychonomic Bulletin & Review, 14(2), 230–236. doi:10.3758/BF03194057
   PubMed Web of Science ®Google Scholar
• Smallwood, J., McSpadden, M., & Schooler, J. W. (2007). The lights are on but no one’s home: Meta-awareness and the decoupling of attention when the mind wanders. Psychonomic Bulletin & Review, 14(3), 527–533. doi:10.3758/BF03194102
   PubMed Web of Science ®Google Scholar
• Smith, A. M., Floerke, V. A., & Thomas, A. K. (2016). Retrieval practice protects memory against acute stress. Science, 354(6315), 1046–1048. doi:10.1126/science.aah5067
   PubMed Web of Science ®Google Scholar
• Smith, G. K., Mills, C., Paxton, A., & Christoff, K. (2018). Mind-wandering rates fluctuate across the day: Evidence from an experience-sampling study. Cognitive Research: Principles and Implications, 3(1), 54. doi:10.1186/s41235-018-0141-4
   PubMedGoogle Scholar
• Smith, J. D., & Graham, T. C. (2006). Use of eye movements for video game control. Proceedings of the 2006 ACM SIGCHI international conference on Advances in Computer Entertainment Technology, 20. Hollywood, CA doi:10.1145/1178823
   Google Scholar
• Starr, M. S., & Rayner, K. (2001). Eye movements during reading: Some current controversies. Trends in Cognitive Sciences, 5(4), 156–163. doi:10.1016/S1364-6613(00)01619-3
   PubMed Web of Science ®Google Scholar
• Stewart, A., Bosch, N., Chen, H., & Donnelly, P. J., & D’Mello, S. K. (2016). Where’s your mind at?: Video-based mind wandering detection during film viewing. Proceedings of the 2016 conference on User Modeling Adaptation and Personalization, 295–296. ACM. Halifax, Canada
   Google Scholar
• Swallow, K. M., Zacks, J. M., & Abrams, R. A. (2009). Event boundaries in perception affect memory encoding and updating. Journal of Experimental Psychology: General, 138(2), 236–257. doi:10.1037/a0015631
   PubMed Web of Science ®Google Scholar
• Szpunar, K. K. (2017). Directing the wandering mind. Current Directions in Psychological Science, 26(1), 40–44. doi:10.1177/0963721416670320
   Web of Science ®Google Scholar
• Szpunar, K. K., Khan, N. Y., & Schacter, D. L. (2013). Interpolated memory tests reduce mind wandering and improve learning of online lectures. Proceedings of the National Academy of Sciences, 110(16), 6313–6317. doi:10.1073/pnas.1221764110
   PubMed Web of Science ®Google Scholar
• Thomson, D. R., Seli, P., Besner, D., & Smilek, D. (2014). On the link between mind wandering and task performance over time. Consciousness and Cognition, 27, 14–26. doi:10.1016/j.concog.2014.04.001
   PubMed Web of Science ®Google Scholar
• Unsworth, N., & McMillan, B. D. (2012). Mind wandering and reading comprehension: Examining the roles of working memory capacity, interest, motivation, and topic experience. Journal of Experimental Psychology: Learning, Memory, and Cognition. doi:10.1037/a0029669
   Web of Science ®Google Scholar
• VanLehn, K., Jones, R. M., & Chi, M. T. (1992). A model of the self-explanation effect. The Journal of the Learning Sciences, 2(1), 1–59. doi:10.1207/s15327809jls0201_1
   Google Scholar
• Vertegaal, R., Slagter, R., & Van der Veer, G., & Nijholt, A. (2001). Eye gaze patterns in conversations: there is more to conversational agents than meets the eyes. Proceedings of the SIGCHI conference on Human Factors in Computing Systems, 301–308. Seattle, Washington
   Google Scholar
• Wammes, J. D., Seli, P., Cheyne, J. A., Boucher, P. O., & Smilek, D. (2016). Mind wandering during lectures II: Relation to academic performance. Scholarship of Teaching and Learning in Psychology, 2(1), 33–48. doi:10.1037/stl0000055
   Google Scholar
• West, B. T., Welch, K. B., & Galecki, A. T. (2014). Linear mixed models: a practical guide using statistical software. Boca Raton, FL: Chapman and Hall/CRC. doi:10.1201/b17198
   Google Scholar
• Zanesco, A. P., King, B. G., MacLean, K. A., Jacobs, T. L., Aichele, S. R., Wallace, B. A., … Saron, C. D. (2016). Meditation training influences mind wandering and mindless reading. Psychology of Consciousness: Theory, Research, and Practice, 3(1), 12–33. doi:10.1037/cns0000082
   Google Scholar
• Zeidan, F., Johnson, S. K., Diamond, B. J., David, Z., & Goolkasian, P. (2010). Mindfulness meditation improves cognition: Evidence of brief mental training. Consciousness and Cognition, 19(2), 597–605. doi:10.1016/j.concog.2010.03.014
   PubMed Web of Science ®Google Scholar
• Zhao, Y., Lofi, C., & Hauff, C. (2017). Scalable mind-wandering detection for MOOCs: a webcam-based approach. European conference on Technology Enhanced Learning, 330–344. Springer.
   Google Scholar
• Zwaan, R. A., Magliano, J. P., & Graesser, A. C. (1995). Dimensions of situation model construction in narrative comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(2), 386.
   Web of Science ®Google Scholar
• Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123(2), 162. doi:10.1037/0033-2909.123.2.162
   PubMed Web of Science ®Google Scholar