![]() This study evaluated whether there was a difference between the impact of purely aerobic-based movement breaks and the impact of academic-based breaks on children's academic achievement outcomes. This study investigated the academic achievement and physical activity differences between types of activity breaks implemented in elementary school classrooms. Theoretical explanations of these results, the limits of existing investigations and avenues for potential future research are discussed. However, a few studies pointed out a potential positive effect of stimulus-dependent mind wandering on episodic memory encoding. Overall, stimulus-independent mind wandering appeared to be a reliable negative factor influencing the encoding of both words and audio-visual stimuli. Twenty-four studies were eligible for the current review and were compared based on their methodologies and results. ![]() Five online bibliographic databases (PsycNET, Pubmed, ScienceDirect, Web of Science and Taylor & Francis) were searched. Following the PRISMA guidelines, a systematic review of the literature on mind wandering and episodic memory was conducted. To date, there is no systematic synthesis on this link. Despite the strong links between attention and memory, its effect on episodic memory encoding has only been recently investigated. In the last two decades, mind wandering has received increased interest in the field of cognitive neuroscience. The results of these three experiments support the predictions derived from models of cognition emphasizing the importance of stimulus organization in the generation and maintenance of task focus and have potential importance for the scientific evaluation of cognition. Experiment 3 replicated the categorical suppression of TUT while encoding and recalling information in a memory task. Experiments 1 and 2 showed that despite the increased difficulty of the alphabetical verbal fluency task fewer TUTs were produced during category fluency condition. Three experiments were conducted on healthy participants using a categorical stimulus organization to contrast distributed and encapsulated views of cognition. In contrast, distributed models of cognition emphasize the importance of holistic processes in the generation and maintenance of task focus and are consistent with the effects of higher order variables such as schemata. Encapsulated models of cognition propose that qualitative changes in consciousness, i.e., the production of TUT, can be explained in terms of changes in the quantity of resources deployed for task completion. Task unrelated thought (TUT) refers to thought directed away from the current situation for example, a day dream.
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