[Xmca-l] Call for papers on mind wandering and learning for a special section of Learning and Individual Differences

[David Preiss]

Dear colleagues,

I am re-sending this call as there is still time to submit. Please share with interested colleagues,

David


Call for papers on mind wandering and learning 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 innovative 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 abilities with special attention on those that are part and parcel of the core of the schooling process; 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 will 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 August 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.