As busy college students, it is sometimes difficult to engage in behaviors that cultivate academic success, especially with the presence of other distracting reinforcers. Many college students struggle to find the balance between their academic responsibilities, work commitments, extracurriculars, and social events. Multiple studies have shown that behavior modification techniques can be successful in increasing academic performance. The following peer reviewed articles encouraged the group to use behavior modification techniques to improve academic behavior. There is high success in using behavior modification techniques to shape a variety of academic behaviors.
The main focus in a study conducted by Taylor Greene and colleagues in 1997 …show more content…
Mind wandering occurs with every individual, but some more than others. Mind wandering can hinder what information is comprehended. The Pachai et al., (2016) article “The mind that wanders: Challenges and potential benefits of mind wandering in education,” discusses mind wandering occurring in the classroom. Mind wandering is defined as shifting one’s attention from one task to internal, personally relevant thoughts (Pachai et al., 2016). Students cannot be expected to give their full attention during a whole class period. The impact of mind wandering is related to three different topics; lectures, reading, and general aptitude. The impact on lectures is that students poorly retain information they were not paying attention to in the first place. Lectures vary in length, quality, and level of engagement. According to a study done by the authors, students tend to mind wander more so in the second half of a lecture rather than the first. Mind wanderings impact on reading is that it can come at a significant cost with comprehension. Information coming in is only partially retained. This affects immediate understanding and ability to make inferences from the text. Regarding general aptitude, cognitive capabilities are predictive of success. Working memory capacity (WMC) and general fluid intelligence (gF) are predictive of an individual’s general aptitude. Those with low WMC have a harder time retaining and processing information. General fluid intelligence is the capacity to think logically and solve problems in novel situations. Experimental studies have shown a strong relationship between mind wandering and WMC and gF. Higher mind wandering is correlated with poor performance on common measures of WMC, as well with
The main focus in a study conducted by Taylor Greene and colleagues in 1997 …show more content…
Mind wandering occurs with every individual, but some more than others. Mind wandering can hinder what information is comprehended. The Pachai et al., (2016) article “The mind that wanders: Challenges and potential benefits of mind wandering in education,” discusses mind wandering occurring in the classroom. Mind wandering is defined as shifting one’s attention from one task to internal, personally relevant thoughts (Pachai et al., 2016). Students cannot be expected to give their full attention during a whole class period. The impact of mind wandering is related to three different topics; lectures, reading, and general aptitude. The impact on lectures is that students poorly retain information they were not paying attention to in the first place. Lectures vary in length, quality, and level of engagement. According to a study done by the authors, students tend to mind wander more so in the second half of a lecture rather than the first. Mind wanderings impact on reading is that it can come at a significant cost with comprehension. Information coming in is only partially retained. This affects immediate understanding and ability to make inferences from the text. Regarding general aptitude, cognitive capabilities are predictive of success. Working memory capacity (WMC) and general fluid intelligence (gF) are predictive of an individual’s general aptitude. Those with low WMC have a harder time retaining and processing information. General fluid intelligence is the capacity to think logically and solve problems in novel situations. Experimental studies have shown a strong relationship between mind wandering and WMC and gF. Higher mind wandering is correlated with poor performance on common measures of WMC, as well with