Concurrent prospective memory task increases mind wandering during online reading for difficult but not easy texts

Schurer, Teresa; Opitz, Bertram; Schubert, Torsten · 2023 · Crossref

DOI: 10.3758/s13421-022-01295-1

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Summary

This study investigates the relationship between attentional processes and mind wandering during reading, specifically testing the "resource-demand-matching" view against competing theories. The resource-demand-matching model posits that mind wandering occurs when there is a mismatch between available cognitive resources and task demands. To test this, the researchers manipulated cognitive load by introducing a concurrent prospective memory (PM) task and varied text difficulty. The study aimed to determine whether holding an unfinished task in mind increases task-unrelated thoughts (TUTs) and impairs comprehension, particularly under high-demand conditions. The experiment involved 72 university students randomly assigned to either an "unfinished" or "finished" PM task group. Participants first studied 24 to-do list items. After recalling ten items, the unfinished group was told the recall would continue later, maintaining cognitive tension, while the finished group was told the task was complete. Subsequently, all participants read an expository hypertext about copyright law, presented in either a high-cohesion (easy) or low-cohesion (difficult) version. Mind wandering was measured using thought probes presented at random intervals, asking participants to categorize their thoughts as text-related or task-unrelated. Comprehension was assessed via multiple-choice questions and a memory test distinguishing original from manipulated sentences. Working memory capacity (WMC) was measured and used as a covariate. The results supported the resource-demand-matching hypothesis. Participants in the unfinished PM group exhibited significantly more TUTs than those in the finished group, but this effect was specific to the difficult text condition; no significant difference in mind wandering was observed for easy texts. Contrary to initial hypotheses, the unfinished group did not show worse text comprehension scores than the finished group when reading difficult texts. Instead, the data indicated that participants in the unfinished group compensated for the increased cognitive load and mind wandering by spending more time reading. This extended reading time positively influenced their reading knowledge, effectively neutralizing the potential negative impact of TUTs on comprehension performance. These findings strengthen the resource-demand-matching model by demonstrating that mind wandering is not uniformly induced by secondary tasks but depends on the interaction between task demands and available resources. The study highlights that individuals can adapt to cognitive mismatches through behavioral strategies, such as increased reading time, to maintain comprehension levels. This suggests that attentional control during reading is dynamic and context-dependent, challenging models that assume a static relationship between executive resources and mind wandering. The results imply that the impact of concurrent cognitive loads on reading performance is mediated by both the difficulty of the primary task and the reader's ability to regulate attention and time allocation.

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• prospective memory interruptions