Working Memory Capacity Offers Resistance to Mind‐Wandering and External Distraction in a Context‐Specific Manner

The present study examined the impact of mind‐wandering and distraction in silent and noisy studying environments and how individual differences in working memory capacity offered resistance to these two distinct forms of attention failure. Two groups of participants read a text in different environments and answered reading comprehension questions. While reading, thought probes asked participants to indicate the current focus of their attention. Results showed that the relationship between working memory capacity and reading comprehension was partially driven by resistance to mind‐wandering in the silent condition and by resistance to external distraction in the noise condition. The findings support the distinction between mind‐wandering and external distraction, two separate yet related types of attention failure that impact task performance. Further, executive abilities seem to offer resistance to these two types of attention failure differentially depending on the context. Copyright © 2015 John Wiley & Sons, Ltd.     

Unconcealing Jung's Transcendent Function with Heidegger

In the first sentence of his book, The Transcendent Function, Jeffery Miller says “The transcendent function is the core of Carl Jung's theory of psychological growth and the heart of what he called individuation, the process by which one is guided in a teleological way toward the person he or she is meant to be” (Miller, 2004 Miller, J. C. (2004). The transcendent function: Jung's model of psychological growth through dialogue with the unconscious. Albany, NY: SUNY Press. [Google Scholar], p. 1). Consequently, for Jung, the transcendent function is the question of unveiling the unconscious for individuation to take place or, as Heidegger would say, the question of unveiling Being for authenticity to take place. As a result of the apparent equivalence, these questions can be synthesised to demonstrate that read together, each of these thinkers brings deeper understanding, meaning, and interpretation to the projects of the other in such a way that an extension for application is created for both philosophy and psychotherapy.     

A Comparison of Taped-Problem Interventions to Increase Math Fact Fluency: Does the Length of Time Delay Affect Student Learning Rates?

An alternating treatments design with a control condition was used to evaluate and compare the effects of two taped-problem interventions on addition fact fluency. Both taped-problem interventions were identical with the exception of the time delay between the auditory cue of the problem and the answer. One condition used a 2-s delay and the other condition used no delay. Results showed that both taped-problem conditions showed growth in student digits correct per minute scores and that the no-delay condition was slightly more efficient as the taped-problem no-delay procedure took approximately 33% less time. Discussion focuses on using comparative intervention designs to detect nuances in procedures to improve our understanding of math fact interventions that result in the highest learning rates.