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[Xmca-l] Re: Call for papers on mind wandering and reading and writing



David-- Mind wandering is the flip side of mindful meditation, right? There
was an article, I believe in the NYTimes
about the differential efficacy of mindful mediation on mental power that
included a flip side of lack of creativity which mind wanderwind was
supposed to take care of.

Right?

I believe this discussion bears an important relation to CHAT theory. But
maybe I have the topic all wrong and its all in my, lets call it,
imagination.

mike


On Wed, Jan 29, 2014 at 6:36 PM, Andy Blunden <ablunden@mira.net> wrote:

> What a ....er fascinating topic .... um ... I was going to say ... er.
> Interesting, David.
> andy
> ------------------------------------------------------------------------
> *Andy Blunden*
> http://home.mira.net/~andy/
>
>
>
> David Preiss wrote:
>
>> Call for papers on mind wandering and reading and writing for a special
>> section of Learning and Individual Differences
>>  The research on the impact of mind wandering on the learning process and
>> education is mixed. Thus, some researchers have noted that mind wandering
>> negatively impacts students' performance on school related abilities
>> requiring high levels of concentration and metacognition, such as reading,
>> attending lectures or, more specifically, performance on standardized
>> measures of academic achievement. Yet, other researchers have noticed that
>> mind wandering is a regular part of everyday normal functioning and have
>> called attention to its positive impact on emotional processing, creativity
>> and problem solving. Additionally, the research literature has reported
>> that there are individual differences not only in people's tendency to
>> engage in mind wandering but also in the content of this wandering. These
>> differences have consequences for how adaptive mind wandering may be in
>> everyday functioning and, specifically, within educational contexts. Here,
>> we seek contributions that represent inno
>>  vative research on individual differences in mind wandering that: a)
>> synthesize insights from multiple approaches and perspectives on individual
>> differences in mind wandering; b) focus on the integration of research on
>> mind wandering with research on school related cognitive abilities with
>> special attention on those that are part and parcel of the core of the
>> schooling process (reading, writing and mathematics); c) relate mind
>> wandering with the development of abilities and processes that, although
>> not specifically academic, play a relevant role in schooling and education
>> such as creativity, divergent thinking, imagination, and problem solving,
>> among others; d) and investigate the connection between mind wandering and
>> school related performance at different stages of schooling, from
>> elementary school through college. Special consideration will be given to
>> articles that place mind wandering in the context of overall human
>> development. Original research and review articles wil
>>  l be considered.  Submissions allow two formats: full-length articles
>> (10,000 words) and short empirical reports or case studies (5,000 words);
>> the page limits do not include the abstract, references, figures, or
>> tables. Articles should reach the editorial office before June 30th 2014 to
>> receive full consideration. When submitting articles, authors should
>> indicate that their manuscript is intended for the special issue (mind
>> wandering). Contact David Preiss (davidpreiss@uc.cl) if you have
>> questions about the submission.
>>
>>
>>
>>
>
>
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