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Smith, A. C., Marty-Dugas, J., Ralph, B. C. W., & Smilek, D. (in press). Examining the relation between grit, flow, and attention in everyday life. Psychology of Consciousness: Theory, Research, and Practice. Advance online publication. http://dx.doi.org/10.1037/cns0000226
Ralph, B. C. W., Smith, A. C., Seli, P., & Smilek, D. (2020). Evidence for a trade-off between media multitasking and mind wandering. Canadian Journal of Experimental Psychology, 74(1), 56–72. http://dx.doi.org/10.1037/cep0000186
Hicks, L., J., Smith, A. C., Ralph, B. C. W., & Smilek, D. (2020). Attention restoration following nature exposure in laboratory settings: Undeniable or unreliable? Journal of Environmental Psychology, 71, 101488. https://doi.org/10.1016/j.jenvp.2020.101488
Hicks, L. J., Smith, A. C., Ralph, B. C. W., & Smilek, D. (2020). It is undeniable that stimulus selection procedures limit conclusions from environmental exposure experiments: A response to Berto (2020). Journal of Environmental Psychology, 72, 101515. https://doi.org/10.1016/j.jenvp.2020.101515
Hicks., L. J., Caron, E. E., & Smilek, D. (2020). SARS-CoV-2 and students: The impact of a global pandemic on undergraduate learning experiences. Scholarship of Teaching and Learning in Psychology. Submission number: STL-2020-0042R1.
Caron, E. E., Reynolds, G.M., Ralph, B. C. W., Carriere, J. S. A., Besner, D., & Smilek, D. (2020). Does Posture Influence the Stroop Effect? The Journal of Psychological Science. https://doi.org/10.1177/ 0956797620953842
Hicks, L.J., Caron, E. E., & Smilek, D. (In press, 2020). SARS-CoV-2 and learning: The impact of a global pandemic on undergraduate learning experiences. The Scholarship of Teaching and Learning in Psychology. 1-41. Submission ID: STL-2020-0042
Smith, A. C., Ralph, B. C. W., Marty-Dugas, J., & Smilek, D. (2019). …Loading …loading: The influence of download time on information search. PLOS ONE, 14(12) e0226112. https://doi.org/10.1371/journal.pone.0226112
Ralph, B. C. W., & Smilek, D. (in press). Individual differences in media multitasking and performance on the N-Back. Attention, Perception, & Psychophysics. Doi: 10.3758/s13414-016-1260-y
Ralph, B. C. W., Wammes, J. D., Barr, N., & Smilek, D. (in press). Wandering minds and wavering goals: Examining the relation between mind wandering and grit in everyday life, the laboratory, and the classroom. Canadian Journal of Experimental Psychology.
Thomson, D.R., Besner, D., & Smilek, D. (2016). A critical assessment of the evidence for sensitivity loss in modern vigilance tasks. Psychological Review, 123, 70-83.
Seli, P., Risko, E.F., Smilek, D., & Schacter, D.L. (2016). Mind-wandering with and without intention. Trends in Cognitive Sciences, 20, 605-617.
Cheyne, J. A., Bonin, T., Wright, C., Carriere, J. S., Danckert, J., & Smilek, D. (2016). “You’re on ten, where can you go from there?” Tufnel problems in repeated experiential judgments. Consciousness and cognition, 42, 311-324.
Seli, P., Risko, E.F., & Smilek, D. (2016). On the necessity of distinguishing between unintentional and intentional mind wandering. Psychological Science, 27, 685-691.
Bonin, T. & Smilek, D. (2016). Inharmonic music elicits more negative affect and interferes more with a concurrent cognitive task than does harmonic music. Attention, Perception & Psychophysics, 78, 946-959.
Seli, P., Risko, E.F., & Smilek, D. (2016). Assessing the associations among trait and state levels of deliberate and spontaneous mind wandering. Consciousness and Cognition, 41, 50-56.
Wammes, J. D., Seli, P., Cheyne, J. A., Boucher, P. O., & Smilek, D. (2016). Mind wandering during lectures II: Relation to academic performance. Scholarship of Teaching and Learning in Psychology, 2, 33-48.
Wammes, J. D., Boucher, P.O., Seli, P., Cheyne, J.A., & Smilek, D. (2016). Mind wandering during lectures I: Changes in rates across an entire semester. Scholarship of Teaching and Learning in Psychology, 2, 13-32.
Phillips, N.E., Ralph, B.C.W., Carriere, J.S.A., & Smilek, D. (2016). Examining the influence of saliency of peer-induced distractions on direction of gaze and lecture recall. Computer & Education, 99, 81-93.
