Although existing research suggests that mind-wandering is common, it has not been investigated in large samples, and it is unclear whether the increase in mind-wandering during elapsed time (“time-on-task”) is consistent across different performance tasks and contexts. Zanesco and colleagues (2024) sought to identify what factors (e.g., number of probes, task duration, type of task) influence the frequency and change in mind-wandering, and if the increase in mind-wandering is consistent across different types of cognitive tasks.

The researchers conducted a large-scale individual participant data (IPD) meta-analysis of 68 research reports involving over 10,000 participants and nearly half a million mind-wandering probes (attention check questions); the participants were assessed during various cognitive tasks in each of the 68 studies (e.g. reading, watching a lecture, meditation). There were two stages of the IPD met-analysis that the researchers included. The first stage examined the linear change over time of mind-wandering, and the second stage consisted of aggregating the previous studies’ finding to estimate overall patterns of mind-wandering.

The researchers found that mind-wandering increases over time across a wide range of cognitive tasks, therefore implying that individuals are more likely to become unfocused the longer the task continues. Additionally, certain methodological factors such as less frequent probe intervals and longer task duration were associated with an increase in mind-wandering. Furthermore, the type of tasks influenced the rate of mind-wandering. For example, reading and N-back tasks (measures memory capacity) had lower initial mind-wandering levels compared to other tasks such as PVT (measures attention and alertness). The study’s results highlight the natural tendency of attention to decline over time, especially in attention-demanding tasks.

In a classroom, educators can create shorter lectures or ask the students more questions to counteract increased mind-wandering as the lecture continues. These interventions can increase student engagement and possibly improve performance. In the future, EPIC can investigate how mind wandering can reduce the persistence and motivation to complete a task or reach a goal, and how that affects one’s response to failure.

To learn more about this study, visit the full research article linked here: https://psycnet.apa.org/fulltext/2024-58385-001.html

This post is written by Eliza Hong.

Reference:

Zanesco, A. P., Denkova, E., & Jha, A. P. (2025). Mind-wandering increases in frequency over time during task performance: An individual-participant meta-analytic review. Psychological Bulletin, 151(2), 217–239. https://doi.org/10.1037/bul0000424