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

Without any scientific justification at all, I tend to see it that way as well, Mike. I have a terrible deficit of focus and (much to Vonney's annoyance) often don't see what is under my nose, but that is because my mind is wandering all the time, and I have no intention, and never had, of trying to do anything about that, to "discipline" my mind, because I absolutely rely on whatever it is which is going on when I am not thinking about something. Some people are different. Vonney has incredible perception. She sees things (and smells, and hears) which are invisible to me, but she has great difficulty in seeing what is not there. This becomes an issue for us when it comes to interior design/renovations, etc. She always does a fantastic job, in the end, but it takes lots of work to visualise the object before it is produced, usually relying on finding pictures of the same thing done by someone else in magazine. The opposite for me. I can see it before it is built easily, but I do not have the same discrimination, so it is no use. I would love to read whatever comes out of this call for papers. But I would be interested even more if it were not exclusively focussed on education and children. Us adults apprehend the world differently too.

*Andy Blunden*

mike cole wrote:
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.


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.


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

    What a ....er fascinating topic .... um ... I was going to say ... er.
    Interesting, David.
    *Andy Blunden*
    http://home.mira.net/~andy/ <http://home.mira.net/%7Eandy/>

    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 <mailto:davidpreiss@uc.cl>) if you have
        questions about the submission.