Ralph, B.C.W., Onderwater, K., Thomson, D.R., & Smilek, D. (2016). Disrupting monotony while increasing demand: Benefits of rest and intervening tasks on vigilance. Psychological Research, DOI: 10.1007/s00426-016-0752-7.
Seli, P., Risko, E.F., Purdon, C. & Smilek, D. (2016). Intrusive thoughts: Linking spontaneous mind wandering and OCD symptomology. Psychological Research, DOI 10.1007/s00426-016-0756-3.
Seli, P., Wammes, J. D., Risko, E. F. R., & Smilek, D. (2015). On the relation between motivation and retention in educational contexts: The role of intentional and unintentional mind wandering. Psychonomic Bulletin & Review. DOI 10.3758/s13423-015-0979-0
Seli, P., Cheyne, J. A., Xu, M., Purdon, C., & Smilek, D. (2015). Motivation and mind wandering: Implications for assessments of task-unrelated thought. Journal of Experimental Psychology: Learning, Memory, & Cognition, 41, 1417-1425.
Seli, P., Jonker, T. R., Cheyne, J. A., Cortes, K., & Smilek, D. (2015). Can research participants comment authoritatively on the validity of their self-reports of mind wandering and task engagement? Journal of Experimental Psychology: Human Perception & Performance, 41, 703-709.
Seli, P., Carriere, J.S.A., & Smilek, D. (2015). Not all mind wandering is created equal: Dissociating deliberate from spontaneous mind wandering. Psychological Research, 79, 750-758.
Thomson, D.R., Besner, D., & Smilek, D. (2015). Reducing the vigilance decrement: The effects of perceptual variability. Consciousness and Cognition, 33, 386-397. DOI: 10.1016/j.concog.2015.02.010.
Seli, P., Smallwood, J. Cheyne, J.A., & Smilek, D. (2015). On the relation of mind wandering and ADHD symptomology. Psychonomic Bulletin & Review, 22, 629-636.
Thomson, D.R., Besner, D., & Smilek, D. (2015). A resource control account of sustained attention: Evidence from mind wandering and vigilance paradigms. Perspectives on Psychological Science,10, 82-96. DOI: 10.1177/1745691614556681.
Ralph, B.C.W., Thomson, D.R., Seli, P., Carriere, J.S.A., & Smilek D. (2015). Media multitasking and behavioral measures of sustained attention. Attention, Perception & Psychophysics, 77, 390-401. DOI: 10.3758/s13414-014-0771-7.
Thomson, D.R., Ralph, B.C.W., Besner, D., & Smilek, D. (2015). The more the mind wanders, the smaller the attentional blink: An individual difference study. Quarterly Journal of Experimental Psychology, 68, 181-191.
Nelson, A., Purdon, C., Quigley, L., Carriere, J.S.A., & Smilek D. (2015). Distinguishing the roles of trait and state anxiety on the nature of anxiety-related attentional biases to threat using a free viewing eye movement paradigm. Cognition and Emotion, 29, 504-526.
Thomson, D., Seli, P., Besner, D., & Smilek, D. (2014). On the link between mind wandering and task performance over time. Consciousness and Cognition, 27, 14 – 26.
Chrisholm, J. D., Chapman C. S., Amm, M., Bischof, W. F., Smilek, D., & Kingstone, A. (2014). A cognitive ethology study of first- and third-person perspectives. PLOS ONE, 9, 3, e92696, 1-10.
Ralph, B.C.W., Seli, P., Cheng, V., Solman, G., & Smilek, D. (2014). Running the figure to the ground: Figure-ground segmentation during visual search. Vision Research, 97, 65-73.
Solman, G.J.F., Hickey, K., & Smilek, D. (2014). Comparing target detection errors in visual search and manually-assisted search. Attention, Perception & Psychophysics, 76, 945-958.
Ralph, B.CW., Thomson, D.R., Cheyne, J.A., & Smilek, D. (2014). Media multitasking and failures of attention in everyday life. Psychological Research, 78, 661-669.
Seli, P., Carriere, J.S.A., Thomson D.R., Cheyne, J.A., Ehgoetz-Martens, K.A., & Smilek, D. (2014). Restless mind, restless body. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 660-668.
Thomson, D., Smilek, D., & Besner, D. (2014). On asymmetric effects of mind-wandering on levels of processing at encoding and retrieval. Psychonomic Bulletin and Review, 21, 728-733.
The University of Waterloo acknowledges that much of our work takes place on the traditional territory of the Neutral, Anishinaabeg and Haudenosaunee peoples. Our main campus is situated on the Haldimand Tract, the land promised to the Six Nations that includes six miles on each side of the Grand River. Our active work toward reconciliation takes place across our campuses through research, learning, teaching, and community building, and is centralized within our Indigenous Initiatives Office.