Everyday attention failures: An individual differences investigation.
Abstract
The present study examined individual differences in everyday attention failures. Undergraduate students completed various cognitive ability measures in the laboratory and recorded everyday attention failures in a diary over the course of a week. The majority of attention failures were failures of distraction or mind wandering in educational contexts (in class or while studying). Latent variable techniques were used to perform analyses, and the results suggested that individual differences in working memory capacity and attention control were related to some but not all everyday attention failures. Furthermore, everyday attention failures predicted SAT scores and partially accounted for the relation between cognitive abilities and SAT scores. These results provide important evidence for individual differences in everyday attention failures as well as for the ecological validity of laboratory measures of working memory capacity and attention control.
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Environmental distraction and mind-wandering are the major causes of attention failure among university students.
“In fact, environmental distraction and mind-wandering are the major causes of attention failure among university students (Unsworth, McMillan, Brewer, & Spillers, 2012).”
From The indirect relationship of media multitasking self-efficacy on learning performance within the personal learning environment: Implications from the mechanism of perceived attention problems and self-regulation strategies (2017) · cites this paper as Unsworth, McMillan, Brewer, & Spillers, 2012
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Robison, M. K., & Nash Unsworth, A. (2017) · Attention Perception & Psychophysics · doi:10.3758/s13414-017-1335-4 · Cited by 14 · see citing works
Zhang, H., Miyake, A., Osborne, J. B., Shah, P., & Jonides, J. (2023) · PLoS ONE · doi:10.1371/journal.pone.0292215 · Cited by 13 · see citing works
Fluctuations in pre-trial attentional state and their influence on goal neglect
Nash Unsworth, A., & McMillan, B. D. (2014) · Consciousness and Cognition · doi:10.1016/j.concog.2014.03.003 · Cited by 13 · see citing works
Self-citationSanchez, C. A., & Naylor, J. S. (2018) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2018.05.001 · Cited by 12 · see citing works
- Authors
- Unsworth, N., McMillan, B. D., Brewer, G. A., & Spillers, G. J.
- Affiliations
- University of Oregon (US)
- Arizona State University (US)
- Venue
- Journal of Experimental Psychology: Learning, Memory, and Cognition
- Published
- 2012
- Volume
- 38
- Issue
- 6
- Pages
- 1765-1772
- ISSN
- 0278-7393 (ISSN-L)
- 1939-1285
- OpenAlex
- W2028359980
- Cited by
- 161
- References
- 20
- Citations by year
- 2026: 1 · 2025: 4 · 2024: 14 · 2023: 18 · 2022: 20 · 2021: 12 · 2020: 11 · 2019: 13 · 2018: 9 · 2017: 10 · 2016: 19 · 2015: 12 · 2014: 8 · 2013: 9 · 2012: 1
- FWCI
- 12.86
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Experimental Psychology Learning Memory and Cognition (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Life Sciences › Neuroscience › Cognitive Neuroscience › Mind wandering and attention
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Functions and Memory
- Keywords
- individual differences, working memory capacity, attentional control, mind wandering, distraction, cognitive ability, SAT scores, ecological validity
- MeSH terms
- Activities of Daily Living, Adolescent, Adult, Attention, Cognition, Eye Movements, Female, Humans, Individuality, Male, Memory, Short-Term, Neuropsychological Tests, Reading, Young Adult
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