Driver of discontent or escape vehicle: the affective consequences of mindwandering
Bibliographic record
Abstract
An emerging body of evidence suggests that our penchant for entertaining thoughts that are unrelated to ongoing activities might be a detriment to our emotional wellbeing. In light of this evidence, researchers have posited that mindwandering is a cause rather than a manifestation of discontent. We review the evidence in support of this viewpoint. We then consider this evidence in a broader context-with regards to mindwandering's antecedents, respecting the observation that people frequently find pleasure in their off-task moments, and in light of the lay beliefs people hold about its causes. We report data from two studies that speak to the potential challenges of establishing a definitive causal link between mindwandering and wellbeing. First, to advance the idea that mindwandering can convey affective benefits, in spite of negative feelings about mental disengagement, we examined cortical responses in a unique individual who presents with a long history of excessive-but enjoyable-task-irrelevant thinking. Second, to explore the idea that lay beliefs about mindwandering may substantially color the affective responses people have to a mindwandering episode, we surveyed people's beliefs about mindwandering's antecedents and related them to the affective reactions people anticipated to off-task moments. Our hope is to provide a nuanced evaluation of the available evidence for the assertion that mindwandering causes unhappiness, and to provide a clear direction forward to better evaluate this possibility.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".