Attention and Achievement: A Mind Wandering Investigation

NCT ID: NCT05296252

Last Updated: 2023-05-19

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

53 participants

Study Classification

INTERVENTIONAL

Study Start Date

2022-05-11

Study Completion Date

2022-06-15

Brief Summary

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This study assesses the impact of mind-wandering on reading and math.

Detailed Description

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This study assesses the impact of mind-wandering on reading and math. Specifically 120 middle school student participants will receive descriptive measures (of achievement, attention and related factors including mind-wandering), and will receive a brief (\~30 min) lesson in reading and math (order counterbalanced). Participants will receive a brief pre-test, the lesson, and then a post-test on the reading and math outcomes. 75% of the participants will receive a brief manipulation that sets up the influence of mind-wandering, as well as redirects when probe-caught mind-wandering occurs. The remaining participants will receive only redirects, and only randomly. Among participants to receive the mind-wandering manipulation, an equal number will receive this only for reading, only for math, and for both reading and math.

Conditions

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Attention Disturbances

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

FACTORIAL

The factors are study condition order (reading, math), proactive and reactive mind-wandering manipulation (yes, no), and lesson target (reading, math, both, neither)
Primary Study Purpose

TREATMENT

Blinding Strategy

NONE

There is no need, and it is not possible to blind condition

Study Groups

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Mind Wandering Intervention

75% of participants will receive proactive and reactive mind-wandering information and redirection.

Group Type EXPERIMENTAL

mind-wandering intervention

Intervention Type BEHAVIORAL

Participants in this condition receive a brief introduction to the potential impact of mind-wandering (before learning, proactive), and are redirected to lesson if "probe-caught" mind-wandering are endorsed (during learning, reactive)

Mind Wandering Comparison

25% of participants will receive only mind-wandering redirection, but only at random times.

Group Type ACTIVE_COMPARATOR

mind-wandering comparison

Intervention Type BEHAVIORAL

Participants in this condition receive no introduction, and only redirection, and the redirection is random, not in reaction to mind-wandering

Interventions

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mind-wandering intervention

Participants in this condition receive a brief introduction to the potential impact of mind-wandering (before learning, proactive), and are redirected to lesson if "probe-caught" mind-wandering are endorsed (during learning, reactive)

Intervention Type BEHAVIORAL

mind-wandering comparison

Participants in this condition receive no introduction, and only redirection, and the redirection is random, not in reaction to mind-wandering

Intervention Type BEHAVIORAL

Eligibility Criteria

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Inclusion Criteria

* enrollment in schools where we have permission to conduct the study

Exclusion Criteria

* students known to be enrolled in separate curricula (e.g., life-skills classes)
Minimum Eligible Age

11 Years

Maximum Eligible Age

15 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes

Sponsors

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University of Houston

OTHER

Sponsor Role lead

Responsible Party

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Responsibility Role SPONSOR

Principal Investigators

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Paul T. Cirino, PhD

Role: PRINCIPAL_INVESTIGATOR

University of Houston

Locations

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University of Houston

Houston, Texas, United States

Site Status

Countries

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United States

Other Identifiers

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00000568

Identifier Type: -

Identifier Source: org_study_id

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