Capturing the Wandering Mind During Statistical Learning Using Objective Measures
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Authors
Rahman, Hala
Date
2024-08-01
Type
thesis
Language
eng
Keyword
Mind Wandering , Attention , Statistical Learning , Memory , Objective measures
Alternative Title
Abstract
Mind wandering (MW) is a ubiquitous experience that draws attention away from a task towards internally generated thoughts. While prior work has investigated the impact that MW has on explicit memory, the impact of MW on more implicit forms of learning, as well as the extent to which objective markers can predict MW and learning, are not well understood. This thesis explores the interplay between MW and statistical learning (SL), a form of implicit learning where we extract environmental regularities over time. For example, learning to associate syllables within a word together based on their transitional probabilities. Across two experiments, we incorporated an SL task into the rhythmic visual response task (RVRT) - which collects both objective measures of response variability thought to be associated with attention lapses, and subjective measures of MW. The SL task allowed for learning both basic associations between pairs of images (i.e., A-B, and B-C pairs) and higher-order transitive associations between pairs of images that bridged two base pairs (i.e., learning the A-C pair from shared association of B). In Experiment 1, depth of MW during SL was negatively correlated with transitive learning accuracy, suggesting that greater MW hinders higher-order inference. In contrast, variance in response time, was not significantly associated with learning, highlighting a dissociation between subjective and objective measures of MW. Interestingly, predictive models revealed a non-significant qualitative trend where MW may modestly benefit transitive learning. In Experiment 2, we pursued this finding while incorporating fidgeting as an additional behavioral measure. Response time variance negatively predicted base pair learning, indicating that increased variability in task performance can disrupt simpler associative learning. Notably, side-to-side fidgeting positively correlated with transitive learning, suggesting a complex relationship where certain types of physical movement may facilitate higher-order inference. Together, these inconsistent findings highlight the complex relationship between MW, behavioral variability, and implicit learning. Additionally, the dissociation between MW’s impact on basic and transitive SL and the differential predictive power of response time variance and variance in postural sway point to the existence of distinct underlying cognitive states that should be measured differently using subjective and objective reports.
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Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.
Attribution-NonCommercial-NoDerivatives 4.0 International
ProQuest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.
Attribution-NonCommercial-NoDerivatives 4.0 International